DIFFERENTIATED INSTRUCTION

1. DIFFERENTIATED INSTRUCTION Belinda Chong Dawn Sng Hidaya Jermaine VanessQuek

2. Definition Differentiated instruction is the practice of modifying and adapting instruction, materials, content, student projects and products, and assessment to meet the learning needs of individual students.

3. The teacher attends to student differences Humans’ basic needs By attending to different needs, we can address each basic needs and our experience, culture, gender, genetic codes and neurological wring affects how and what we learn

4. The Teacher focuses on the Essentials. • Assessment and Instruction are inseparable. • The teacher modifies content, process and products. • All students participate in respectful work. • The teacher and students collaborate in learning. • The teacher balances group and individual norms. • The teacher and students work together flexibly. • Two organizers for thinking about differentiation.

5. The Teacher focuses on the Essentials. • Carefully uses instructions around the essential concepts, principles and skills of each subject. • The objective is for every student to have a firm grasp of those principles and skills. Teacher’s clarity Struggling learners focus on essential understanding and skills. Advanced learner focus on grappling understanding important complexities.

6. Assessment and instruction are inseparable. • Its goal is to provide teachers day to day data on students’ readiness for particular ideas and skills, interests and learning profile. • Examples: • Small group discussions • Journal entries • Interest survey • Assessment is to help students grow, rather than cataloging their mistakes.

7. The teacher modifies content, process and products. • The readiness example • Interest is child’s curiosity and passion for a particular topic • Learning profile is information on how we learn which is shaped by culture, gender, intelligence preferences and learning style • You may adopt one or more elements based on students characteristics. Only modify an element if you see a students need and when you think the change would help them.

8. All students participate in respectful work. A teacher shows respect for learners by honouringboth their commonalities and differences, not by treating by alike.

9. The teacher and students collaborate in learning. A differentiated classroom is student centered. Analyze success and failures Multiply success or learn from failures Set goals Monitor progress Plan

10. The teacher balances group and individual norms. Two goals of a teacher in DI setting: • Accelerate the student’s skills and understanding as fast as possible with the application of skill with understanding and meaning. • The student and parents are aware of the child’s goals and growth and position in class.

11. The teacher and students work together flexibly. • To work together, they use materials flexibly and employ flexible pacing. • Instructional strategies like learning contracts in targeting instruction and independent investigation • The goal is to link learners with essential understanding and skills at appropriate levels of challenge and interest.

12. Two organizers for thinking about differentiation • Select moments in the instructional sequence to differentiate based on assessments • Select a time in her teaching plan to differentiate by interest for children to make connections on topic and what is important to them.

13. Beliefs in a DI setting • Respect the readiness level of each child • Expect all students to grow and support their continual growth • Offer opportunities to explore essential understanding and skills at different levels of difficulty that increase consistently to all • Offer all students tasks that look and are equally interesting, important and engaging

14. Benefits of DI • Effective learning • Teacher is able to refine learners learning (immediate correction) • Helps the teacher to learn (using her expertise to help the child, ‘forced’ to embrace and learn knowledge of helping the child)

15. Misconceptions • DI is just a set of instructional strategies. • it is a philosophy, a set of principles • DI is just about instruction. • it is about high quality curriculum, assessment, classroom management and positive learning environment. • DI is chaotic • Effective DI classroom involves purposeful student movement and purposeful student talking

16. Let us try again

17. Differentiated Instruction, What’s it got to do with theories?

18. Part 1: Who am I in the lives of children? • AECES code of ethics

19. Part 2: Theory and practice? In theory practice is simple… But is it simple to practice theory? TrygveReenskaug& AlexandreBoily

20. Part 2: Theory and practice? (cont)

21. Part 3: Theories OR

22. Part 3: Theories (cont)Biological

23. Part 3: Theories (cont)Biological +environmental influence Parke &Guavin (2009)

24. Part 3: Theories (cont)Environmental influence

25. Part 3: Theories (cont)Practices (by theorists)

26. DOLLAR

27. DIFFERENTIATED INSTRUCTION

28. Question 1 • A learning environment that practices differentiated instruction is child-centered. TRUE FALSE

29. Question 1 • A learning environment that practices differentiated instruction is child-centered. TRUE FALSE

30. Question 1 • A learning environment that practices differentiated instruction is child-centered. TRUE FALSE

32. Question 2 • Teachers usually modify the content, process and product using differentiated instruction, only because he/she does not want the lesson to be boring for the children TRUE FALSE

33. Question 2 • Teachers usually modify the content, process and product using differentiated instruction, only because he/she does not want the lesson to be boring for the children TRUE FALSE

34. Question 2 • Teachers usually modify the content, process and product using differentiated instruction, only because he/she does not want the lesson to be boring for the children TRUE FALSE

36. Question 3 • Differentiated instruction  can be seen as a passive approach to teaching, and active approach for children’s learning. TRUE FALSE

37. Question 3 • Differentiated instruction  can be seen as a passive approach to teaching, and active approach for children’s learning. TRUE FALSE

38. Question 3 • Differentiated instruction  can be seen as a passive approach to teaching, and active approach for children’s learning. TRUE FALSE

40. Question 4 • In Differentiated Instruction, teachers should adopt the primary practice of whole-class instruction. TRUE FALSE

41. Question 4 • In Differentiated Instruction, teachers should adopt the primary practice of whole-class instruction. TRUE FALSE

42. Question 4 • In Differentiated Instruction, teachers should adopt the primary practice of whole-class instruction. TRUE FALSE

44. Q&A

45. END

46. References  AECS (2012). Code of ethics. Retrieved on July 5, 2012, from http://aeces.org/code_of_ethics Boily, A. (2012). Quotes on theory vs practice. Retrieved July 14, 2012, from http://c2.com/cgi/wiki?QuotesOnTheoryVsPractice Feeny, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who am i in the lives of children?. (8thed.). USA: Pearson. Parke, R. D., & Guavin, M. (2009). Child pscyhology a contemporary viewpoint. (7th ed.). New York : McGraw Hill. Peterson, J. M. & Hittie, M. M. (2010). Inclusive teaching the journey towards effective schools for all learners. (2nd ed.). New Jersey: Pearson. Reenskaung, T. (2012). Quotes on theory vs practice. Retrieved July 14, 2012, from http://c2.com/cgi/wiki?QuotesOnTheoryVsPractice Tomlinson, C. A. & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. Virginia: ASCD. Tomlinson, C. A. (2000, August). What is Differentiated Instruction? Retrieved from:  http://www.readingrockets.org/article/263/ Tomlinson, C. A. (2005). The differentiated classroom: Responding to the needs of all learners.      New Jersey: Pearson Education, Inc.