Lesson 7: DI Strategies
Lesson 7: DI Strategies
Purpose:
This week we will explore some specific strategies from Differentiated Instruction. We are getting down to the practical applications that teachers are using in their classrooms. There are many different types of activities, assessment tools, groupings, etc. that are available to use with students. When beginning to use DI or UDL teachers have to find useful starting points - it is overwhelming to think about applying these models all at once. Our purpose here is to look at a range of strategies and begin to see which make the most sense to begin to apply in your class. Which make the most sense to you? Which seem do-able? What are natural extensions to the things you are already doing? Which will give you the most "bang for your buck"? Which do you think willmove you closer to reachingyour personal goals or your classroom goals?
Content:
This week we will stick to exploring the ideas presented by Gregory and Chapman. They explore the concepts of adjusting, compacting and grouping in some detail in Chapter 5. In Chapter 6, they touch upon several instructional strategies based upon how the brain works (sound familiar?). Some of the strategies (e.g., focus activities and sponge activities) are pretty straightforward and easy to understand. Others (e.g., using graphic organizers, cooperative learning, jigsaw and role playing) are very complex and require a lot of time and effort to do well. Cooperative learning is a 3-credit course in itself!
The strategies discussed are introduced with varying degree of detail. For those strategies you would like to know more about, do an internet search for additional information. Also use the expertise of your classmates and fellow teachers in your school to find out who is using these strategies, how the use them and how they work.
The Thousand, Villa and Nevin book is organized very differently so it is not easy to find the same topics in both books. For this week just read Chapter 5, "Differentiating Across the Content" and see where their ideas align with the strategies listed in Gregory and Chapman.
Activities:
1. Make a list of each of the strategies discussed in Chapters 5 and 6 (Gregory and Chapman) and in Chapter 6 (Thousand, et. al.). For each strategy indicate if it is a strategy you have used. If so, do you continue to use it? Why or why not? If you haven't used it is it something you would consider trying with your students? Give an example of when and how you would use it? E-mail me your completed list as a Word attachment.
2. Visit the discussion board and answer the following questions. Remember to read your classmates responses and comment on at least two.
* Which strategies (of a variation of the strategy) do you use? What do you like about these strategies?
* Which strategies have you tried, but decided not to continue using with your students? Why?
* Which strategies excite you? Which ones will you try next week?
3. Post your weekly reflection on your groups' blog. Read and comment on your classmates' blog entries.
Readings:
Collaborative Planning and Teaching... (Thousand, Villa & Nevin): Read Chapter 5
Differentiated Instructional Strategies (Gregory and Chapman): Read Chapters 5 & 6
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