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Assignment for EDCI 631

osaid baninasor

on 21 October 2012

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Transcript of Differentiation

Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom (Tomlinson, Imbeau 2010) Differentiation
Osaid Baninasor Diversity in my classroom "Become a student of change. It is the only thing that will remain constant." Anthony D'Angelo'
"When patterns are broken, new worlds emerge."Tuli Kupferberg. My Understanding Differentiation:
Plan proactively different approaches to
What students need to learn
How students will learn
How students will show they have learned
It is a:
Proactive planning
More qualitative than quantitative
Student centered
A blend of whole class, group, and individual instructions
A way to provide multiple approaches to
content, process, and product

What teachers teach and what they wants students
to learn and differentiation can be applied by:
Teachers adapt what they teach
Adopt and modify how to give students access to
what they want to learn, and apply it through :
using complex concepts and materials, compacting,
variety, reorganizing, and flexible pacing. Differentiation and Content Readiness: Are the students ready to learn what we teach them, and is the material appropriate for their level?

Interest: Making sure that the curricula activities are built based upon the students' interests which will help them to be involved in the learning at all levels.

Learning profile: A way we should follow to make sure that the materials covered are in sync with the students' learning styles.

Utilize pre assessments to determine the start point of the students and the appropriate topics and study units
Encourage thinking at various levels
Break assignments into smaller, more manageable parts that include structured directions for each point
Use a variety of instructional methods
Choose broad instructional concepts and skills
Use project based learning
Prevent lessons that allow students to use their preferred mode of learning Readiness, Interest
Learning Profiles, and
Strategies Effective differentiated classroom:
Students differ in terms of background experience , culture, gender, interests, readiness to learn, modes of learning, speed of learning, self awareness, confidence, and independence.
Differences impact how the student learns.
Teachers must ensure that all students master important content.
Teachers must be active planners to connect each learner with key content.
Teachers must understand their students.
A flexible approach to accommodate all learners is a must.
Teachers must modify, change, or alter their approaches to address the ever changing needs of their students. Effective Differentiated
Classroom Differentiation practice in the classroom:
Content: Allow all learners to access key content whether it is a formal, informal, or non formal access.
Process: making sure we align the process with content so students can own it.
Product: allow students to perform the tasks in ways that require understanding of key ideas, transfer of knowledge, and application of skills. Assessments must be authentic and aligned with the content and objectives.
Gender: create a gender based pattern of learning.
Culture: design activities shaped by the context in which an individual lives and in which things that make sense to them. Differentiation
Practice collaboration groups
project based learning
free study collectivism/Individualism teachers must be aware of cultural norms
US culture is highly oriented toward individualism Culture competence teacher
students have different cultural background
students culture accepted and responded in the class Deculturalization the rejection of students culture and replace it with other culture Language multiple language students
fitting materials and task to support
Support ESL students CLR pedagogy
CLRT, culturally and linguistic responsive teachers
Competence teachers/ ability to see and value the culture of the students.
teacher has a culture too
student listen to the teachers differently
invisible language barriers
undeserved students
teacher can do culture awareness by doing research about students background. Mix abilities
direct instruction
structured readiness level advanced level low/less developed complex product
complex activities
skip practicing
open ended questions At grade level Meet the standards process activities
supplementary material based on learner interests
independent study
team work
Jigsaw, discussion Product tests
Effective design authentic assignment
portfolio learner demonstration about what they have learned. Backward Design setting goals before choosing instruction
Established desired results and then work backwards
Big idea, big picture materials
standard Learning Environment -Building Community
-Flexible Grouping
-Classroom Management,time Management, Class arrangement,rewards
-Student's study regarding family,interest and travel
-Positive,Supportive, Secure Environment
-Designing Physical Environment of Classroom Orderly classroom
is the class smoothly running classroom, wide range of instructional strategies Orderly Classroom Developing Community Using students grouping and classroom community
Useflexible grouping
Teach up
Use multiple ability tasks
Make content accesible to every one Determine routines
Structured teaching and learning
Developing routines
reflection,review, revise
Setting ending the day Classroom Rountines Pacing speed or rate of presenting tasks in class
Speed or progress a particular curriculum
A brisk pace increases atudent's attemtion and respose
A moderate pace of teaching is ideal Grouping strategies assigning students to groups
Giving direction for multiple tasks
One on one
Small groups Assessments Formative assessment: ongoing assessment with descriptive feed back,quick and easy
Summative assessment:post learning assessment Collaborative assessment Checking students learning during process, where needs to reteach or change strategies Osaid Mojgan Fariba Team Work Prezi 631 Mojgan Fariba Osaid
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