I.D. for D.I.

Identifying Differentiated Learners through Differentiated Instruction

A quality curriculum can deepen the level of learning for all students. The content of the lesson must be concretely identified in order for a process to be established using clear objectives. This leads to product, such as assessments in the form of presentations, written essays and tests to name a few.

In order to attain the objectives of the lesson, checking for student understanding using formative assessments is key. Formative assessments measure the level and status of the students so teachers can meet them where they are in the activity.

Once the learners needs are identified, I must find ways to change the activity for the benefit of the student. The highest learning potential of the student must be assessed. New strategies and resources can be introduced to seamlessly and naturally raise the differentiated learner to the rest of the class.

LINK to flowchart:
https://drive.google.com/drive/u/1/my-drive

This can involve adjusting:

• Content — I use media and other methods to impart and instruct skills, ideas and information to students who need differentiated instruction.
  EXAMPLE matching new vocabulary to definitions.
  watch a video of charcoal application onto paper and see the pressure needed to make various lines.
  observe the step-by-step of my power point presentation so they can understand what is expected.

• Processes — The exercises and practices students perform to better understand content
  EXAMPLE I would provide one-on-one practice, especially for the kinesthetic learners who need interactive help.
  -auditory learners can listen to my voice, while sensory processing disorder students can watch me do the activity.

• Products — The materials, such as tests and projects, students complete to demonstrate understanding
  EXAMPLE  auditory learners give an oral report, ADHD students can give a presentation one-on-one 

https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/

Assessment Fog

   

Assessment Fog is something that every good teacher can experience when it comes to assessing differentiated learners. You have to be looking for it to notice it, otherwise students can fall through your fingers and get lost in class. 

• Use the academic criteria list as a filter to align all assessment strategies such as observations and rubrics.
• Coach students to understand what is expected of them. Get student feedback about what they "think" are the expectations.
• Unpack curriculum and standards into "I can" statements. This process helps to evaluate clarity of assessment tools to the academic outcome.
• Use a Learning From Student Work protocol with colleagues to reflect and revise assessment tools. When used during team and staff meetings, it helps clear assessment fog regarding intended academic outcomes and how students may interpret expectations.   *https://www.edutopia.org/blog/differentiated-instruction-eliminating-assessment-fog-john-mccarthy

screencasting......

3. Provide Students with Different Options to Demonstrate Their Learning

• Watching a video
• Creating artwork
• Reading an article
• Completing puzzles
• Listening to you teach

Flexibility and adaptability in the 21st century classroom

Being a flexible teacher, prepared at all times to adapt learning strategies to diversity of classroom and Differentiated Learning is the 21st century pinnacle of successful instruction I think.

In my classroom, which is Grade 6 to Junior High, I IDENTIFY, ANTICIPATE and EVALUATE using various differentiated strategies to meet the needs of the student. This ensures that the student can access the content being taught. For me, this is the key. 

With CONTENT, I make sure to have examples of the objective in at least 3 formatted ways. One is physical example of what the objective is. In this case, it is drawing with charcoal on a paper to create light and shadow. I use technology to demonstrate examples of what is a still life. I ask students to answer "What is a still life?" and I ask them to define it among their peers. They need a solid grasp of content and what they are asked ot perform in order to PROCESS and create a PRODUCT for evaluation.

One size does not fit all, so I customize my classroom. I create an ENVIRONMENT of inclusion and team efforts. Each objective is geared towards an individual product, however, to get there, you must work together, helping each other, as a team, to have an individual piece that is successful. The PROCESS of the PRODUCT is one of the juiciest parts of my classroom. 

Some students have needs such as SENSORY PROCESSING DISORDER and LOW MOTOR SKILLS. This makes it difficult for the to get a final product out successfully. Especially a final product that matches the criteria. Hence, I create the conditions and modify elements of the environment to give them breadth. An EXAMPLE of this could simply be making sure that they have extra space on their table to work and that all the materials they need are physically already laid out for them so they don't get flustered searching them out among the complex structures of a classroom and diversity of peers.

    

References:

*McCarthy John, 2014. Three Guidelines to Eliminating Assessment Fog.  Retrieved from:  https://www.edutopia.org/blog/differentiated-instruction-eliminating-assessment-fog-john-mccarthy

Differentiated Instruction Strategies that Promote Student Learning.  January 22 2018, retrieved from: http://differentiated-instruction.wiki.inghamisd.org/

Guido, M. October 12, 2016. Game-based Learning, Teaching strategies. Retrieved from: https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/

Formative and Summative assessments: Thinking Like an Assessor

STANDARD: Write an art critique identifying and explaining the use of the elements and principles of art in the Sunflower painting by Vincent Van Gogh.

Objective: Students will be able to write a three paragraph art critique using specialized words in order to evaluate Vincent Van Gogh’s painting The Sunflowers by articulating their understanding of this work of art.

Formative assessment

A formative assessment monitors a students’ learning and provides an ongoing communication for them to get feedback from the instructor.

1. Students will fill out a one-page target worksheet identifying their strengths and weaknesses in trying to reproduce the Vincent Van Gogh painting Sunflowers. What was difficult and what did you find easy to do?

2. Students will draw up a concept map of the elements of art using the Sunflower as a template to demonstrate their understanding of the task.

3. Informal checks for understanding with the three-minute pause.  Reflecting on ideas that have been introduced and making connections to prior knowledge for clarification.

I noticed….

I discovered that……….

I found or felt that………

I learnt that………

I compare this with………..

I do not agree with………..

Summative Performance-based assessment

A performance-based assessment measures students’ ability to apply the skills and knowledge learned from a unit. This task normally challenges students to use their higher-order thinking skills to create a product or finalize the process of an assignment (Chun 2010).

1. Students knowledge of Vincent Van Gogh’s ‘Sunflowers’ painting will be demonstrated in a three-paragraph art critique. This art critique will include a list of specialized words that should appear in the final report.

Show          demonstrate              make            construct                  composition            build           use         Describe             colors         lines                      shape            space               value             texture Movement             balance              harmony                   variety                emphasis          space

2. Students will have a writing test to show how well they retrieve information about the topic data. The examination will be out of 100 and will have to be written without any spelling errors in a three-paragraph format of a critique.

References

Chun, M. (2010, March). “Taking teaching to performance task: linking pedagogical and assessment practices. (http://jcsites.juniata.edu/faculty/kruse/misc/Chun_Change_TakingTeachingToTask.pdf) Change: The Magazine of Higher Education.

Hilliard, P. (2015, December). Performance-based Assessment: Reviewing the Basics. (https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard) Performance Assessment.

SMART Objectives for Standards

https://infogram.com/objectives-for-standards-1hnq41nzjej963z