Differentiated Instruction

1. Differentiated Instruction

2. Definitions Recognizing and responding to students varying background knowledge, readiness, language, learning styles, and interests. Maximizing student growth and learning by meeting each student where he/she is and assisting them to learn. Philosophy that enables teachers to reach the needs of diverse learners.

3. Why Differentiate Instruction? No Child Left Behind requires all cohorts to show adequate yearly progress Different learning styles of students Multiple intelligences of students should be taken advantage of Brain research shows that a student-centered approach is essential Fairness

4. Types of Differentiated Instruction Differentiating Content Differentiating Process Differentiating Products

5. Differentiating Content Vary where students enter the instructional continuum based on what they already know Vary access to the new content and tasks to be performed by students based on prior knowledge Vary degree of complexity of key concept

6. Differentiating Process Flexible grouping used strategically; frequently change who is in which group based on diagnostic assessment, learning styles, etc. Vary instructional strategies based on purpose of instruction and student needs; use direct instruction to motivate topic or define terminology;

7. Differentiating Process (cont�d) Instructional strategies (cont�d); use inquiry-based learning to develop critical thinking and problem solving abilities; use cooperative learning for guided discovery; use information processing strategies (KWL, graphic organizers, webbing, etc.) to help students learn to organize, store, retrieve, and apply information

8. Differentiating Products Use a multitude of assessment strategies Know students interests and abilities Allow students to choose the performance task to be used to demonstrate mastery Provide for varying degrees of difficulty Use flexible scoring Assessment is ongoing, part of instruction

9. Planning for D. I. Determine standards, big idea, objectives of lesson Identify content such as facts and vocabulary Determine prior knowledge of students 2 or 3 weeks before starting unit Determine how students will acquire new knowledge

10. Planning for D. I. (continued) Identify assessment strategies to be used Identify essential questions to be answered by students; post in classroom Decide how to group students Decide what tasks each group will be assigned Decide on choices, if any, of student product

11. Planning for D. I. (continued) Create a climate conducive to learning: Respect for ideas of others Students comfortable taking risks High expectations for all students Community of learners Welcome originality and differences of opinion Caring environment (actions speak louder than words)

12. Sample Techniques Content: Jigsaw Technique (handout) Content: Multiple Intelligences (handout) Content: Graphic Organizers (handouts) Process: Tiered Centers, Products (handout) Process: Independent Study Process: Small Group Investigations

13. Sample Techniques (cont�d) Process: Learning Contracts Product: 4MAT (handout) Product: Interest Centers, Groups Product: Compacting � reducing the time on a topic for one or more students who have already mastered significant portions of the planned activities

14. Compacting: Collaborative Planning Four teachers collaborate on each unit Diagnostic assessment used to group students into advanced, competent, basics, and beginning levels Each teacher develops unit lessons based on the group they will work with Groups and teachers can change with each unit

15. Compacting: Collaborative Planning (continued) Requires diagnostic assessment before each unit Advanced students get enrichment Advanced and competent students must still learn �missing� concepts

16. Compacting: In-class Use diagnostic assessment to determine if any students are advanced Students may do individual study or work in small groups on specially designed tasks Students keep track of progress with teacher through logs