Differentiated Instruction presentation
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Transcript of Differentiated Instruction presentation
DIFFERENTIATED INSTRUCTIONBy Stacey O’Connell
Reaching Students: One Child at a Time
DIFFERENTIATED INSTRUCTION: WHAT IS IT?
Implementing a variety of instructional methods within the classroom in order for students to learn effectively
Students are provided with diverse opportunities to acquire content in order to process, construct, and/or making sense of ideas
Each student is able to succeed regardless of differences in ability
STEPS TO PLANNING DIFFERENTIATED INSTRUCTION
Step 1: Know Your Students
Step 2: Have a Repertoire of Teaching Strategies
Step 3: Identify a Variety of Instructional Activities
Step 4: Identify Ways to Assess or Evaluate Student Progress
STEP 1: KNOW YOUR STUDENTS
Identify the Students’ Ability Level Survey Past Records for Prior Learning or Past
Learning Experiences (Special Needs, Gifted, etc.)
Survey Student Interests Interest Inventory (Google Docs, Survey Monkey, etc.) Interview or Conference Answering Open-Ended Questionnaire
Behavior Management Problems Is it an Issue?
STEP 2: HAVE A REPERTOIRE OF TEACHING STRATEGIES
Direct Instruction Teacher-centered Instruction Structured for Covering Large
Quantity of Material Based on Mastery Learning
Inquiry-Based Learning Develops Critical Thinking and Problem Solving Skills Student-centered Conduct Investigations for Discovery
STEP 2: HAVE A REPERTOIRE OF TEACHING STRATEGIES CONT’D.
Cooperative Learning Heterogeneously Grouping Small Teams of Students Assigning Tasks for Students to Accomplish
Jigsaw Group Investigation
Information Processing Strategies Teaching Students “how to” Process
Information Organize, Store, Retrieve, and Apply
Graphic Organizing, KWL Chart, Webbing, Scaffolding, or Memorization
STEP 3: IDENTIFY A VARIETY OF INSTRUCTIONAL ACTIVITIES
Using Activities that Motivate and Challenge Students
Suiting Activities to Needs of Students Mixed Ability Levels Interests Backgrounds
Develop and Apply Knowledge that Makes Sense Examples:
Tic-Tac-Toe Activities Learning Contracts Tiered Activities
STEP 4: IDENTIFY WAYS TO ASSESS OR EVALUATE STUDENT PROGRESS
Authentic Assessment to Measure Student Progress Fairly Relating Content to Real-World Experiences
Using a Variety of Assessment Techniques Portfolios Performance-based Knowledge Mapping Rubrics
RESOURCES Baxter, J. (Photographer). (2007). Graphic organizers for math.
[Web]. Retrieved from http://www.flickr.com/photos/judybaxter/1472413809/
Dave, Initials. (Photographer). (2009). Tic-tac-$oug$. [Web]. Retrieved from http://www.flickr.com/photos/eapoe/ 3360752525/
Differentiated instruction. (2010). Wikipedia. Retrieved September 30, 2010, from http://en.wikipedia.org/wiki/Differentiated_instruction
How to differentiate instruction. (2007). Retrieved from http://www.teach-nology.com/tutorials/teaching/differentiate/ print.htm
Kellum, S. (Photographer). (2009). Portfolio mailer. [Web]. Retrieved from http://www.flickr.com/photos/devoinregress/3505849421/
Lopez, K. (Photographer). (2008). To be taught. [Web]. Retrieved from http://www.flickr.com/photos/katrinasagemuller/
3751402009/ Suderman, C. (Photographer). (2006). Kids in the classroom. [Web].
Retrieved from http://www.flickr.com/photos/chrissuderman/248876814/