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DIFFERENTIATED INSTRUCTION
Essential Question ,[object Object]
You are already doing it! ,[object Object],[object Object]
Backwards Planning Step 1: Determine Lesson & CA State Content Standards Identify CONTENT: What do the students need to know?  Step 2: Understand  the Materials Preview text and instructional resources Step 3: Determine the Outcome Write a teacher’s working thesis  Design a focus question Develop rubric or other form of scoring guide Step 5: Instruction, Learning, Practice Reading and writing strategies  Oral language and critical thinking skills development Content Acquisition Step 6: Administer the Assessment Have students complete the assessment Use the rubric Provide feedback Step 7: Analyze the Data Analyze student work to plan instruction Do protocol with colleagues Revise or re-teach as needed Revise unit for future use Model Instruction Guided practice Independent Practice UC Berkeley History-Social Science Project, ucbhssp@berkeley.edu Step 4: Identify Challenges of Understanding of Content Determine sentence and passage level strategies for unlocking text and content Determine writing strategies for answering focus question
Differentiated Instruction Defined ,[object Object]
Differentiated Instruction is  NOT ,[object Object],[object Object],[object Object],[object Object],[object Object]
Differentiated Instruction  IS ,[object Object],[object Object]
Content ,[object Object]
Process ,[object Object]
Product ,[object Object]
Differentiate What? ,[object Object],[object Object],[object Object],[object Object]
Differentiate How? ,[object Object],[object Object],[object Object],[object Object]
Why Differentiate? ,[object Object],[object Object],[object Object]
Key Principles of Differentiation ,[object Object],[object Object],[object Object],[object Object]
Begin Slowly… Just Begin ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Tiered Activities
Tiered Lessons ,[object Object],[object Object],[object Object]
Ways to tier a lesson ,[object Object],[object Object],[object Object],[object Object]
Making levels less obvious ,[object Object],[object Object],[object Object],[object Object]
Tiered Assessments ,[object Object],[object Object],[object Object]
I hear and  I forget. I see and  I remember. I do and  I understand. Chinese Proverb

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Differentiated Instruction For Saturday1a

  • 2.
  • 3.
  • 4. Backwards Planning Step 1: Determine Lesson & CA State Content Standards Identify CONTENT: What do the students need to know? Step 2: Understand the Materials Preview text and instructional resources Step 3: Determine the Outcome Write a teacher’s working thesis Design a focus question Develop rubric or other form of scoring guide Step 5: Instruction, Learning, Practice Reading and writing strategies Oral language and critical thinking skills development Content Acquisition Step 6: Administer the Assessment Have students complete the assessment Use the rubric Provide feedback Step 7: Analyze the Data Analyze student work to plan instruction Do protocol with colleagues Revise or re-teach as needed Revise unit for future use Model Instruction Guided practice Independent Practice UC Berkeley History-Social Science Project, ucbhssp@berkeley.edu Step 4: Identify Challenges of Understanding of Content Determine sentence and passage level strategies for unlocking text and content Determine writing strategies for answering focus question
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21. I hear and I forget. I see and I remember. I do and I understand. Chinese Proverb