Re: [Phys-l] differentiated instruction

[Jack Uretsky <jlu@hep.anl.gov>]

Hi all-
	So why not get  a course description from Mr. Warmell before 
trying to conjecture his meaning.  Maybe  "differeniation" refers to t he 
mathemtical process of finding the derivative of a function.
						Regards,
							Jack

"Trust me.  I have a lot of experience at this."
		General Custer's unremembered message to his men,
		just before leading them into the Little Big Horn Valley




On Sat, 26 Sep 2009, Bernard Cleyet wrote:

> You all received the course announcement?
>
>
>
> Now Available!
>
> Learn how to integrate differentiated instruction, assessment and
> grading
>
> with
>
> Rick Wormeli's new course -  Differentiation and Assessment for
> Middle Schools
>
>
> http://view.exacttarget.com/?
> j=fe831d78716d0d7974&m=fef21373736d00&ls=fdf215797162037977177272&l=fe99
> 15707c64017f70&s=fe29107072620474741679&jb=ffcf14&ju=fe401d797d6300747d1
> d&r=0
>
>
> bc  thinks another bureaucratic fashion hype.
>
>
>
> On 2009, Sep 25, , at 10:21, Philip Keller wrote:
>
> > Hello all,
> >
> > OK, maybe Friday afternoon is not the time to open up this can of
> > worms, but...
> >
> > My district school goals include differentiated instruction.  I
> > have been to a couple of workshops but I have some questions that I
> > was wondering if anyone here can help me with:
> >
> > 1.  If I say "I am going to use differentiated instruction in my
> > high school physics class,"  what exactly am I planning to do?  I
> > assume that it means more than "I am going to teach different ways
> > at different times."  I've read that it includes differentiating
> > based on content, process and product.  My course has only one
> > official approved curriculum.  How do I vary the content and how do
> > I choose who gets what?  Right now, I use a variety of different
> > teaching methods, but I do not "differentiate".  Everyone has to
> > listen to a lecture.  Everyone has to play with a simulation.
> > Everyone has to do an experiment.  Everyone has to work on problems
> > to solve.  So, as I said, I am teaching different ways, but I
> > suspect (hope?) that differentiating means more.  Then, if I
> > differentiate "product", who decides which kids produce which kind
> > of evidence of learning?  Won't everyone want the perceived easiest
> > option?
> >
> > OK, that was my first question.  Next:
> >
> > 2. Once I know what it is that I am planning on doing, how do I
> > answer if I am asked:  "Do you have evidence that shows that this
> > is a good idea?"
> >
> > Thank you for any ideas or references you may have.  Have a good
> > weekend.
> > _______________________________________________
> > Forum for Physics Educators
> > Phys-l@carnot.physics.buffalo.edu
> > https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l
>
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