Differentiated Instruction Strategies SUCCESS FOR ALL LEARNERS.
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Transcript of Differentiated Instruction Strategies SUCCESS FOR ALL LEARNERS.
Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they've learned.
The goal of a differentiated classroom is maximum student growth and individual success.
DIFFERENTIATION DEFINED
Not Diff erentiated
DIFFERENTIATION CONTINUUM
HighlyDiff erentiated
AssessmentLearning ProfileTiered ActivitiesCurriculum CompactingLearning ContractsIndependent StudyFlexible GroupingAnchor ActivitiesLearning Centers/StationsProblem-Based LearningProject-Based Learning
“One-Size-Fits-All”
Differentiation is a set of strategies.
Differentiation is group work.
“I already differentiate.”
Differentiated lessons have to be creative, cute, and fun.
Differentiation is just the next educational fad.
COMMON MISUNDERSTANDINGS
Providing choice = differentiation. Differentiation isn’t fair. Differentiation means “dumbing down” the
curriculum for less advanced learners. Differentiation only works when kids are well-
behaved. Preparing a differentiated lesson takes a huge
amount of time.
COMMON MISUNDERSTANDINGS
Identification of Common Learning Goals
Pre-AssessmentDifferentiated Activity
Every lesson should be designed with visual, auditory, and kinesthetic learners in mind.
Whole-Group DiscussionPost-AssessmentFurther Instruction
STEPS IN A DIFFERENTIATED LESSON
Looks Like …
Sounds Like… An inviting environment with tables as opposed to rows
Students helping students Teacher moving around
room Print-rich environment Student movement Different desk
configuration Positive focused energy Leader in each group Students working on the
floor Interactive and engaging Ongoing assessment
Noisy and on task Happy Background music Talking Respectful sounds Encouraging others Respectful feedback Less teacher talk—more
student talk Teacher facilitation Routines in place for
getting help Less discipline—more risk-
taking
A HIGHLY DIFFERENTIATED CLASSROOM
From Differentiating Instruction in a Whole-Group Setting, 3–8 © 2005 Crystal Springs Books.
VISUALAdvertisementCollagePosterFlowchartVenn diagramPaintingMapVideoStory mapTime line
AUDITORYAudiotapeNews broadcastSpeechDebateLectureGroup discussionInterviewRound table discussionBook reviewTeach others
KINESTHETICA modelPerformance of adance or skitSculptureMobileDioramaDramatizationExperimentPantomimeRole playDisplay
WRITTENBook reportLetterPoetryResearch paperStoryChecklistJournalEssayNewsletterSurvey
PRODUCT POSSIBILITIES
SHOW, DON’T TELL
Share the word with your group only.
Draw a visual of the word and figure out a motion for the word.
Show the visual and motion for the rest of the participants to guess your vocabulary word.
Definition: Fractions are part of a whole. They are made up of a numerator and denominator.
Non-example/Antonym: Fractions cannot be irrational numbers
Sentence/Picture:
Example/Synonym: Fractions can be converted into decimals
Fractions
VOCABULARY WEB
SOMEBODY(character)
WANTED (goal/motivati
on)
BUT/BECAUSE (conflict/reaso
n)
SO (resolution)
Unpleasant stepmother
To stop Cinderella from going to the Ball
She wanted the prince for one of her daughters.
She made certain Cinderella had plenty of work and nothing to wear.
Lewis and Clark To find an all-water route to the Pacific Ocean
They ran into the Rocky Mountains.
They cross the mountains on foot and finally reached the Pacific via the Columbia River.
Odysseus To return to his home after defeating the Trojans
He was too proud of his heroics and angered the gods.
The gods punished him, leaving him to wander the Aegean Sea for 10 years.
SOMEBODY WANTED BUT SO
Role Audience
Format Topic
Gingerbread Man
Our Class Oral Response I never should have listened to the fox
Water Heat A Love Letter You make me so steamy
Battery Loose Wire A Newspaper Article
Man has shocking experience
Multiplication Fact
Division Fact
Invitation to a Family Reunion
Here’s how we’re related
R.A.F.T.
Not Diff erentiated
DIFFERENTIATION CONTINUUM
HighlyDiff erentiated
AssessmentLearning ProfileTiered ActivitiesCurriculum CompactingLearning ContractsIndependent StudyFlexible GroupingAnchor ActivitiesLearning Centers/StationsProblem-Based LearningProject-Based Learning
“One-Size-Fits-All”
Tomlinson, C. A. (2014). The Diff erentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Diff erentiated Instruction: Theory Into Practice. Peterborough, NH: Staff Development for Educators.
http://www.principals.in/uploads/pdf/educational_theory/Diff erentiated_Classroom.pdf
http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff _Instr_Handbook.pdf
http://nrcgtuva.org/presentations/DoAsIDo.pdfhttp://diff erentiationcentral.comhttp://www.tolerance.org/diff erentiated-instructionhttp://
tpri.wikispaces.com/Instructional+Strategies+that+Support+Diff erentiation
https://www.youtube.com/watch?v=kn8faeuQjE0
REFERENCES