#OHEdChat was started by an ad hoc group of Ohio educators and other interested people. For information and updates about the chat, visit https://ohedchat.wordpress.com/
Hello #ohedchat...John Longo, school counselor and aspiring administrator from just north of Columbus. Thanks to my wife for permitting me to do my 2nd chat tonight!
James, Preschool Special Ed. Teacher from Bowling Green. First time on #OhEdChat and interested to learn & discuss more about differentiated instruction.
A1: I think it is all about enhancing strengths instead of focusing on weaknesses. We frequently find the "can't" but what CAN the student do. Once we find it- we allow students to show us their learning using that strength. #OhEdchat
A1: Love when I see Ts have different ways to show mastery: traditional assessment, creating video, oral presentation, creating a project, teaching the class, etc to "show what they know." Also addresses a range of student learning needs #OhEdChat
A1 Each week during their Book Club discussions, I offer my Ss the opportunity to plan their week, with a variety of options to demonstrate close reading techniques. #ohedchat
A1: I’ve seen Ts provide choice in task/product to demonstrate their learning. Some Ss may opt for traditional essay, others a poem, rap or multimedia presentation, etc. #ohedchat
In the most simplistic form, I’ve witnessed teachers differentiating for S’s by communicating one on one with them. Often after school hours or during their own lunch break. Going the extra mile for kids is what pays off. #ohedchat
A1: Instead of using a graphic organizer to collect thoughts on paper while beginning the planning portion of an essay, I've seen T's have S's speak out their ideas and record them since that made them feel more comfortable. #OhEdChat
A1: using Howard Gardner's multiple intelligence takes into account a wide range of skills. Really allows the learner to use their strengths or be challenged through a weakness to show mastery.
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A1) In online learning, providing resources for struggling students to learn essential background information and creating branching options for advanced students to explore further can make one experience effective for multiple types of learners. #eLearning#OhEdChat#edtech
A1: Have seen powerful tiered instruction where Ss master different portions of the content at different times AND have different opportunities to show what they know. Being 1:1 always helps with this b/c Ss are creative w/ technology #OhEdChat
Love the idea of choices of projects for assessment. The other math teacher in my grade shared a project she uses each year with multiple formats for kids to choose from. Seeing their creativity and knowledge of the topic was an incredible experience #ohedchat
My concern is that sometimes the quality of work on each show what they know option can vary. I struggle with comparing apple quality to orange quality. Suggestions? #ohedchat
A1: My LMS will allow the Ss to do Genius Projects. Once the Ss picks the topic...they need to have #perseverance, & finish the project & present. We have had some amazing presentations! #ohedchat
A1: student choice is essential. I also like to see T’s activate background knowledge and draw on S’s experiences when providing instruction. Giving multiple modes for S’s to demonstrate skills, but provide a lens that is relevant to them & their experiences. #OhEdChat
A1. It's finding the strengths in the Ss. If they can teach it to another Ss, demonstrate it in a group, explain it and sketch it to someone to gain understanding, demonstrate problem solving techniques. #ohedchat
I like that. Allowing Ss to voice instead of writing. Maybe the Ss are stronger speakers than writers? Good teachers know this in advance and plan for it #OhEdChat
Ss need to see how to not see their weaknesses as obstacles but rather as areas to build new goals for. Make weaknesses risk-taking challenges. #ohedchat
Felt the same way. We must put S's in position to succeed which means we must know them and their strengths as we design learning experiences. #OhEdChat
I agree. Know the strengths of the kids in your classes & mold assessments and instruction around the students needs, not the teacher’s wants #OhEdChat
Similar to how online tests can give progressively more difficult questions until the student misses 1, e-learning can be structured with scenarios that challenge the learner, providing a level of difficulty to match their level of understanding. #edtech#OhEdChat
That's a great Q, too! Just asking them assumes they have great metacognition, and I've found many Ss who dislike school aren't always really aware of the ways they learn best. #ohedchat
A2: one means to "make different" and the other is focused on strategies to assist. Solid differentiation takes place w/in the lesson to help Ss learn differently than originally presented. Interventions limit barriers to learning (but so does differentiation) #OhEdChat
Both assessment and instructional practices must continue to evolve to meet the needs of the student. Otherwise, we are not doing what is best for students. #OhEdChat
A2) I have always viewed intervention as more formal. Differentiation can occur on the fly. If a student gives that "deer in headlights" look, then perhaps s/he just needs something explained in a different way. Get to know your kids so you can tell when they "get it." #ohedchat
A2 An intervention is a support to level the playing field, like eliminating one MC ans. for an Ss; differentiation is meeting each Ss where they are at and helping them to move to where they can, like offering an extension to an above gr. lvl Ss. #ohedchat
A2) Interventions are for students that lack essential background knowledge, like math-skill reviews for students. #Differentiation is flexing content to provide challenge to advanced students or provide extra guidance to struggling students. #OhEdChat
A2: interventions are providing additional resources and/or time...differentiation is providing different methods to get to the desired outcome through student choice/voice/need. #ohedchat
A2: interventions = explicit teaching around a known (data-based) weakness. Differentiation = designing instruction to engage and empower S’s to better comprehend a new skill or concept. NEITHER is solely for SWD’s. Essential for all! #OhEdChat
A2: In my mind intervention involves specific, targeted supports that address areas of struggle whereas differentiation is a more proactive practice that seeks to meet the needs of all! #ohedchat
A2: differentiation provides multiple ways of learning. Intervention provides assistance to barriers/limitations. A well designed differentiated lesson has some sort of intervention #ohedchat
A2: interventions are given in addition to tier 1 instruction. Solid differentiation based off formative assessment can help avoid the need for interventions in the first place. #OhEdChat
A2 experiential learning is 50% like PBL I have my Ss learning Spanish to go & order a meal for their family in Spanish #ohedchat Hope no one gets heartburn
A1: I've seen Ts facilitate self-paced learning as an effective strategy. Based upon pre-assessment results and S confidence in abilities, voice & choice is provided to meet individual learning needs of each student. #ohedchat
A2.) differentiation is rooted in delivery of instruction such as multiple ways to view/learn info, pace, assessment, etc. Intervention is based on the specific strategies we utilize to help students with a given topic or skill. #ohedchat
A-2 Intervention...the things you do to help students meet your learning goals Differentiation is changing the way you present content to meet the o divisible need(s) of students #ohedchat
A2: Differentiation often times gets reduced to an activity at a student’s particular level.... it can (and should) be so much more! Choice in topics, learning styles, groupings, pace, level, interests, and end products! #OhEdChat
Hahaha--I was looking for that on Google Image but couldn't find the one w/o the fence (I was going to say intervention was removing the fence...) Great minds! #ohedchat
A2: interventions = explicit teaching around a known (data-based) weakness. Differentiation = designing instruction to engage and empower S’s to better comprehend a new skill or concept. NEITHER is solely for SWD’s. Essential for all! #OhEdChat
A2 Example: after I taught this differentiated chemistry lesson https://t.co/1rToza4REo and some struggled, I intervened with small group instruction. #OhEdChat
A2: Robin-IL, Interventions - working on specific skills with student(s). Differentiation - altering the lesson/assignment to the needs of the student(s). #ohedchat
A2. Interventions are strategies to assist or help Ss in areas where they exhibit weaknesses. Differentiation is to help Ss learn differently than what was taught in the lesson. Different techniques to help them solve problems. #ohedchat
A3: making the effort to purposely plan for alternate methods of instruction. Differentiating instruction takes time and consistent planning. Also, its important to know each student's learning needs #OhEdChat
A2: intervention are steps to help a learner who might be struggling. Broad like guide notes that are filled in. Diffentiation feels like you know the student&how best to make the activity work for their specific learning needs. You present information in various forms.
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A3 It's way easier to grade an assignment when everyone is doing the same thing at the same time. Being well organized & having good classroom procedures helps (but doesn't fix it) #ohedchat
A2. Differentiation is meeting the Ss where they are at and providing multiple pathways. Intervention focuses on skill specific supportsfor Ss. #ohedchat
A3: having other Ss understand why there is differentiation...Ss can see it as not being fair. Need to give all Ss options within their learning. #ohedchat
A3) Utilizing the right diagnostic/formative assessment to accurately identify where students are *prior* to delivering instruction. Without knowing where students are, there's no way to know the #differentiation required. #learning#OhEdChat
A3: Managing the flow & energy of the classroom when Ss are working on different tasks and at different paces! Lots of moving parts, but when it works, it's a beautiful thing! #controlledchaos#ohedchat
A-3...getting out of the rut of teaching one way...losing the mentality that if they don’t get it they’re doing something wrong...having the humility to admit that sometimes the way we do things may not click with all Ss...KNOWING ITS ALWAYS ABOUT THE KIDS! #ohedchat
A3: Sometimes it's a matter of deciding how best to differentiate. What tools or strategies will be most powerful? Figuring that out takes reflection. #ohedchat
I naively asked on the first day "What is the way you learn best?" as a Socrative Q, and one kiddo answered "I don't learn." His friends thought it was super funny, but I was saddened. #ohedchat
A3: probably time..... I feel like that’s always the answer! To help conquer that I think teachers can divide and conquer....collaborate to lighten the load! #OhEdChat
A3) I see student attendance being a huge obstacle to differentiation. If a student does not come to participate in class, it's hard for the teacher to work on differentiating. It takes a team to improve attendance for some of our S's! #ohedchat
A3: go beyond a S’s learning profile: differentiation cannot be simply a visual/kinesthetic option. Create meaningful instruction that engages S’s. Let’s throw away the old, roll up our sleeves and collaborate! All of this takes time, but so worth it. #OhEdChat
A3: I also try to take time in the fourth quarter to reflect--what did my kids walk in knowing this year? What can I anticipate I may need to differentiate differently or better next year? #ohedchat
A3 understanding how someone else comprehends assignments & differentiating the thought process is a science of sorts Socratic method "learning by teaching" pays @ 60% mastery #ohedchat
A3. When your differentiating lessons, you need to know each Ss area, so there is time to plan according for the needs of each intervention, assessments, and implementing the strategies. #ohedchat
A3: Truly understanding the why behind the need for differentiation. Also understanding that differentiation is not just for our struggling learners. #OhEdChat
A3: T’s with significant # of students will require a great deal of planning to truly differentiate. Collaborate with colleagues on ways to differentiate. Build that relationship with S’s and create assignments that are relevant & challenging! #OhEdChat
A2 interventions specific and targeted for Ss identified as needing them. Differentiation is how the lesson or activity will be modified for students, but learning outcomes similar. #OhEdChat
A3 k-6 I have no problem getting Ss to be curious, but 7-8 + all the way through Grad School mums the word "don't sit in the front or ask $'s" I'm working on getting rid of group pressure #ohedchat
A3: being able to differentiate for 25-30 different learners. I think one must find a healthy balance of finding key areas to focus their differentiation while still being true to their teaching style. Not being genuine to your style can really bring a lesson to a stop.
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I sometimes consider @burgessdave and "If they didn't have to show up, would they?" Hurt during book club when 2 kiddos cut class, telling sub they didn't need to be there (I was out w/flu). I shared w/them my sadness and disappointment when I got back. #ohedchat
A2 examples intervention - Reward chart for S struggling w/ behavior. Differentiation - same activity, Steps & questions ask Ss are different based on learning levels #OhEdChat
A3 The hardest part about differentiation instruction is the vertical (ability levels). Many do fine with the horizontal-presenting the info in multiple forms.
Some work arounds are small groups, guided reading/math, individualized questions and varied text.
#OhEdChat
Intervention(s) provide early, systematic, and appropriately intensive assistance to children who are at risk. Example: isn't differentiation technical a tier 1 intervention.
Differentiation means tailoring instruction to meet individual needs.
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A2:Intervention(s) provide early, systematic, and appropriately intensive assistance to children who are at risk. Example: isn't differentiation technical a tier 1 intervention.
Differentiation means tailoring instruction to meet individual needs.
#ohedchat
A3:
Tougher Work Load for Teachers
Time Constraints
Children Learn at Different Paces
Lack of Schedule
Overcome: PD, resources, ability to work w/colleagues, understand best practices, implement at a pace that works for you.
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