Differentiated InstructionResponding to the Needs of EVERYONE!Part 1: An Introduction to DI
Regina Rausch, MA Ed.
Program and Training Specialist
“A differentiated way to learn is what the kids are
calling for......All of them are talking
about how our one-size fits all delivery system -which mandates that everyone
learn the same thing at the same time, no matter what the individual needs- has
failed them.”Seymour Sarason
Agenda for Today….
Introductions…
What Do You Already Know
about DI???
Why Do We Differentiate?
How Do We Differentiate?
Yes, But……….
What we KNOW…
What we WANT to know…
What we LEARNED
Partner ShareTurn to a partner
Share what you know about Differentiated Instruction.
Share what Differentiation looks like within the setting you teach.
http://www.diffcentral.com/videos.html
Differentiation is “making sure that the right students get the right learning tasks at the right time.” (Earl)
Differentiated Beliefs:1. Every student is worthy of dignity
and respect.2. Diversity is inevitable and positive.3. The classroom should mirror the kind
of society in which we want our students to live and lead.
4. Most students can learn most things!(Tomlinson 2010)
Differentiation
is a
Proactive Response to the Learner’s Needs
LearningProfile
InterestReadines
s
in
Content
ProcessProduct
Tomlinson
Learning Profile- has to do with how we learn
Learning Profiles are shaped by four elements:
1. Gender2. Intelligence Profiles3. Learning Style4. Culture
(Tomlinson & Imbeau, 2010)
Multiple Intelligences (MI)Gardner’s Eight Intelligences
Linguistic (word smart)
Logical mathematical (number smart)
Spatial (picture smart)
Bodily Kinesthetic (body smart)
Musical (music smart)
Interpersonal (people
smart)
Intrapersonal (self
smart)
Naturalist (nature smart)
http://www.diffcentral.com/videos.html
Using MI to Differentiate….
Differentiate by Interest?? WHY?
Student Motivation
Choice/Empowerment
Identification with individuals
Stimulate New Interest
Match between school and learning
Connect between all learning
Uses familiar skills and ideas as a bridge
How?
Link interest with key components of the curriculum
Provide structure for success.
Share interest efficiently.
Invite student ideas.
Combine with form of differentiation.
(DI Workbook p. 39)
READINESSReadiness is a student’s entry point relative to a skill. Students with less readiness skills may need: Helps closing gaps in their learning Activities that are more structured, concrete, closer to
their experiences A more deliberate pace
Students who are more advanced may need: Skip practicing previously mastered skills. Activities that are more complex Brisk pace of work (Tomlinson, 1999)
HOW DO WE KNOW WHERE TO BEGIN ANDWHERE WE ARE GOING?
DIFFERENTIATION IN RELATION TO FORMATIVE ASSESSMENT
http://www.diffcentral.com/videos2.html#assessment
Content, Process, and ProductContent - this specifically deals with what
students are learning about and where they are in their understanding of course content.
Students can engage content in a variety of different formats that can appeal to the learning preferences of students. Illustrations, graphs, pictures and videos will benefit the visual learner while podcasts, online conferences and audio books may benefit the auditory learner. Interactive media and the manipulation of online models and simulations can provide the opportunity for kinesthetic learners to engage content
Content, Process, and Product continued
Process - these are the ways that we help students learn and engage content through instruction and assessment.ex. Considering Multiple Intelligence Theory (Gardner), students who are visual/spatial may prefer to organize their thoughts and notes on a graphic organizer that can be maintained and accessed on a computer and/or online. Students who are partial to the logical/mathematical intelligence may appreciate opportunities to chart, measure and/or record information using spreadsheet software. (student learning preference)
Product - these are the different ways that students demonstrate what they have learned (assessment and evaluation)
ex. Creation of podcasts, presentations, videos, webpages, concept maps, etc. can all be used to provide a variety of choices for students to demonstrate their learning towards a specific learning objective. These choices can connect upon a variety of interesting topics and/or provide options that appeal to the learning preferences of your students.
HOW DO WE PLAN FOR DI?DI related to UBDhttp://www.diffcentral.com/videos2.html#assessment
YEAH, BUT…..Common MisconceptionsAbout DI….
http://www.diffcentral.com/videos.html
References Leading and Managing a Differentiated Classroom
Tomlinson, C. A. & Imbeau, M. (2010) The Differentiated Classroom: Responding to the
Needs of all Learners (1999) http
://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128208
http://www.diffcentral.com/videos2.html#profdev Inclusive "Best Practices" Video Library - PaTTAN http://www.pattan.net/Search?st=global&search=IDEA%
202004 http://www.governor.state.pa.us/portal/server.pt/community
/pa_codes/7501/
Top Related