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Success for AllDifferentiating Instruction
in Richland ParishJanuary 2, 2012Presented by Sheldon Jones
Christy HendrixKenneth Jenkins
Definition Differentiated Instruction – The process of
recognizing the students' various background knowledge, readiness, language, and preferences in learning and interests in an effort to react responsively when planning for instruction; an approach to teaching and learning for students of differing abilities in the same class.
Rationale for Differentiated Instruction
oChildren come to the classroom performing at different levels academically.
o 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.
First Steps in Embracing Differentiated Instruction
Development of Differentiated Instruction Team
Initial professional development on December 12, 2011
Follow up meeting on January 9, 2012Plan for future meetings at the district
and building levels
Basic TerminologyStudents are grouped into three categories
based on academic need:
Enriched Group
Benchmark Group
Strategic/Intensive Group
How can I help prepare for Differentiated Instruction?
Follow Madeline Hunter’s Lesson Line:IntroductionModelGuided PracticeIndependent Practice Closure
(Based on Madeline Hunter Elements of Effective Instruction)
Objective Anticipatory Set
(“Hook”) 7 – 10 minutes
Closure 7 – 10 minutes
Teaching to the Objective (T2O)
Objective / Relate Objective / Involve
Learner
Monitoring and Adjusting
Active Participation
Explaining Content
Independent Practice “You Do”
Modeling “I Do”
Guided Practice “We Do”
Questioning and
Responding
Summary
Involve Learner
ConclusionThe Differentiated Instruction Team will work collaboratively and in a timely manner to develop an implementation plan.
Our goal is to use differentiated instruction, a research based approach, to improve student achievement for all learners.
More information to come in the near future.
