Year2Differentiated instructionA

8/8/2019 Year2Differentiated instructionA

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Differentiated Instruction


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Objectives

Based on the information provided today, teachers

will be able:

To define differentiated instruction

Execute differentiated instruction by overcomingobstacles and/or identifying current practices

List three strategies they have used or might use

in their classroom

Find information and additional resources


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Questions to Consider

What is differentiated instruction?

Why differentiate?

What are you already doing to differentiateinstruction in your classroom?


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Videos- watch one or two

Secondary Writing Example:

http://video.google.com/videoplay?docid=41712067

37458657618#

Special Ed Example:http://video.google.com/videoplay?docid=41712067

37458657618#docid=-5933070899743390419

Elementary Example:

http://video.yahoo.com/watch/4747418/12679004


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Explore this websitewww.learnerslink.com

Click on the Differentiating Instruction speech bubble.

Scroll Down to Differentiation Topics Click on: Brain

Based Strategies - Interactive Brain - Explore

Continue to explore based on topics that interest you

and your partner.

Do not open the remaining pages of the PowerPoint atthis time : )


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Obstacles

1. I long to return to the Good Old Days

2. I thought I was differentiating

3. I teach the way I was taught

4. I dont know how

5. I have too much content to cover

6. Im good at lecturing

7. I cant see how I would grade all those differentassignments

Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.


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Obstacles

8. I thought differentiation was for the elementary

school

9. I subscribe to ability grouping

10.I have real logistic issues11.I want my classroom under control

12.I dont know how to measure my students

learning styles

13.I have neither the time nor the funding for all

thatKathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.


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Obstacles

14.Ive been teaching this way for years and it

works

15.Theres no support for it at my school

16.My district requires me to follow a prescribedtext

17.Parents expect lecture format in high school for

college prep

18.The bottom line if they are learning, you are

teachingKathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.


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Definition I

Differentiated instruction is a process

through which teachers enhance learning

by matching student characteristics to

instruction and assessment. Differentiatedinstruction allows all students to access the

same classroom curriculum by providing

entry points, learning tasks, and outcomesthat are tailored to the students needs.


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Definition II

In differentiated classrooms, teachers beginwhere students are, not the front of acurriculum guide. They accept and buildupon the premise that learners differ in

important ways. Thus, they also accept andact on the premise that teachers must beready to engage students in instructionthrough different learning modalities by

appealing to differing interests, and by usingvaried rates of instruction along with varieddegrees of complexity.

(Carol Ann Tomlinson)


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Definition III

In differentiated classrooms, teachers providespecific ways for each individual to learn asdeeply as possible and as quickly as possible,without assuming one student's road map for

learning is identical to anyone else's. Theseteachers believe that students should be held tohigh standards. They work to ensure thatstruggling, advanced, and in-between students

think and work harder than they meant to;achieve more than they thought they could; andcome to believe that learning involves effort, risk,and personal triumph.

(Carol Ann Tomlinson)


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Response to:

Student readiness

Student interests

Student learning style Multiple intelligences

Success for all students

What is practical and what is

doable


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Carol Tomlinson, professor at the University ofVirginia, identifies four

classroom elements that can be differentiated:

Content: What the student needs to learn. The

instructional concepts should be broad based,

and all students should be given access to the

same core content. However, the contentscomplexity should be adapted to students

learner profiles. Teachers can vary the

presentation of content,( i.e., textbooks, lecture,

demonstrations, taped texts) to best meetstudents needs.


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Process: Activities in which the student

engages to make sense of or master the content.

Examples of differentiating process activities

include scaffolding, flexible grouping, interestcenters, manipulatives, varying the length of time

for a student to master content, and encouraging

an advanced learner to pursue a topic in greater

depth.


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Products: The culminating projects

that ask students to apply and extend

what they have learned. Products

should provide students with different

ways to demonstrate their knowledge

as well as various levels of difficulty,

group or individual work, and various

means of scoring.


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Learning Environment: The way the

classroom works and feels. The

differentiated classroom should include

areas in which students can work quietly aswell as collaborate with others, materials

that reflect diverse cultures, and routines

that allow students to get help when theteacher isnt available (Tomlinson, 1995,

1999; Winebrenner, 1992, 1996).


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CRIME

Curriculum: content, difficulty, standards

Rules: explicit, implicit, written

Instruction: teaching style, individual & groupwork pace, teacher & student directed

Materials: textbooks, trade books, tests,homework, equipment, supplies

Environment: furniture, seating, space, doors,windows, barriers

Mary Anne Prater, She Will Succeed!: Strategies for success in Inclusive Classrooms, Council for Exceptional Children


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Documents

Year2Differentiated instructionA