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Differentiation: Reaching All Learners

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Kathryn Spooner

on 29 August 2015

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Transcript of Differentiation: Reaching All Learners

Differentiation of Instruction
Differentiation: Reaching All Learners
What is differentiation?
What types of diversity impact learning outcomes in my classroom and how can I use this diversity to enrich my students´ experiences?
Essential Questions
American School of Valencia prepares globally-conscious, life-long learners in an
innovative, collaborative,

ASV belief statements call for flexible, reflexive, critical thinking; perseverance; collaboration; application of knowledge; and appreciation of other cultures.

Learning evolves to meet the demands of an ever changing world.
Differentiation at ASV
What is differentiation?
Delivering instruction in multiple ways to reach all learners
Varying the difficulty level of activities
Providing resources relevant to students with diverse backgrounds and cultures
Supporting student learning through small groups or partnerships
Pacing instruction to consider all learning styles
Allowing different assessment methods for students to demonstrate achievement of learning goals
Evolving plans based on...
[what is to be learned]
[what activities help students make sense of content]
[how students show what they have learned]
Depending on students´...
[students´ current proximity to understanding]
[students´ level of attention, engagement, motivation]
learning profile
[students´ preferred mode of learning]

Differentiation is driven by ONGOING ASSESSMENT.
What is NOT a part of differentiation?
Assigning completely different work to students who are ahead or students who are having difficulties
Assigning more work to some students and less to others
Managing many separate activities [instead of encouraging group organization and responsibility]
Forming groups with one set of criteria in mind instead of using different criteria to form groups throughout the year
Lowering expectations for any student
Why do we differentiate?
To recognize that each student is different
To acknowledge and respect that each student learns in a different way
To motivate, enrich, and satisfy the needs of each student
To create different systems of support or ways to achieve the same objectives
To maintain student self-esteem and motivation
How to...a few examples
Provide a model for students to follow
Adjust the number of steps involved in a process
Give instructions to smaller groups
Assign partners for support in areas of need
Develop projects and centers by levels
Create tiered activities
Allow for choice in assignments and/or groups
Provide check-in dates for parts of assignments
Create systems for equitable student participation (i.e. Socratic Seminars)
Ongoing Assessments
Give students visual question cards to display in order to reflect each student´s level of understanding
Invite students to become experts on a topic and share their knowledge
Provide a learning menu to focus on areas of need as well as areas of strength
Create scaffolded instructions that include variations based on student need
For You to Do ...
Using a topic or lesson you are likely to teach this year, write down 2-3 ways you could differentiate the content, process, or product.

You can work individually or in groups. You will be asked to share your ideas with the whole group! There are no right and wrong answers, just ideas to brainstorm together.
How do students differ?
background knowledge
life experiences
native language
support systems
areas of interest
availability of resources
modes of learning
learning disabilities
levels of confidence
family life
Teacher is knowledgeable on subject matter.
Teacher appreciates and celebrates student differences.
Goals are maximum growth and individual success.
Flexibility is key to success.

Determine what your students are expected
to know, to understand, and to be able to do
after a lesson or unit of study.

Pre-assess students to establish a baseline and encourage higher expectations of student outcomes and growth. Pre-assessments include:
quick quizzes
journal writing
short class discussion
systematic observation

Pre-assessments allow teachers to distinguish the content that none, a few, a majority, or all of the students know.
Reflect on these questions again:

What is differentiation?
What types of diversity impact learning outcomes in my classroom and how can I use this diversity to enrich my students´ experiences?
Questions to consider:
What is the desired learning outcome of this lesson or unit? What do you expect your students to know, to understand, and to be able to do?
What evidence (or evidences) would be acceptable to demonstrate student learning?
What experiences and activities would best support student progress toward learning outcomes?
How can I differentiate content, process, or product to reach all learners?
Where to Begin
Assessment methods include:
observation checklists
small group discussions
exit cards
student-teacher conferences
written quizzes
journal entries
student self-reflections
Full transcript