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Growth Within, Differentiating and Engaging Learners

Explore differentiated instruction as a teaching philosophy to adapt learning to student differences for increased engagement and growth in the classroom.

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Growth Within, Differentiating and Engaging Learners

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  1. Growth Within, Differentiating and Engaging Learners Dr. Ilene Foster Claremont Graduate University Teacher Education

  2. May your happiness be multiplied… May your worries be divided… May your blessings be added… And may your struggles be subtracted… May the blessings in your life be exponential… By: Jasmine Ochoa High School Algebra 1 student

  3. Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

  4. Differentiation is responsive teaching rather than one-size-fits-all teaching.

  5. Begin Slowly – Just Begin!

  6. Engaging Students in Learning If one component can claim to be the most important, it is student engagement. All the rest of the Framework is in the service of student engagement.

  7. Nothing happening… “It is possible to have a smoothly functioning, lively classroom where all the students appear happily occupied with worthwhile tasks and yet no mental acts conducive to learning are taking place.” Graham Nuthall, 2005

  8. Nothing happening… “It is possible to have a smoothly functioning, lively classroom where all the students appear happily occupied with worthwhile tasks and yet no mental acts conducive to learning are taking place.” Graham Nuthall, 2005

  9. Nothing happening… “It is possible to have a smoothly functioning, lively classroom where all the students appear happily occupied with worthwhile tasks and yet no mental acts conducive to learning are taking place.” Graham Nuthall, 2005

  10. Engaging Activities and Assignments • Emphasize problem-based learning • Permit student choice and initiative • Encourage depth rather than breadth • Require student thinking (apply, analyze, evaluate, create) • Offer multiple levels of challenge • Designed to be relevant and authentic

  11. Attributes of Engagement vs. busy or compliant • Teacher purposefully elicits all students to solve a problem, develop a solution, create a tangible product • Involves students actively, not passively, “minds-on,” not just “hands-on” (complex mental tasks) • Invites students to dialogue without choice to opt out (NOT one at a time) • Students work collaboratively • Engagement is simultaneous and continuous throughout lesson

  12. Recognizing Teacher’s Role in Student Engagement • Teacher is actively engaged in facilitating and providing assistance, feedback, clarification • Teacher monitors actively during student seatwork • All students, all the time • Teacher consistently insists

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