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Differentiated Instruction

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by

Sharon Pelkey

on 22 October 2012

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Transcript of Differentiated Instruction

Differentiated
Instruction What does it mean
for my child ? What is
differentiation? How does the
teacher differentiate... What are learning styles? How do teachers set
learning objectives
to challenge my child? How does this
benefit my child? References and Websites: "In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs."
~ Carol Ann Tomlinson (2001) * Struggling learners are able to focus on their strengths, and are offered support as they are challenged to reach the next skill level.
* Advanced learners are continually offered raised expectations, along with appropriate support, in order to develop new skills.
* All learners work together in ways that appeal to their interests and needs, promoting positive motivation for success. Do you prefer to listen to a lecture, or read about a topic on your own? Do you learn a process best by doing it, or would you rather
look at a diagram?
Everyone has strengths and weaknesses. When teachers consider a student's learning style, strategies and activities can be planned to target a particular strength. Students can also be challenged to develop their "weaker" intelligences through a variety of choice activities.
Howard Gardner's theory of multiple intelligences provides a framework for organizing these learning preferences.

Check out the link below for more information on
multiple intelligences: All students need to be challenged. One tool that teachers use when creating learning activities is
Bloom's Taxonomy.
This is a multi-tiered way of organizing the way we think, according to levels of complexity.

Visit the link below for more information on
Bloom's Taxonomy.

http://en.wikipedia.org/wiki/Bloom's_Taxonomy Chapman, C., King, R (2012). Differentiated Assessment Strategies: One Tool Doesn't Fit All (2nd ed.). Thousand Oaks, CA: Corwin

Hipsky, S., Scigliano, D. (2010). Three Ring Circus of Differentiated Instruction. Kappa Delta Pi record, 46(2),82-86

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD

Tomlinson, C. (2001). How to Differentiate in Mixed-Ability Classrooms (2nd ed.). Alexandria, VA: ASCD

http://www.sde.com/Downloads/TeacherResources/LeAnnNickelsen/A_Blooming_Table.pdf

http://www.tecweb.org/styles/gardner.html

http://en.wikipedia.org/wiki/Bloom's_Taxonomy

http://www.readingrockets.org/article/263/

http://www.readingrockets.org/article/26631/ What does it
look like? by Sharon Pelkey University of New England
EDU610, Differentiation Theory and Strategies An Introduction to Differentiated Instruction
~ Carol Ann Tomlinson More on Differentiated Instruction A teacher can differentiate a variety of
classroom elements, including:

*content, which is what the student needs
to learn
*process, which are the activities that
students engage in
*product, which are how students apply, practice, and show what they have learned, and
*environment, which is how the classroom
works and feels Process can be differentiated by:

* providing activities at a variety of ability levels and interest areas; focused on learning the same skill
* offering different tools and materials needed for completing tasks
* offering a variety of choices for student activity, based on interests and need
* varying the length of time or amount of support needed to complete a task Process Content can be differentiated by:

* using materials at a variety of learning levels
* providing learning materials for a variety of interests
* thinking about different learning styles (use a mixture of visual and auditory methods, for example)
* meeting with small groups to re-teach or extend a lesson Content Product Environment Product can be differentiated by:

* using a variety of methods and materials, according to student's learning preference
*clearly stating expectations and offering support
* frequently checking in with students to assess understanding
* allowing students to create their own assignment, as long as it meets the requirements Environment can be differentiated by:

* using flexible grouping - large groups, small groups, partners, and independent work
* providing a variety of work spaces that appeal to different learning preferences
* setting expectations on how students provide appropriate peer feedback and how to work cooperatively in learning groups.
* creating a safe culture where students are free to take risks and learn from each other http://www.tecweb.org/styles/gardner.html http://www.sde.com/Downloads/TeacherResources/LeAnnNickelsen/A_Blooming_Table.pdf Leveled Books on the same topic Examples of differentiating content: Interest Centers Choice Boards Examples of differentiating process: Small groups created by
ability or interest Examples of differentiating product: Create a display Express in a performance Make a model Vary the length of time
required to complete a
project, and frequently check in with students. Offer choices for final projects,
based on learning styles. Create spaces that allow for large group, small group and partner work, and independent work. Examples of differentiating environment: Make the physical space inviting, and teach students how to work together, think together, and honor each other. Quotes for
Final Thoughts ... Fair is not everyone getting the same thing. Fair is everyone getting what they need.

The success of education depends on adapting teaching to individual differences among learners. - Yeuzheng, 4th Century BC Chinese Treatise, Xue Ji

Children already come to us differentiated. It just makes sense that we would differentiate our instruction in response to them." (Tomlinson, 1999, p. 24)

'If everyone is thinking alike then somebody is not thinking.' - George S Paton
Full transcript