James Foody Portoflio
Topic/Intent and Rationale
Topic: Differentiating instruction and assessment for social studies.
Intent: To give social studies teachers information and tips on how to differentiate instruction and assessment.
Rationale: Differentiated instruction is very important in teaching today because of the many different styles and levels of learners. It is vital that teachers know how to do this in order to effectively educate their students. It is important for teachers to be able to adjust their content and processes and according to expert Sheryn Northey, "it is the only fair way to teach."
Learning Outcomes
Intellectual Skill: Identifying the key strategies for differentiating instruction and assessment
Cognitive Strategy: Applying these strategies to their practice
Attitude: Understanding the importance of differentiating instruction and assessment and having the motivation to implement the strategies
Needs Assessment
The problem: Differentiated instruction and assessment is vital for effective teaching. Many teachers are not well versed and could use improvement and more knowledge in this area.
The material: Social studies teachers will learn about differentiated instruction and assessment and how to apply these ideas in their classrooms.
The learners: They are experienced teachers. They all have teaching certificates and are well educated. They will have knowledge of differentiated instruction and assessment but this mini-course will expand upon that knowledge and improve their ability to implement these ideas. They will have strong prerequisite knowledge in the area. They will be interested and engaged in the material since it pertains to their profession and will help them improve as educators. They will have intrinsic motivation since they will want to improve as educators and learn about an important issue the relates to their profession. They will also have extrinsic motivation since I will incorporate into the lesson how important differentiated instruction and assessment is. They are well educated and have strong learner qualities such as intellectual skills and cognitive strategies. Since they are well educated and will be engaged they will have positive abilities and traits for learning the material. I surveyed six social studies teachers on how well they know this topic and the effort they put into differentiating instruction. The consensus was that they know differentiated instruction well but could put more effort and time into differentiating their instruction. Expert Sharon Northey argues that it is difficult and not all teachers feel they can be successful at it.
Performance Objectives
Learners will be able to recall the different learning styles and different ways of assessing students.
Learners will be able to recall the ways of differentiating instruction and useful strategies for successful differentiation.
Learners will be able to identify the importance of differentiated instruction and how it applies to their teaching practice.
Task Analysis/Sequencing
Purpose and Sequence of Instruction This course will teach its learners how to properly differentiate their instruction. It will start by teaching what differentiated instruction is. It will then teach the different learning styles and ways to assess students. After that, It will give them strategies and ways to differentiate instruction. Finally, it will teach the importance or differentiated instruction along with ways to apply it to their teaching practice.
Performance OBJECTIVE 1
Learners will be able to recall the different learning styles and different ways of assessing students.
Prerequisites Name the different learning styles.
Analyze the difference between the different styles
Recall ways of assessing students.
PERFORMANCE OBJECTIVE 2:
Learners will be able to recall the ways of differentiating instruction and useful strategies for successful differentiation.
Prerequisites:
List the ways and strategies of differentiating instruction
Define each strategy
PERFORMANCE OBJECTIVE 3:
Learners will be able to identify the importance of differentiated instruction and how it applies to their teaching practice.
Prerequisites:
Understand the importance of differentiated instruction and assessment.
Describe the benefits of differentiated instruction and assessment.
Apply the methods learned to their own teaching practice.
Analyze how differentiated instruction and assessment increases student learning and understanding.==
== Methods ==
I used methods that make my course interesting, engaging and learner centered. Discussions will get learners involved as well as give them the chance to share ideas and learn from other participants. The word association game will be fun and engaging and get the learners thinking about the meaning of differentiated instruction. The matching game is interactive and hands on. It also gives the learners a chance to assess their understanding of the learning styles and see examples of the different styles. The free write will get ideas flowing and a chance for the learners to express their thoughts and do some critical thinking.
Curriculum Map
Introduction: Defining differentiated instruction
Methods: Word association, Give Definition
Unit 1: Identify Strategies for assessing students; Determine the different learning styles
Methods: Free write, Important information, Discussion, Important information, Matching game
Unit 2: Recall the ways of differentiating instruction and useful strategies for successful differentiation
Methods: Writing/discussion activity, Important information, Task, Discussion
Unit 3: Identify the importance of differentiated instruction and how it applies to their teaching practice
Methods: Important information, task
References and Resources
Northey, Sheryn Spencer. Handbook on Differntiated Instruction for Middle and High Schools. Larchmont, 2005.
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, 2001.
Tomlinson, Carol Ann and McTighe, Jay. Integrating Differentiated Instruction and Understanding by Design. Alexandria, 2006.
Waterman, Sheryn Spencer. Differentiating Assessment in Middle and High School English and Social Studies. Larchmont, 2006.