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Climbing The Data Ladder: Differentiating Instruction. Why Differentiated Instruction?. Dealing with the reality of diverse learners. One way to think about differentiation.

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Presentation Transcript
slide2

Why Differentiated Instruction?

Dealing with the reality of diverse learners

one way to think about differentiation
One way to think about differentiation

Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

mapping a route toward differentiated instruction
Mapping a Route Toward Differentiated Instruction

“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”

-Carol Ann Tomlinson

slide5

Jigsaw Reading Activity

“Mapping A Route Toward Differentiated Instruction,” C. Tomlinson, Educational Leadership, 57:1, September 1999

  • In your small groups, each participant selects a “segment” of the article to read (A,B,C,D)
  • Each member then briefs the rest of the group on his/her segment
  • Talk about any thoughts generated through the discussion of the article
differentiation of instruction
Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks

Ongoing assessment & adjustment

Flexible grouping

Source: The Differentiated Classroom, Tomlinson 1999

teachers can differentiate

Content

Process

Product

Teachers can differentiate:

according to student’s

Readiness

Interests

Learning Profile

through a range of instructional and management strategies…

Source: The Differentiated Classroom, Tomlinson 1999

slide8

Ask yourself about:

CONTENT

PRODUCTS/ ASSESSMENTS

PROCESS/ ACTIVITIES

slide9

Content:

How do we adjust or modify the knowledge and skills we expect students to learn?

slide11

Activities:

How do we modify our teaching strategies to help students acquire the knowledge and skills they need?

slide13

Products/Assessments:

How do we adjust or modify the way we assess student learning to better measure student growth?

slide14

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks

Ongoing assessment & adjustment

Flexible grouping

Source: The Differentiated Classroom, Tomlinson 1999

what is meant by ongoing assessment and adjustment
What is meant by ongoing assessment and adjustment?

Assessment is organic!

  • Quick, not always recorded for a grade
  • Is a tool that directly affects ongoing plans for instruction
  • Leads to increased “yields” in academic growth
differentiation of instruction1
Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks

Ongoing assessment & adjustment

Flexible grouping

Source: The Differentiated Classroom, Tomlinson 1999

slide17

What is meant by “Flexible Grouping?”

  • Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency
  • Students sometimes work in groups defined by interests and/or learning styles
  • Teachers sometimes move between groups to provide instruction
benefits of flexible grouping
Benefits of Flexible Grouping
  • Teacher becomes more of a “facilitator” of knowledge and skills
  • Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome
  • Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture
slide19

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks

Ongoing assessment & adjustment

Flexible grouping

Source: The Differentiated Classroom, Tomlinson 1999

slide20

Just a sampling of strategies that support Differentiated Instruction

Source: The Differentiated Classroom, Tomlinson 1999

slide22

“I’m a secondary teacher. How can I differentiate?”

It can be done!

Anchoring Activities

Adjusting Questions

Tiered Assignments

just a few management strategies for the differentiated classroom
Just a Few Management Strategies for the Differentiated Classroom . . .
  • Appoint a class expert (student)
  • Have clear, written directions for all activities
  • Grade judiciously
  • Schedule “quiet” days
  • Post procedure list for “early birds”
  • Have sponge/anchoring activities available at all times and well-known to your class
it can be done teachers who utilize d i find that
It can be done! Teachers who utilize D/I find that:
  • They have fewer discipline issues
  • Student growth is significantly increased
  • Their interactions with students are more positive and productive
  • Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them