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Differentiated Instruction in the Elementary Classroom
Transcript of Differentiated Instruction in the Elementary Classroom
in the Elementary Classroom
can easily provide differentiated instruction for your students
provides all students the ability to be challenged at their individual learning level in order to become successful
higher levels of engagement from students
can be utilized for all subjects (language arts, math, science, social studies)
follows Tomlinson's idea of "using content-based activities designed specifically for individual student needs”
Check out this video of how technology saved a school: http://www.pbs.org/wgbh/pages/frontline/digitalnation/learning/schools/how-google-saved-a-school.html
Gardner's Theory of Multiple Intelligences
understand the different types of learners in your classroom and set up instruction to best fit the needs of all the learning styles
There are surveys, quizzes, inventories and activities that students can complete to learn more about what learning style best suits their intelligence. Here are just a few:
make goals that are obtainable for both lower achieving students and the gifted students
It's that easy. In order to have a differentiated classroom you need to
. Begin at a pace that is manageable for you. Make small goals and complete them. Mix low prep and high prep strategies into your daily instruction. Set routines and clear expectations. Utilize group work for cooperative learning and socializing intelligence. Incorporate technology!
Look at the Variety of Differentiated Teaching Strategies Using Technology!
List of Websites to Help Differentiate Instruction in Your Classroom!
What is Differentiated Instruction?
Howard Gardner created this theory in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences in which he described how there are eight intelligences people can have.
The first step to a differentiated classroom is getting to know your students!!
**Not all students
learn the same way**
"I want my children to understand the world, but not just because the world is fascinating and the human mind is curious.
I want them to understand it so that they will be positioned to make it a better place." - Howard Gardner
As teachers we need
to adapt our instruction to meet
all the learning needs of students in our classrooms
Chapman, C., & King, R. (2005).
Differentiated assessment strategies one tool doesn't fit all.
Thousand Oaks, CA: Corwin Press.
Tomlinson, C. A. (2001).
How to differentiated instruction in mixed-ability classrooms.
(1st. ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Customizing instruction to meet individual student's needs through a variety of strategies to content (what students learn), process (how they learn), product (how they show what they have learned) and environment (setting) using various assessments and groupings in a classroom
Tomlinson says to start in small increments- do a few low prep strategies so you do not get overwhelmed.
Then each year add a few more strategies to your instruction and pretty soon you'll have a large number of strategies to choose from in your differentiated classroom!
Still unsure? Try this method: http://www.edutopia.org/stw-differentiated-instruction-replication-tips
"The more you know about your students the more effective you will be"
- Chapman & King
Computers, SmartBoards, Ipads, Ipods, Listening Centers, Webquests, Interactive Games, Wiki, Blog, Jeopardy games, Flipped Classroom, Video clips, etc.
There are three forms of assessment that are effective in a differentiated classroom: Pre Assessment, Formative Assessment, Summative Assessment
helps the teacher understand what the students already know to guide future planning and instruction
teacher may utilize curriculum compacting model for some students who know material
By Kim Pierce
occurs informally during student learning
helps the teacher understand student progress towards final goal
teacher may utilize conference notes to enforce flexible groupings, peer mentors, small group instruction, partner work,reteaching based on student need
takes place after student learning to evaluate if students mastered goals
might be in form of a test, project, PowerPoint, presentation, video, prompt, etc.
usually graded with a rubric or checklist
Setting up a comfortable, safe and inviting classroom is
students need to feel safe in the classroom to express their thoughts and ideas without fear of being put down for answering incorrectly
Get to know each other!
helps build relationships and connections with your students
Invite student input on making the classroom their own!
rearrange the furniture, students help decide what goes on bulletin boards, create bright spots in the classroom
Creating this comfortable environment does not take a long time, but it is imperative to how a student views their role in the class community.
"When a positive climate is evident in a classroom, each person knows he or she belongs to a learning community"
-Chapman & King