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Transcript of Differentiated Instruction
What is Differentiated Instruction?
"At its most basic level, differentiating instruction means 'shaking up' what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn" (Tomlinson, 2001, p. 1).
Why is DI Important?
Neglecting students' readiness, interests, and learning profiles makes a boring classroom.
Differentiating by Readiness, Interest, and Learning Profile
"A good readiness match pushes the student a little beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown" (Tomlinson, 2001, p. 45).
This is NOT your traditional classroom!
How Can Technology Be Used to Differentiate Instruction?
Differentiated Instruction & Assessment Strategies
Proactively planning a variety of ways for students to access and share their learning
Content- What Students need to learn
Process- How they access the material
Product- How students show what they learned
Taking a student centered approach to education by providing opportunities for engaging and meaningful learning
Using a combination of whole class, group, and individual instruction and activities
Traditional instruction aims down the middle leaving some students unchallenged and bored while others are lost and confused.
Tomlinson, C. A. (Designer). (2010). Differentiation model. [Web Graphic]. Retrieved from http://www.diffcentral.com/model.html
Tomlinson, C. A. (Designer). (2001). The equalizer: A tool for planning differentiated lessons. [Web Graphic]. Retrieved from http://www.docstoc.com/docs/24846835/The-Equalizer-A-Tool-for-Planning-Differentiated-Lessons
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.
Observe students and ask each one about their interests. "Engage students in productive conversations about their personal lives as well as school matters. Ask for suggestions, and be open to responses" (Chapman & King, 2012, p. 54). Then, connect students' interests to the curriculum using one of these methods:
Create "sidebar studies" so students can explore the topic in the curriculum through the lens of their own interests (Tomlinson, 2001).
Use Interest Centers or groups so students with similar interests can meet together to read, discuss, and share research about their topic (Tomlinson, 2001).
Expand students' interests by helping them apply the ideas and concepts they are learning to real-life situations (Tomlinson, 2001).
Help students discover their learning preferences and strongest intelligences.
Use that information to differentiate instruction.
Preassessment and planning are essential for effective differentiation.
Gardner's multiple intelligence model. (1999). [Web Graphic]. Retrieved from http://www.excelsiorlearningcenter.com/Gardner's-Multiple-Intelligence-Model.html
Learning profile questionnaires are a helpful tool for discovering students' work preferences.
Technology can be used to differentiate content, process, and product by each student's readiness, interest, and learning profile.
iPads are excellent learning tools. Kathy Schrock compiled numerous applications at all levels of Bloom's Taxonomy.
Schrock, K. (Designer). (2011). ipad apps to support bloom's revised taxonomy. [Web Graphic]. Retrieved from http://www.schrockguide.net/bloomin-apps.html
PowerPoint, Prezi, and Glogster are excellent alternatives to a traditional poster.
Exploratory Stations- Learners investigate new topics and "discover, invent, create, and process using their chosen learning styles" (Chapman & King, 2012, p.138).
Structured Stations- Learners complete tasks and follow procedures to learn or practice a specific skill.
Used to meet specific student needs
"The teacher decides if it is best for the student to work independently, with a partner, in a small group, or with the total group" (Chapman & King, 2012, p. 140).
T= Total Group
S= Small Groups
Adjustable Assignment Model/Tiered Model
Differentiate for readiness using this model
Chapman, C., & King, R. (2012). Differentiated assessment strategies: One tool doesn't fit all. (2nd ed.). Thousand Oaks, CA: Corwin.
Use a formative assessment to discover what the students already know about the upcoming learning
Plan an Adjustable Assignment for Student-Focused Learning
Level I: Curriculum Rewinding
Level II: Grade Level
Level III: Curriculum Fast-Forwarding
Carry Out the Plan in the Classroom
Teach all learners in a challenging and engaging way.
Guide all learners toward success!
Curriculum Compacting Model
Used when student knows the upcoming material
Preassess then develop an individual learning plan to extend or enrich the student's learning experience
Bethany J. Batson
University of New England