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Differentiated Instruction

An introduction to differentiation in the classroom using the mnemonic device, the 3 P's.
by

Jaclyn Jones

on 21 July 2014

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Transcript of Differentiated Instruction

Differentiation: An introduction
to the 3 P's What is Differentiation? Vary instruction methods Vary learning activities Vary assessment procedures Teachers who differentiate... Differentiating is NOT... NOT a modification NOT a 3-ring circus Students are still expected to master the learning goals Techniques should be applied selectively and occasionally NOT a homogenous grouping method Groups are a mixture of beginning and developing students corresponding to the task and objective The 3 P's of Differentiation: Presentation Process Product Presentation (or teaching) Methods Teacher-centered, whole-class instruction Use guided notes or provide notes Use manipulatives Small-group instruction, with teacher rotating Divide groups by cooperative abilities By inclination for the task By skill level Presentation Methods, Cont'd. Student-centered instruction Stations Choice activities Cooperative Groups Process (or learning) Methods Traditional pencil/paper activities, bookwork Assign different amounts Cooperative work groups by ability level By learning style Stations Working individually In pairs In small groups Compacting Independent contracts Choice activities Product (or assessment) Methods Traditional pencil/paper assessment Assign different amounts of problems to students with different abilities Written reports or essays Art or video projects Oral reports, presentations, and speeches Computer projects Sketchup Pages Infographic Music A song or a skit But seriously, HOW do I do that? 1. Choose your learning goal or standard 2. Pre-assess 3. Create groups 4. Be prepared 5. Establish behavior norms 6. Start small and
fully invest To Re-cap: Differentiate your presentation (how you teach the information) Differentiate the process (how the students practice the new skill) Differentiate the product (how the students is assessed) Pre-assess prior knowledge before making groups Group students according to cooperative abilities, learning style, or skill level Be sure students are clear on behavior expectations for all types of situations Start small and do it well How the information is taught by the teacher How the knowledge or skill is practiced by the student How the student demonstrates they've acquired knowledge Thank You for Your Attention!
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