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DIFFERENTIATED INSTRUCTION IN A PRIMARY CLASSROOM

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Aileen Neale

on 16 October 2015

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Transcript of DIFFERENTIATED INSTRUCTION IN A PRIMARY CLASSROOM

GLOSSARY
DI IN THE CLASSROOM
INTRODUCTION
WHAT IS DIFFERENTIATED INSTRUCTION?
CHALLENGES OF DIFFERENTIATED INSTRUCTION
TABLE OF CONTENTS
DIFFERENTIATED INSTRUCTION IN A PRIMARY CLASSROOM
KEY PRINCIPLES
THE WHAT, WHY, AND HOW
WHAT IS DIFFERENTIATION?
PRACTICAL USES OF DIFFERENTIAL INSTRUCTION
EXAMPLES OF DI IN THE CLASSROOM
HOW TO USE DI IN THE CLASSROOM
Conclusion
ANNOTATED BIBLIOGRAPHY
DIFFERENTIATION AND TELL
What
Why
How
content
product
process
affect
learning environment
student readiness
student interest
student learning profile
access to learning
motivation/engagement/relevance
efficiency of learning
appropriate level of challenge
opportunity to expresss learning
An invitational learning environment is pivitol in student achievement
curriculum provides the foundation for powerful differentiation
formative assessment informs teaching and learning
instruction is based on formative assessment information and responds to readiness, interest, and learning profile needs
teacher leadership and flexible classroom routines prepare students to understand, contribute to, and succeed in a differentiated environment
Supporting ELL students in the classroom:

learning should build on the educational and personal experiences they bring to school.
using language to socialize, to learn, to query, and to wonder
integrate academic content and language teaching in order to create meaningful learning experiences
promote interrelationship between graphic and linguistic realizations of meaning.

Differentiation strategies for ELL students:

Encourage ELL students to do first drafts of writing in their L1 to ensure that they are able to express their ideas clearly
Ensure access to online or print resources in ELL students’ L1 so they are able to more readily understand and relate to important concepts (Tomlinson,


According to T. Hall...
Step 1 – know your students
identify own learning preferences with those of your students
Step 2 – have a repertoire of teaching strategies
determine ways of learning that motivate your students
introduce different ways of learnings
Step 3 – identify a variety of instructional activities
can be done through stations where everyone has opportunity to experience different ways of learning
Step 4 – identify ways to assess or evaluate student progress
self-reflection
challenge students to stretch beyond their comfort zone
engage in activities that require assessment as learning

For differentiated instruction to be successful, teachers need to be active planners -- but in order to do that, they need TIME, which is one of the biggest challenges of differentiated instruction
teachers need time to “assess learners’ needs, interests, and readiness levels; to determine key concepts and organizing questions; and to design appropriate activities for each learner” (Corley, 2005)
TIME
CHALLENGES:
CHALLENGES:
TEACHER'S ROLE
Traditionally, the role of a teacher is that of a dispenser of knowledge
in differentiated instruction, the teacher takes on the role of a facilitator, which can be a difficult transition for some
CHALLENGES:
STRATEGIES
teachers need to acquire new strategies when they lack content knowledge, and of course when they inevitably teach students with a wide variety of learning needs and skills
SOLUTION:
PROFESSIONAL DEVELOPMENT
Corley (2005) argues that all of these concerns can be addressed through professional development that encourages teachers to use appropriate strategies and provides coaching as they move towards having differentiated teaching in their classrooms
OTHER RESOURCES
http://www.differentiationcentral.com/videos2.html
provides videos that are helpful for learning more about DI, assessment, tips for implementation, etc.
IS THIS USEFUL IN A CLASSROOM SETTING?
YES!
To not differentiate instruction means to assume that all children learn at the same rate, in the same ways, with the same disposition, etc.

Differentiated instruction considers a student’s
readiness, interest, learning profile,
and the
content and process

readiness looks at prior experiences and learning, cognitive proficiency
learning profile refers to how a student learns the best. shaped by learning style, gender, intelligence, culture
the way the content is taught should be modified based on students’ readiness, interest, and learning profile… can be done through teaching one-on-one, using flexible grouping during lessons and activities, etc.
It caters to and works better for a wider variety of students, as opposed to a one-size-fits-all kind of classroom (Tomlinson, 2014). Accomodates diversity!

DOES DI BENEFIT CHILDREN...
socially? emotionally?

It can be rewarding (if done correctly).
If, through flexible grouping, students are sometimes grouped by readiness, at other times by interest, and at other times by learning profiles, this prevents any kind of labeling (eg. the “fast group” or the “slow group”) and supports a sense of community in the class, where everyone gets to learn with each other and respect for differences is fostered (Corley, 2005)

SOCIALLY...
EMOTIONALLY...
when students’ learning relates to their learning level and interests, they will find learning more rewarding
differentiated instruction ensures that “struggling, advanced, and in-between learners; students with varied cultural heritages; and children with a broad array of background experiences all grow as much as they possibly can” (Tomlinson, 2014)
helps all children feel accepted and learn and grow as much as possible when they are seen as individuals with different desires, dispositions and needs
students compete against themselves to become better, rather than with one another--helps with creating a classroom community

IN A CLASSROOM WITH DIFFERENTIATED INSTRUCTION, STUDENTS ARE...
• "welcomed and valued as they are.
• The teacher is confident of their capacity to learn what they need to learn and will support them vigorously as they do so.
• They will work together to enhance one another’s growth.
• Both successes and failures are inevitable in the learning process, and this classroom is a safe place for both.
• Hard work will result in observable growth.
• Routines and processes in the classroom are designed to give all students access to whatever they need for success." (Tomlinson, 2014)
LEARNING STRATEGIES
GRAPHIC ORGANIZERS
LESSON FRAMES
ORGANIZATIONAL STRATEGIES
SCAFFOLDING
assist students with learning difficulties
editing strategies...
COPS=capitalization, overall editing and appearance, punctuation, spelling
task completion strategies
JETS=job,equipment, time, satisfactory product
Audio tapes, electronic texts, peer helpers
Pre-teaching key vocabulary
Mind mapping, webs, clusters, think sheets, and forms
Visual diagrams that help organize thoughts into concrete ideas
PowerPoint for presentations to summarize lesson
Build a diorama to illustrate the story
Can use to present an overview of a lesson
Helps organize their thoughts around a lesson
Can be written or with pictures and graphics
Helps students organize books, materials, and activities
Color-coding the student's notebooks, texts, and file folders by subject or assignment
Using an agenda
Using small containers to store school supplies
"Looking back over your notes, you realize that the 24 children in your primary class have an amazing range of abilities, interests, personalities, and backgrounds."
Having teachers model an assignment and then allow students to work on own
Breaking down tasks into manageable pieces
Clear structure and precisely stated expectations
1. Glossary
2. Video about Differentiated instruction
3. Introduction
4. What is differentiated instruction?
5. Challenges of differentiated instruction
6. Practical uses of differentiated instruction
7. Conclusion
8. Annotated bibliography
Does cross-curricular differentiated instruction enhance learning?
"Teachers who differentiate provide specific alternatives for individuals to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. These teachers believe that students should be held to high standards. They work diligently to ensure that all students work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves risk, error, and personal triumph." (Tomlinson, 2014)







WORK CITED FOR PICTURES
http://elearninginfographics.com/differentiated-instruction-adaptive-learning-infographic/

https://socialsaltlick.wordpress.com/2014/07/28/what-is-and-is-not-differentiated-instruction-infographic-2/

http://kcelt.org/wp-content/uploads/2014/08/SL140190111018090901.jpg

https://drive.google.com/file/d/0B27LcHAvnIC3T0hhOVRRMUlNZlk/view

http://classroomsol.weebly.com/uploads/1/1/2/0/1120439/cops.pdf

https://www.teacherspayteachers.com/FreeDownload/Long-Range-1st-Grade-Guided-Reading-Planner

http://www.giftediam.com/wp-content/uploads/2009/10/spring-mind-map.jpg
In this package we explore differentiated instruction and the ways in which it can benefit children both academically and social-emotionally.
http://differentiatedkindergarten.com/
a great resource to learn more about differentiated instruction
Has lesson plans, ideas for DI in every subject, and lots of different activities
TELL-C COHORT
CASE 2 - RESEARCH PACKAGE
OCT. 16, 2015
AILEEN NEALE
NAVEET HANS
SARA WYATT

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