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Copy of Differentiated Instruction
Transcript of Copy of Differentiated Instruction
Meeting the Needs of
Differentiating the Process
Differentiating the Content
Both formal and informal assessments should be given.
Carol Ann Tomlinson's
Supportive Learning Environment
High Quality Curriculum
What should be differentiated?
Multiple Intelligence Survey
Classroom Environment & Teacher Role
Specific learning spots in the room
Students must move through each station to master the concept
At each station, students work on the same concept, but at different levels of depth and complexity
A schedule should be posted in order for each student to know where to go at each time
Stations set up based on a mix of student readiness, interest, or difficulty level.
Centers have been around for ages and are the most commonly used strategy
Students do not have to visit each station for mastery
Learning centers are an area where students go to gain reinforcement, or extension, on a topic being studied.
Interest centers are an area students go to explore topics of interest.
Whole class lesson is given first, and then students break into centers.
Division 1 Tiered Writing Example
Agreements made between teachers and students regarding what and how they will be learning the material
Usually created because a student already demonstrated proficiency in the standard being taught to whole class.
Objectives, time frame, materials needed, time line and rubric listed on contract
Teacher and student sign
What are you going to learn?
How are you going to learn it?
How are you going to prove that you learned the material?
A tiered lesson has the same objective for all students, yet become differentiated through different tiers.
Lessons tiered based on readiness, interests, or learning style
pretest given and then groups formed based on readiness
below grade level - knowledge and comprehension questions
at grade level - application and analysis questions
above grade level - synthesis activities
use same objective from common core but allow students to demonstrate mastery in their preferred learning style
The same objective is used but students the a choice in which part of the objective they will study based on interest.
Instructional strategy where teacher adjusts the level of teacher support as the student becomes more comfortable with the content.
Trying to find the "just right" instructional level for students where they feel comfortably challenged!
Laura Candler Resources
Create smart word clouds
Take a survey & graph the results
Journal prompts to reflect on results
Put the words in terms they can understand
Create team projects -
talk show or interview
Group student according to intelligence
graphs, charts, outlines
written & verbal instructions
books on tape
read instructions out loud
repeat key points
manipulatives for math understanding
doodle book while listening
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that its stupid." ~ Albert Einstein
"At it's most basic level, differentiating the 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)
Assessments shouldn't be given solely to determine a grade. Teachers should use tests to guide their instruction and direct student progress. (Fox & Hoffman, 2011, p. 1568).
Pretesting is CRUCIAL to differentiated instruction.
The goal is student success!
A variety of assessment modalities and some student choice in assessment type can bring students to the assessment with less anxiety and increase the positive learning experience, as well as provide the opportunity for them to demonstrate what they know and not simply what they memorized"
(Willis, 2006, p.91)
For a wealth of ideas, visit our Diverse Learning ePD site!
Source: Dare to Differentiate
Depth & Complexity
Eliminate content/skills mastered
Replace mastered concepts with alternative topics/projects
Most Difficult First
best when utilized in math
students work on the five most difficult problems first, and if they get them correct, they have free time to work on other activities
Real learning—of the sort that enables students to retain, apply, and transfer content—has to happen in students, not to them (National Research Council, 2000; Wiggins & McTighe, 1998).
"If a child can't learn the way we teach, maybe we should teach the way they learn."
~ Ignacio Estrada
National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press
Community of Learners
Safe Learning Environment
Consistent Parent Communication
Collaborate with students in creating class rules
Create consistent procedures and routines
Adopt an orderly, flexible environment
Get to know your students
Seat students in groups
Decorate the class with student work as well as pertinent learning aids
Everyone gets the same sheet.
Fair vs Equal
Tier 1 - Label
Use the words in the word bank box to label the parts of the picture.
Print the word and draw line to join them. This practices reading, printing, and deductive reasoning.
Read the sentences below the picture, and if able, copy them onto the matching sheets.
Focus on neatness, letter formation, capitalization, no random capitals, punctuation.
This is simply a copying job, with attention to detail and decoding.
Tier 2 - Read
For each simple sentence, expand it into a more descriptive sentence.
Give them prompts of “What do they do?” (verbs) “When?”, “Where does it happen?” and “How does it look?” or “What kind? What color?” (adjectives)
Tier 3 - Expand
Diverse Learning ePD
Differentiation Tips and Tools Tab
Thank you for all that you do for our Diverse Learners!!!
meets specific and varying needs of students
facilitates collaborative problem solving
provides an authentic learning environment
Students need to actively engage with technology, not just view technology based content created by teachers.