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Differentiated instruction 04162014
This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It begins by defining differentiated instruction as a systematic approach that allows teachers to accommodate the individual learning needs of students. It then provides objectives and examples of differentiated instruction strategies for content, process, and product. These include using flexible grouping, varying reading materials and assignments, and allowing students to demonstrate knowledge in different ways. The document emphasizes that differentiated instruction is important for maximizing all students' learning.
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Introduction to Differentiated Instruction (DI) on April 22, 2014, including objectives to explain, provide activities, and recognize its importance in education.
Engagement through group activity followed by reflective analysis on addressing individual needs and insights gained from the experience.
Definition and purpose of Differentiated Instruction emphasizing systematic planning for diverse learners and maximizing individual success.
Highlighting principles such as meeting diverse student needs, proactive planning, and the importance of engaging and relevant curriculum.
Planning and implementing differentiated instruction with a comparison between fully differentiated and non-differentiated methods.
Creating individual student profiles based on readiness, interests, and learning profiles to tailor instruction effectively.
Ways to differentiate instruction focusing on content, including varied materials, appropriate reading levels, and instructional strategies.
Approaches for differentiating the learning process including flexible grouping, tiered activities, and varied instructional methods.
Methods to assess student understanding through various product outputs reflecting learned content and skills.
Discussion among participants to create a lesson plan in DI format with an emphasis on individual uniqueness.
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Differentiated instruction 04162014
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- 2. DEPARTMENT OF EDUCATION OBJECTIVES: 1.Explain the Differentiated Instruction (DI). 2. Provide activities for DI. 3. Make plans on how to transform the classroom into a DI classroom. 4. Recognize the importance of DI in responding to individual differences of students.
- 3. DEPARTMENT OF EDUCATION ACTIVITY (20minutes) Follow strictly the instructions written in the sheets or given to each group.
- 4. DEPARTMENT OF EDUCATION ANALYSIS 1.How do you feel the activity? Why? 2. Were the tasks given of you congruent to your strengths or talents? 3. What helped/blocked your group in performing better? 4. What did you discover about yourself? About others?
- 5. DEPARTMENT OF EDUCATION ANALYSIS 5.What is telling us about addressing individual needs? 6. What insights have you gained from the activity?
- 6. DEPARTMENT OF EDUCATION •It refers to a systematic approach to planning curriculum and instruction for academically diverse learners. • It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity (Carol Ann Tomlinson) Definition of Differentiated Instruction (DI)
- 7. DEPARTMENT OF EDUCATION Accordingto Melanie Bailey-Bird, • To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Purposes of Differentiated Instruction • It is a PROCESS to approach teaching and learning for students of different abilities in the same class.
- 8. DEPARTMENT OF EDUCATION •The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. Purposes of Differentiated Instruction
- 9. DEPARTMENT OF EDUCATION •a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they will express what they have learned in order to increase the likelihood that each student will learn as much as he or she can. In a DI class,
- 10. DEPARTMENT OF EDUCATION Principlesof Differentiation * Students differ in experience, readiness, interests, intelligences, language, culture, gender, and mode of learning. * Teachers must meet each student at his or her starting point and ensure substantial growth during each school term. * Teachers that ignore student differences are unlikely to maximize potential in any student who differs significantly from the “norm.” Carol Ann Tomlinson, 2001 The Differentiated Classroom: Responding to the Needs of All Learners, p. 2
- 11. DEPARTMENT OF EDUCATION Principlesof Differentiation * Teachers need to make modifications in instruction for students rather than assume students must modify themselves to fit the curriculum. * Teachers should always keep in mind that human brains learn best when curriculum is highly interesting and highly relevant. Carol Ann Tomlinson, 2001
- 12. DEPARTMENT OF EDUCATION LearningCycle and Decision factors Used in Planning and Implementing Differentiated Instruction
- 13. DEPARTMENT OF EDUCATION FullyDifferentiated Not Differentiated Assessment is ongoing. Diagnostic assessment is used. Teacher scaffolds self-reliant learning. Assessment is at the end A single form of assessment is used Teacher directs students behaviour
- 14. DEPARTMENT OF EDUCATION FullyDifferentiated Not Differentiated Flexible grouping is practiced Materials are varied Multiple forms of intelligence are valued Instruction is whole class Coverage of texts and curriculum drive instruction. Intelligence is viewed narrowly
- 15. DEPARTMENT OF EDUCATION FullyDifferentiated Not Differentiated Assignments offer multiple options Time is flexible in terms of students’needs Teacher facilitates student’s problem solving Grading is determined by learning goals Single option assignments Time is not flexible Teacher solves problems Grading is based on teacher-set, inflexible objectives
- 16. DEPARTMENT OF EDUCATION So,how to start? • create an individual profile of each of your students in each class you are handling. Remember, • the differentiation should be based on the students’ Readiness, Interest and Learning Profile.
- 17. DEPARTMENT OF EDUCATION •Learning profile has to do with how the students’ learn. • It may be shaped by intelligence, preferences, gender, culture, or learning style. LEARNING PROFILE
- 18. DIFFERENTIATED INSTRUCTION CONTENT PROCESS PRODUCT DEPARTMENTOF EDUCATION WAYS TO DIFFERENTIATE How it is taught How it is done How to demonstrate knowledge
- 19. DIFFERENTIATED INSTRUCTION DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE : CONTENT • Content is input. • It is what a student should come to know (facts), understand (concepts and principles), and able to do (skills).
- 20. DIFFERENTIATED INSTRUCTION DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE : CONTENT • Use Reading Materials at Varying Readability Levels • Put Text Materials on ppt, mp4 or mp3 format • Use Spelling/Vocab. Tests at Readiness Levels of Students • Use Reading Buddies • Meet with Small Groups to Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning
- 21. DIFFERENTIATED INSTRUCTION CONTENT DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE How it is taught TEACHER or STUDENT Centered * Whole Class Instruction * Small Group Instruction * Stations * Cooperative Groups
- 22. DIFFERENTIATED INSTRUCTION DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE: PROCESS • Process is the opportunity for students to make sense of the content. • Part of process is the activities in the lesson. They should be well-thought of.
- 23. DIFFERENTIATED INSTRUCTION DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE: PROCESS • Flexible Grouping is Consistently Used. – Groupings are Not Fixed, and Should Be Dynamic in Process. – Teach Whole Class Introductory Discussions, then Follow with Small Group (or) Pair Work. • Direct Instruction • Inquiry-Based Learning • Cooperative Learning • Classroom Management Benefits Students and Teachers – Organization & Routines
- 24. DIFFERENTIATED INSTRUCTION DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE: PROCESS • Use Tiered Activities • Provide Interest Centers • Develop Personal Agendas for Completion of Work • Manipulatives (or) Hands on Supports • Varying the Length of Time • Memorization • KWL
- 25. DIFFERENTIATED INSTRUCTION DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE: PROCESS • Reciprocal teaching • Graphic organizing • Scaffolding • Webbing • Self Talk • Web Quests • Guided Notes
- 26. DIFFERENTIATED INSTRUCTION DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE: PROCESS PRocess How it is done * Traditional Pencil/Paper * Cooperative Groups * Stations * Compacting * Independent Contacts * Choice Opportunities
- 27. DEPARTMENT OF EDUCATION WAYSTO DIFFERENTIATE: PRODUCT • Product is a vehicle through which a student show (and extends what he or she has come to understand and can do as a result of a considerable segment of learning. • It is something students produce to exhibit major portions of learning.
- 28. DEPARTMENT OF EDUCATION WAYSTO DIFFERENTIATE: PRODUCT • These are culminating projects that ask the student to rehearse, apply, and extend what he/she has learned in a unit.
- 29. DIFFERENTIATED INSTRUCTION PRoduct DEPARTMENT OFEDUCATION WAYS TO DIFFERENTIATE: PRODUCT How to demonstrate knowledge * Traditional Assessments * Written Reports/Papers * Art/Video Projects * Oral Reports/Presentations * Powerpoint Presentations * Skits/ Songs/ Dances
- 30. DEPARTMENT OF EDUCATION •Group participants per learning area. • Assign a leader and a rapporteur. • For 5 minutes, discuss among yourselves what competency or lesson your group will cover. • Create a step-by-step plan to make a specific lesson that follows a DI format. APPLICATION
- 31. DEPARTMENT OF EDUCATION EVERYMAN is in certain respects a. like all other men, b. like some other men, c. like no other man. -Murray, H. A. & C. Kluckhohn, 1953
Editor's Notes
- #12 The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and instruction are inseparable. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile All students participate in respectful work. Students and teachers are collaborators in learning. Goals of a differentiated classroom are maximum growth and individual success. Flexibility is the hallmark of a differentiated classroom.