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Differentiating InstructionPowerPoint Presentation

Differentiating Instruction

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Differentiating Instruction. K-W-L. This is what I know about Differentiating Instruction (DI) This is what I want to know about DI This is what I learned about DI. Differentiation is…. Creating different opportunities within the same curriculum

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Presentation Transcript

K-W-L

- This is what I know about Differentiating Instruction (DI)
- This is what I want to know about DI
- This is what I learned about DI

Differentiation is….

- Creating different opportunities within the same curriculum
- Putting students in situations where they don’t know the answer – often
- Differing the product from simple to complex
- Differing the process from concrete to abstract

Differentiation is……

- Differing the content from below to above grade level
- Differing the pace from slow to accelerated

Differentiation isn’t…..

- Creating more work (extra credit or “do this when you’re done.”)
- Using higher standards when grading
- Giving the same work, but expecting more
- Providing free-time challenge activities

Differentiation isn’t…..

- Using capable students as tutors to classmates
- Using individualized instruction exclusively

Carol Tomlinson, Ph.D.

“Differentiation calls on us to make big leaps in the way we think about the classroom and curriculum. It takes a willingness to be a teacher who partners with kids in teaching and learning – who’s more of a facilitator than a dictator. It challenges the sense that curriculum is just coverage of facts.”

How Do I Differentiate?

- Keep the focus on concepts, emphasizing understanding and sense-making
- Use ongoing assessments of readiness and interests – preassess to find students needing more support and those who can excel
- Make grouping flexible. Move between whole-group, groups, and individuals.

Why should I differentiate?

- There is strong evidence that meeting students where they are and addressing their needs is more likely to make their learning efficient and effective.

- Meet the diverse needs of ALL our learners
- Multiple Intelligences, IEPs and 504 plans, learning styles, cultural and linguistic differences
- Address the Standards (local, state, and national)

- Daily, weekly, monthly, yearly
- Teachers move away from seeing themselves as keepers and dispensers of knowledge
- Teachers move toward seeing themselves as organizers of learning opportunities
- Teachers organize classes for effective activity with a concentration on exploration

Rules of Thumb – How to differentiate

- Be clear on the key concepts and generalizations
- Every lesson should emphasize critical thinking
- Every lesson should be engaging
- Provide a balance between student-selected and teacher assigned tasks and working arrangements

Differentiating involves 3 aspects of the curriculum

- Content
- Process
- Products

3 Aspects of Differentiating

- Content: refers to concepts, principles, and skills that teachers want students to learn
- Process: refers to the activities that help students make sense of, and come to own, the ideas and skills being taught
- Products: refers to culminating projects that allow students to demonstrate and extend what they have learned

What does a differentiated classroom look like?

- Teachers begin where the students are
- Teachers engage students in instruction through different learning modalities
- A student competes more against him/herself than others
- Teachers provide ways for each individual to learn
- Teachers use classroom time flexibly

Where do I go for help?

- LessonPlanet.com
- www.repidresources.com
- Motherearthnews.com
- www.everythingesl.net/

Where do we go from here?

- Set clear expectations for student-centered responsive instruction
- Create mentoring opportunities between and among your colleagues
- Look to teachers who practice DI to provide models
- Start slowly and purposefully – don’t take on any more than you’re ready for!

Differentiating Instruction:Something you can do to Meet All Your Students Needs

Differentiating Curricular elements

- Content: refers to “input” of the unit – ideas, concepts, information and facts
- Process: refers to the ways students make their own sense of the content or input. Process is the how of teaching

Product

- Product is the output of the unit or the ways students demonstrate their understanding of the content: role-plays, multimedia presentations, brochures, plays, songs, graphic organizers, posters, research papers, essays, videos, etc.

When organizing a differentiated lesson, ask these ?’s

- What are the key concepts that every student must know, understand, and be able to do?
- What is being differentiated? (content, process, product)
- How is this lesson being differentiated? (readiness, interests, learning profiles)

- Why is this lesson being differentiated? (motivation, access, efficiency)

THINK/PAIR/SHARE access, efficiency)

- 1. How can you create a learning environment that supports differentiation of instruction?
- How can you prepare students for differentiation of instruction?
- What can you do to help students understand their learning differences?

DI Terms access, efficiency)

- Anchoring Activities: These are done at the beginning of the class period. The teacher provides students with options of things they may work on as an initial exercise. Usually they are a series of tasks. Students move from task to the next as they are completed.

DI Terms access, efficiency)

- Adjusting Questions: These can be in the form of a daily quiz or question/answer period during which time the teacher determines comprehension of previous class work. The teacher can target interest, readiness, and level of complexity of students.

DI Terms access, efficiency)

- Tiered Assignments: Providing students a variety of choices, depending on degree of interest, readiness, and complexity.

DI Terms access, efficiency)

- Learning Contracts: Students are provided with a listing of which tasks are to be completed.
- Flexible Grouping: Teachers group students according to mixed readiness and/or interest.

K-W-L Differentiated Instruction access, efficiency)

- This is what I know.
- This is what I want to know.
- This is what I learned.

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