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Transcript of Differentiated Learning
•it fosters personal ownership of learning
•it sparks engagement
•it helps satisfy adolescents’ desire for power over their own lives/experiences •it creates, reveals and shapes identity •honours prior knowledge & experiences
IEPs inform a teacher how to accommodate a Spec. Ed students’ learning needs. However, in a typical classroom providing such accommodations may have the student feeling singled- out, stigmatized and resentful... Differentiated instruction for all ensures that every student’s needs are being met by varying instruction in terms of content, process, product, or learning environment. Differentiation Pyramid- Differentiate for all, individualize for some Differentiation requires thoughtful planning and pro-active approaches. When planning for students we should: Everyone has access to the “big ideas” that are being studied Key Principles of D.I: We differentiate for learners, but the essential understandings should be the same for all: Everyone pursues the essential questions that drive the learning.
• Find out what students know and are able to do
• Let students in on what they are learning and why it is important
• Give students choices on how they will learn
• Give students choices on how they will demonstrate their learning
• Ask students about their interests
• Intentionally gather data about how students learn best and use this data in your planning and delivery Ways to differentiate Flexible Groupings • Based on prior assessment of student learning, interests, or learning preferences
• Sometimes determined by the student, sometimes by the teacher, and sometimes randomly
• Grouped and re-grouped frequently and flexibly based on: readiness to learn, interest, learning preferences Choice assessments of student learning, interests, and/or learning preferences
assignments, learning center tasks, resources
select preferred conditions for learning (e.g., groupings, environment) •All choices address the same curriculum expectations
•The amount of choice is reasonable Respectful Tasks Shared Responsibility for Learning Students have opportunities to think about/talk about/ identify ways they learn best and their interests
Students are taught how to self-assess
Students advocate for conditions that support their learning All choices/tasks
are interesting and engaging
require students to work at the edge of their current readiness
are based on the same learning goal
can be assessed using the same success criteria, which have been shared with, and understood by students We differentiate according to a student’s: Readiness:
Formal and informal assessment
Summative assessment and evaluation Interest:
Increase motivation and engagement
Sense of accomplishment Learning Profile:
Social/cultural experiences We do this by differentiating: Content:
(Refers to knowledge, skills and attitudes teachers want students to learn) Product:
(How a learner demonstrates understanding) Process:
(Varying the activities/ strategies to provide appropriate methods for students to explore the concepts) Learning Environment
(Manipulating the environment through accommodating individual learning styles)