DIFFERENTiation：分化.ppt

Pre-Assessment Provides a way to determine what students know about a topic before it is taught or the skill level of students before instruction begins. It should be used regularly in all curricular areas. Teachers can use the information gained in pre-assessment to make instructional decisions about student strengths and needs Provides a means to help the teacher determine flexible grouping patterns as well as which students are ready for different levels of instruction. Pre-Assessment Strategies teacher prepared pretest KWL charts and other graphic organizers writing prompts/samples questioning guess box picture interpretation prediction teacher observation/checklists student demonstrations and discussions initiating activities informational surveys/inventories student interviews student products / work samples self-evaluations portfolio analysis game activities show of hands to determine understanding: every pupil response drawing related to topic or content standardized test information reader response survey anticipation journals Differentiation Strategies There are four ways to differentiate instruction: By content (interest and skill) By process (modalities and readiness) By product (modalities) By environment (learning style) Differentiating by CONTENT Adjusting the degree of complexity with which students will engage in the content based on the interest and the capability of the various students in the classroom. Content consists of ideas, concepts, descriptive information, and facts, rules, and principles that are presented to the learner. Content can be differentiated through depth, complexity, novelty, and acceleration. Differentiating by CONTENT Readiness testing Concept based teaching Learning Contracts Multiple and/or supplementary texts Small group Learning styles and multiple intelligences Interest based mini lessons Curriculum compacting Technology Varying rate of learning and complexity Need to knows versus Nice to knows Compacting Tiere