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Differentiation2
Differentiated instruction is a teaching philosophy that adapts lessons to meet diverse student needs, acknowledging variations in learning styles, readiness levels, and interests. The document outlines the importance of differentiating instruction due to academic diversity and provides specific strategies for adjusting content, process, and product in lessons. It emphasizes the necessity of assessing students before implementing differentiation and promotes flexible grouping and project-based learning as effective methods.
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Differentiation2
- 1. Differentiated Instruction in Student Learning One Size Doesnāt Fit All
- 2. What Is DifferentiatedInstruction? A Ā Teaching Ā Philosophy Ā Based Ā On Ā The Ā Fact Ā That Ā Educators: Ā ā¢āÆ Adapt Ā instruc-on Ā to Ā ļ¬t Ā student Ā diļ¬erences Ā ā¢āÆ Modify Ā instruc-on Ā to Ā meet Ā studentsā Ā needs Ā by Ā varying Ā learning Ā styles, Ā readiness Ā levels, Ā and Ā interests Ā ā¢āÆ Challenges Ā us Ā to Ā ques-on, Ā change, Ā reļ¬ect, Ā and Ā change Ā some Ā more Ā as Ā we Ā teach Ā to Ā a Ā mul--Āāability Ā classroom Ā
- 3. Why Differentiate Instruction? ā¢āÆAcademic Ā diversity Ā has Ā increased Ā in Ā schools Ā ā¢āÆ Greater Ā number Ā of Ā students Ā being Ā diagnosed Ā with Ā learning Ā disorders, Ā others Ā with Ā highly Ā advanced Ā skills Ā ā¢āÆ Greater Ā number Ā of Ā students Ā with Ā English Ā as Ā their Ā second Ā language Ā ā¢āÆ Stresses Ā from Ā home Ā aļ¬ect Ā students Ā ā¢āÆ High Ā levels Ā of Ā interest Ā in Ā one Ā or Ā more Ā areas Ā
- 4. Give examples ofdifferentiation that you have seen. Group Discussion Ā 1.āÆ One Ā person Ā in Ā the Ā group Ā takes Ā out Ā a Ā piece Ā of Ā paper. Ā 2.āÆ Pass Ā the Ā paper Ā around Ā the Ā group Ā and Ā everyone Ā records Ā an Ā example Ā of Ā diļ¬eren-a-on Ā that Ā you Ā have Ā seen. Ā Ā You Ā may Ā go Ā around Ā more Ā than Ā once. Ā 3.āÆ Share Ā out Ā with Ā the Ā en-re Ā group. Ā Ā
- 5. Before Differentiating 1.āÆ All Ā diļ¬eren-a-on Ā of Ā learning Ā begins Ā with Ā student Ā assessment Ā āāÆ Pretest, Ā Post-Āātest, Ā Unit Ā tests, Ā ITBS Ā 2.āÆ Clarify Ā the Ā concept Ā of Ā fairness Ā 3.āÆ Self-Āādirected Ā learners Ā Ā
- 6. Three Ways toDifferentiate Instruction 1.āÆ Content Ā ā¢āÆ What Ā we Ā teach, Ā what Ā we Ā want Ā students Ā to Ā learn Ā ā¢āÆ Look Ā at Ā big Ā ideas Ā that Ā everyone Ā will Ā learn Ā and Ā then Ā at Ā ideas Ā that Ā some Ā students Ā will Ā learn Ā ā¢āÆ Lessons Ā developed Ā based Ā on Ā standards Ā of Ā learning Ā set Ā by Ā district/state Ā Strategies: Ā Curriculum Ā compac-ng Ā Ā Ā Ā Ā Learning Ā contracts Ā Varied Ā text Ā and Ā resources Ā Ā Ā Ā Ā Graphic Ā organizers Ā Ā Ā
- 7. Strategies for Differentiating Learning Ā Centers Ā ā¢āÆ Ac-vi-es Ā are Ā used Ā for Ā teaching, Ā reinforcing Ā and Ā extending Ā a Ā speciļ¬c Ā skill Ā or Ā concept Ā ā¢āÆ Ac-vi-es Ā are Ā varied Ā by Ā complexity Ā Ā ā¢āÆ Centers Ā help Ā students Ā focus Ā on Ā speciļ¬c Ā learning Ā goals Ā
- 8. Three Ways toDifferentiate Instruction 2. Ā Process Ā ā¢āÆ Process Ā is Ā the Ā teacher Ā oļ¬ering Ā more Ā than Ā one Ā way Ā to Ā make Ā sense Ā of Ā the Ā content Ā students Ā learn Ā ā Ā mul-ple Ā intelligence Ā ā¢āÆ How Ā the Ā teacher Ā delivers Ā instruc-on Ā based Ā on Ā assessment Ā results Ā ā¢āÆ Reļ¬ects: Ā Student Ā needs, Ā Interests, Ā Learning Ā styles, Ā Level Ā of Ā prior Ā knowledge Ā Strategies: Ā Tiered Ā assignments Ā Ā Literature Ā circles Ā Cubing Ā Ā Ā Ā Choice Ā boards Ā Ā
- 9. Examples of Differentiation Choice Ā Boards Ā ā¢āÆ Extension Ā of Ā academic Ā concepts Ā Ā
- 10. Three Ways toDifferentiate Instruction 3. Ā Product Ā ā¢āÆ Products Ā help Ā the Ā students Ā use Ā and Ā extend Ā what Ā they Ā have Ā learned Ā ā¢āÆ It Ā causes Ā students Ā to Ā think Ā about Ā and Ā understand Ā their Ā learning Ā ā¢āÆ Teachers Ā vary Ā expecta-ons Ā and Ā requirements Ā ā¢āÆ Allow Ā mul-ple Ā means Ā of Ā expression, Ā provide Ā for Ā varying Ā levels Ā of Ā diļ¬culty Ā Examples: Ā Design Ā webpage Ā Ā Write Ā a Ā puppet Ā show Ā Invent Ā a Ā game Ā Ā Ā Do Ā a Ā demonstra-on Ā Compile Ā newspaper Ā Ā Ā Conduct Ā a Ā debate Ā
- 11. Learning Profiles andInterests Learning Ā Proļ¬les/Styles Ā ā¢āÆ Accommoda-ng Ā individual Ā learning Ā styles Ā (auditory, Ā visual, Ā kinesthe-c, Ā etc.) Ā Ā Ā Ā Student Ā Interest Ā ā¢āÆ Interest Ā survey Ā
- 12. Grouping in Differentiated Instruction Flexible Ā Grouping Ā ā¢āÆ Studentsā Ā readiness Ā varies Ā according Ā to Ā subject Ā ā¢āÆ Permit Ā movement Ā between Ā groups Ā
- 13. Example of Differentiated Instruction Project Ā Based Ā Learning Ā and Ā ThemaIc Ā Units Ā ā¢āÆ Select Ā a Ā topic Ā of Ā interest Ā ā¢āÆ Write Ā a Ā ques-on Ā to Ā research Ā on Ā the Ā topic Ā ā¢āÆ Study Ā that Ā topic Ā in Ā depth Ā ā¢āÆ Determine Ā the Ā ways Ā to Ā present Ā informa-on Ā Ā
- 14. Your Turn! Ā Discuss Ā with Ā those Ā near Ā you: Ā ā¢āÆ What Ā diļ¬eren-a-on Ā strategy Ā would Ā you Ā like Ā to Ā implement Ā in Ā your Ā Level Ā II Ā lesson Ā plan Ā reļ¬ected Ā in Ā the Ā Teacher Ā Work Ā Sample Ā (TWS)? Ā Ā
- 15. A Challenge WorthTaking Ā āIf Ā you Ā were Ā to Ā fold Ā your Ā hands Ā together Ā naturally, Ā you Ā would Ā have Ā a Ā comfortable, Ā close Ā ļ¬t. Ā Ā The Ā goals Ā of Ā curriculum Ā diļ¬eren-a-on Ā are Ā to Ā ļ¬nd Ā the Ā closest, Ā most Ā comfortable Ā ļ¬t Ā between Ā the Ā learner Ā and Ā the Ā curriculumā¦varying Ā the Ā process Ā or Ā content Ā or Ā product Ā to Ā match Ā the Ā needs Ā of Ā the Ā learner Ā can Ā help Ā us Ā reach Ā that Ā close Ā ļ¬t.ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Dr. Ā James Ā Curry Ā Ā Ā Ā Ā Ā Ā January Ā 21, Ā 1999 Ā Ā