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Differentiating Instruction

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by Charlotte Perez on 9 September 2012

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Transcript of Differentiating Instruction

Differentiating Instruction Learning Team C:
Leigh John, Megan Klawitter, Charlotte Perez, Joseph Rigaud

MTE 532
September 8, 2012
Tina Russo What does it mean to differentiate instruction? Introduction Trends Instructional Featuring Flexible Grouping Lesson Plan Differentiating instruction allows for students of all ability levels and backgrounds to learn.
By differentiating instruction through lesson plans and following current trends, teachers can effectively reach out to all students. Conclusion
Allan, S. (n.d.). Differentiatedinstruction.net. Retrieved from http://www.differentiatedinstruction.net/

Robb, L. (2012). The Laura Robb Blog: Differentiation. Retrieved from http://www.scholastic.com/teachers/article/what-differentiated-instruction References Differentiating Instruction Choice of Assignments Math/Science
Flexible Grouping Math/Science
Centers - Math/Science
Varying Degrees of Complexity- Math/Science Differentiated instruction is a way to reach students with different learning styles, different abilities to absorb information and different ways of expressing what they have learned.(Robb, 2012) There are many ways that an educator can differentiate instruction for math and science such as providing a choice of assignments, flexible grouping, creating stations/centers, and/or providing assignments or experiments at various degrees of complexity. Providing a choice of assignments that incorporates varied learning styles allows the student to choose an assignment that better fits his/her learning style. The educator may also use flexible grouping for assignments which can be based on ability or common interests. Allowing students to work together has the added benefit of confidence building, added support, and peer assisting. Another great way to differentiate is to set up different stations around the classroom, allowing the student autonomy to visit a station that interests him/her. These stations should be activities that are interactive and incorporate various learning styles. Another great way to differentiate is to provide assignments at varied degrees of complexity. This allows each student to have an assignment that fits his/her level, effectively reaching the student who struggles and challenging the student who excels. Subject: Elementary Mathematics
Topic: Counting
Grade/Level: Kindergarten
Objective: Students will count to 100 by intervals of five using interlocking blocks of five blocks each.
Summary: Working in groups of no more than three to four individuals, students will use the trend of flexible groups to learn counting by intervals of five. Students will be grouped with high and low level students mixed together, so students can help each other learn. The teacher will check for student understanding throughout the lesson by circling among the groups and observing progress. Struggling students can observe higher level students display their mastery of the counting, before the lower level students try again. Every child will show proficiency at the task before groups switch and different students do the activity. Choice Teacher must create multiple assessments Assignments vary in weight with grading Assuring choices meet standards Flexible Grouping Behavior issues with groupings Lack of continuity and role mastery Grouping of all low students may slow learning Instructional Centers Students experience difficulty adjusting to assigned tasks and homework Evaluation of learning is not as clearly defined as assignments Preparation for multiple learning centers requires additional time Varied Complexities Assignments risk being too easy/hard Teacher must be sure variety of assignments all measure same content standards Students may struggle with adjustment to standardized tests Issues Issues Robb, L. (2012). The Laura Robb Blog: Differentiation. Retrieved from http://www.scholastic.com/teachers/article/what-differentiated-instruction
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