Differentiated Instruction. The Basic Steps Towards Differentiating. Super Sleuth. Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth paper. After a verbal answer the person will initial the square. Rules:
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The Basic Steps Towards
Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth paper. After a verbal answer the person will initial the square.
Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.
Different Ability Levels
Different Cognitive Needs
Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.
These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
Back and forth over time or course of unit
Individual Small Group Whole Group Small Group Individual
-Clusters students of similar abilities, level, learning style, or interest.
-Usually based on some type of pre-assessment
-Different abilities, levels or interest
- Good for promoting creative thinking.
-Self paced learning
-Teaches time management and responsibility
-Good for remediation or extensions
-Efficient way to present new content
-Use for initial instructionFlexible Grouping
Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.
What is fair isn’t always equal…
Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.