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Differentiated Instruction: An Introduction

Differentiated Instruction: An Introduction.

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Differentiated Instruction: An Introduction

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  1. Differentiated Instruction:An Introduction In my seven years as CEO of the Chicago Public Schools and in my current job as I've travelled the country, I've had hundreds of conversations with great young teachers. …most of them say they did not get the hands-on practical teacher training about managing the classroom that they needed, especially for high-needs students. And second, they say there were not taught how to use data to differentiate and improve instruction and boost student learning. - Arne Duncan, US Secretary of Education October 2009

  2. Differentiated instruction – assuming that there WILL be differences in the abilities, interests & learning styles of students, the teacher proactively plans for multiple paths to learning to meet those individual differences. • Proactive, but responsive, too. • Involves teacher “reaching out” to students, trying to meet unique needs of each. • Creates safe, welcome environment where students feel they belong. • Not 30 different lesson plans;rather, 2-4 options

  3. Why is DI essential? • All students are different & often wide variance. • Differences in: • Learning style – sensory, group/alone, structure, etc. • Strengths & interests (sports, politics, cars, design, outdoors, mechanics, technology, drama, music) • Readiness (ski slopes) • Needs of many in 1-size-fits-all classrooms not met • Gap between learner & learning; DI bridges gap • Many not engaged (cannot reach mind we don’t engage) • DI gives us chance to engage more, if not all • If needs/differences not met…boredom, frustration, lost motivation, limited learning

  4. Outcomes or results of DI: • Instead of one-size-fits-all approach, if teacher: • Provides “rack” of learning options to meet different learning styles • Ties learning to varying strengths & interests • Provides work at appropriate level of challenge (readiness) • Assesses in varied ways • And, overall makes educational journey as comfortable as possible……. • Results in: • Increased comfort & less stress • More learning • Greater retention/less drop-out

  5. 5 aspects of teaching we can change to meet unique needs:

  6. The 3 primary differences on which we can base our differentiation: • Readiness or ability • Interests or strengths • Learning profile/style

  7. Examples of differentiation:

  8. More examples:

  9. Differentiation based on brain & learning research. • Brains learn best when: • Safe & happy • Learn in preferred way • Focus shifts frequently (attend 1:1 up to 18) • Know information is relevant & are given real life experiences • Given choices • Given time to practice & apply • Given chances to share ideas with other brains • Challenged with high expectations (as long as supportive environment) Erlauer, Laura. (2003). The brain-compatible classroom: Using what we know about learning to improve teaching. ASCD. Sousa, David. (2001). How the brain learns. 2nd Ed. Corwin. Zull, James. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Stylus.

  10. Mrs. Rex

  11. Think-Pair-Share • Think of your past & present teachers • Those who differentiated – How/What did they differentiate? (Environment, content, process, product, or assessment? Based on readiness, interests, or learning style? • Results? • Those who did not. • Results?

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