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Differentiated Instruction: Take Away Talk . Ashley Flesner June 29, 2012. 23 Myths of Differentiated Instruction.

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23 myths of differentiated instruction
23 Myths of Differentiated Instruction
  • Myth 5: I believe that many individuals feel that the only way to effectively teach in a differentiated classroom is by implementing groups. Since most of the activities revolve around group work, most educators believe that it is the only way to DI. Is group work an appropriate way to serve more students that are on similar levels? Yes. In turn, it definitely isn’t the only way to deliver instruction to students on a daily basis.
23 myths of differentiated instruction1
23 Myths of Differentiated Instruction
  • Myth 6: When instructed on DI, I was told that individualized instruction is the most effective way to teach and deliver what is best for students. It is nearly impossible to deliver individualized instruction to 20+ students daily in every subject that is taught. I feel that an effective DI classroom can implement activities that are provided by the teacher but completed by the student independently. One example that was provided in an earlier blog was that the teacher made up totes of activities for each student. When students were at centers, they were to complete was in the tote for them. What a wonderful way to deliver individualized instruction to students without one to one conferencing.
23 myths to differentiated instruction
23 Myths to Differentiated Instruction
  • Myth 11: This myth discusses the fact that “basics” are ignored with DI. I could see how some individuals might think this when looking at an DI classroom as a whole, but this is definitely far from the truth. Even though certain concepts may be emphasized upon, other skills are being implemented as well. Plus, many skills are being built upon as learning occurs.
23 myths to differentiated instruction1
23 Myths to Differentiated Instruction
  • Myth 13: “DI is only for students with learning disabilities.” All students benefit from DI in the classroom because of many different aspects. It helps low students gain that explicit instruction that is needed on a level that they need it, allows average students to increase knowledge and skills and provides gifted students with the higher level thinking that they need to succeed even more. DI can be used to help a wide variety of students succeed.
23 myths to differentiated instruction2
23 Myths to Differentiated Instruction
  • Myth 19: DI does not just provide students that are on a higher level with “busy work” but provides them with high quality activities that increase their knowledge, higher level thinking skills and more. The myth stated that students are “recruited” to help other students instead of working on an activity independently. I believe that students gain valuable leadership skills when allowed to “lead” a group and help others that may be at a lower level with them.
23 myths to differentiated instruction3
23 Myths to Differentiated Instruction
  • Blog Responses: Mark Pennington

“Not only was a substantial portion of the daily content in the hands of students, teachers also devolved the methods of learning to their students via student choice.” Allowing students to choose their method of learning is a HUGE advantage to a DI classroom. It allows students to take more responsibility and pride in their work. Plus, it is such a wonderful motivation factor for students to choose what style would work best for them in that particular learning situation.

chapter 6 strategies for managing a differentiated classroom
Chapter 6: Strategies For Managing A Differentiated Classroom
  • Time differentiated activities to support student success.
    • Some students do not manage time appropriately and will not complete the task at hand without direct teacher instruction. Pairing those students with others who stay on task and lessening the time that they will work independently will help with time management.
    • Making their “job” in the center a choice of two or more high interest activities. This will help motivate students to work within the time limit to complete their work.
chapter 6 strategies for managing a differentiated classroom1
Chapter 6: Strategies For Managing A Differentiated Classroom
  • Assign students into groups or seating areas smoothly.
    • I typically group students into three to four groups of colors (usually red, blue, yellow and green). I then color code everything that is related to those groups (name tags, folders, book tubs, etc.) so that students can easily find their color and then their name. It may be more difficult to set up in the beginning but eliminates wasted instruction time.
chapter 8 the how to s of planning lessons differentiated by readiness
Chapter 8: The How To’s of Planning Lessons Differentiated by Readiness
  • Using Readiness to Differentiate Content, Process, and Product
    • Assigning homework at different difficulties.
    • Developing in class work at different levels for better understanding.
    • Teaming up students based on student readiness.
    • Pushing all students above their “comfort zone” to help stretch to a new level of competency.
chapter 9 the how to s of planning lessons differentiated by interest
Chapter 9: The How To’s of Planning Lessons Differentiated by Interest
  • Drawing on Existing Student Interests
      • Educators understanding students on a personal level to know interests. Writing and reading can improve significantly based on student interests and needs.
      • Using prior knowledge to help bridge ideas or skills that are less familiar to them.
      • When using interests to motivate and guide learning, students realize that there is a match between school and their own personal desires to learn.
chapter 10 the how to s of planning lessons differentiated by learning profile
Chapter 10: The How To’s of Planning Lessons Differentiated by Learning Profile
  • Combined Preferences:
    • A combination of learning preferences are intertwined to create a very personal learning profile for each student.
  • Gender-Based Preferences:
    • Males and females learn differently with a wide variety of learning patterns.
  • Culture-Influenced Preferences:
    • How students learn and process information is largely based on culture and upbringing. Educators must take this into consideration when differentiating instruction.
  • Intelligence Preferences:
    • The way that students think and process information and how students approach learning.
  • Learning Style Preferences:
    • Environmental and personal preferences of how students learn the best.