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Differentiated Instruction
Differentiated instruction (also called differentiation), is a process through which teachers enhance learning by matching student characteristics to instruction and assessment.
At its most basic level, differentiated instruction means shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn (Tomlinson, 2001, p.1).
Teachers construct differentiated classrooms in varying ways depending on their own personalities, the nature of the subject and grade level they teach, and the learning profiles of their students (Tomlinson, 2001, p. 27).
Engagement Time!!!
Now that we have discovered our intelligences, identify your strongest intelligence and partner with someone in the room that has the same strongest intelligence as you. We will complete an active engagement activity together.
Now that we have completed the activity, lets discuss our results.
A good education is defined as. . .one that helps students maximize their capacity as learners (Tomlinson, 2001, p.8).
Students feel safe in the classroom Think of assessment as a road map for your thinking and planning Prevalent expectation of growth Teacher teaches for success Make all lessons engaging Mutual respect Form a balance between studentselected and teacher-assigned task Evident fairness Collaboration between teacher & Lessons should emphasize critical students for mutual growth & and creative thinking success (individual/ personal growth)
Classroom Management
1. Explain to your students and their 9. parents your rationale for DI. 10. 2. Begin DI at a pace that is comfortable 11. for you. 3. Time DI activities to support student 12. success. 13. 4. Use an anchor activity to free you up to 14. focus your attention on your students. 15. 5. Create and deliver instructions carefully. 16. 6. Assign students into groups or seating areas smoothly. 17. 7. Have a home base for standards. 8. Be sure students have a plan for getting help when youre busy with another group.
It is difficult and somewhat unnatural to carve apart the curricular elements of content, process, and products, because students process ideas as they read content, think while they create products, and conjure ideas for products while they encounter ideas in the materials they use (Tomlinson, 2001, p.72).
In a differentiated classroom, teachers differentiate content, process and product according to a student's readiness, interest and learning profile.
- Content- what the teacher wants the student to learn and the materials or resources through which that is accomplished
- Process- activities designed to ensure that students use key skills to make sense out of essential ideas and information - Products- vehicles through which students demonstrate and extend what they have learned
http://www.adifferentplace.org/classroom.htm
Content
Some strategies for processing are . . . -learning logs -interest centers -journals -literature circles -graphic organizers -role playing -cubing -choice boards -learning centers -mind-mapping -creative problem solving
Process
Some product possibilities are . . . -Design a game -Write a book -Present a radio program -Present a mock trial -Be a mentor -Design a Web page -Write a poem -Create a song -Conduct a debate -Write a newspaper article -Conduct a training session
Products
Readiness Readiness -Readiness -Interest -Readiness -Interest -Learning Profile 5. Learning Contracts -Readiness -Learning Profile -Readiness -Interest -Learning Profile
6. Choice Boards
(Example)
The curricular content and objective(s) are the same, but the process and/or product are varied according to the students level of readiness.
Use a variety of pre-made experiments, where students choose and organize the existing collected data. These students often procrastinate, use judgment rather than scientific inferences, and have low achievement because of a lack of comfort in the subject or academics. Taking away the 'wonder' time allows these students to move directly into achievement. Students attempt a suggested topic to work with. For example, suggest the group do a behavioral study. One student may study the effects on one's success with vocabulary when being rushed compared to the success of someone not being rushed. Student's will see how moods and frustrations play a part in success. Students in this tier are appropriately challenged because they are creating, however, the weeks of wonder have been eliminated by the general suggestion for the group. Students create their own study or experiment. Most of these students have mastered the experimental process and data collection. Therefore, the real learning and appropriate challenge is the process of planning their own experiment.
Tiered Assignments
Tier I
Tier II
Tier III
(Example)
Compacting
Involves a three-step process:
The process of adjusting instruction to account for prior student mastery of learning objectives.
(1)
Assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master.
(2) Create plans for what the student needs to know, and excuse the student from studying what he/she already knows .
(3) Create plans for freed-up time to be spent in enriched or accelerated study.
EXAMPLE: In a science class, students who already know the process of
photosynthesis are given a lab assignment in which they must develop and test hypotheses related to the topic, while other students are given more direct instruction on the concept.
Curriculum Compacting
In the first column the teacher names what area of the curriculum could be compacted for a certain student. The second column documents how the teacher made sure, the student already knows the material. The third column contains suggestions for alternative work or describes how instructions for the student could be streamlined.
Learning Contracts
A learning contract is a working agreement between student and teacher concerning how that particular student will meet specific learning objectives. The contract may include such aspects as:
-What the student will learn. -Allotted time for completion of goals. -Evidence for meeting these objectives. -Student assessment for personal learning. -Teacher assessment for student learning.
(Example)
Offer students a way to make decisions about what they will do in order to meet class requirements.
Choice Boards
A choice board could be for a single lesson, a week-long lesson, or even a month-long period of study. In order to create a choice board:
Create a required assignment or project that reflects the minimum understanding you expect ALL students to achieve. Create options which expand upon minimum understanding of these choices requiring students to go beyond the basic levels of Blooms Taxonomy. Create a final optional section that extends students the opportunity for enrichment.
Questions?
Helpful Websites
8 Lessons Learned on Differentiating Instruction http://www2.scholastic.com/browse/article.jsp?id=3747932
20 Technology Skills that Every Educator Should Have, Part 3 http://www.youtube.com/watch?v=gFXbuE-21I4&feature=relmfu Web 2.0 Tools for Teachers http://www.scribd.com/doc/19576895/Web-20-Tools-for-Teachers Using Multiple Intelligences in Testing and Assessment http://www.teachervision.fen.com/intelligence/resource/4933.html
References
Text
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms.
Websites
References
Differentiated Instruction Ignites Elementary School Learning http://www.youtube.com/watch?v=AqepSNNjowU
How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary http://www.youtube.com/watch?v=gFXbuE-21I4&feature=relmfu