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Differentiated Instruction

Differentiated Instruction. by Teresa Kathman. Are you a teacher, struggling to get through concepts so all your students understand?. Do you feel your students could be taking a little more from your classroom each day?.

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Differentiated Instruction

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  1. Differentiated Instruction by Teresa Kathman

  2. Are you a teacher, struggling to get through concepts so all your students understand?

  3. Do you feel your students could be taking a little more from your classroom each day?

  4. Do you wish there was something you could do to make learning more fun for your students and teaching more fun for you?

  5. If you answered yes to any of those questions…

  6. …then DIFFERENTIATED INSTRUCTION is for you!!!!

  7. Never heard of DIFFERENTIATED INSTRUCTION? Even if you think you don’t know about DIFFERENTIATED INSTRUCTION, you may have used it in the classroom and not even known it! • DIFFERENTIATED INSTRUCTION allows students to reach a common goal in their education • Teachers look at students individually or as a group to find they best way to deliver information

  8. DIFFERENTIATION happens by: VARIETY is the keyword – without it, students would not see the same benefits and educational gains. • Varying coursework • Varying lesson plans • Creating different expectations for different groups of students

  9. DIFFERENTIATED INSTRUCTION can work in a variety of settings: • Individual • Partner • Small group • Large group • Whole class • And the list goes on!

  10. DIFFERENTIATED INSTRUCTION can be done with any subject: • Math • Science • Language Arts • Reading • And many, many more!

  11. Still not convinced?? • Let’s take a look at some easy ways to incorporate DIFFERENTIATED INSTRUCTION in your own classroom! • You can use any model or method you choose, but some models make DIFFERENTIATION simple without much effort or extra planning!

  12. Multiple Intelligences • Created by Gardner, who suggested that “diversified instruction carried potential of reaching a greater number and broader range of learners.” • Eight different intelligences identified by Gardner’s theory • Students tend to identify with one or a few intelligences • Teachers can include elements from a couple intelligences in their lessons to DIFFERENTIATE

  13. Verbal/Linguistic Intelligence • Students who identify with this intelligence tend to enjoy reading and writing • Ways to DIFFERENTIATE using the Verbal/Linguistic Intelligence would be to: • Read books, articles, short stories, etc. • Write a poem, play, story, etc. • Let students present information to the class or give speeches

  14. Logical/Mathematical Intelligence • Students who identify with this intelligence tend to enjoy using numbers and math and thinking through tough problems • Ways to DIFFERENTIATE using the Logical/Mathematical intelligence would be to: • Have students solve story problems • Incorporate numbers into examples and activities • Do a critical thinking activity

  15. Visual/Spatial Intelligence • Students who identify with this intelligence tend to enjoy looking at the big picture and seeing things in front of them • Ways to DIFFERENTIATE using the Visual/Spatial Intelligence would be to: • Act out a problem or perform a play • Make posters and charts to supplement instruction • Use manipulatives and objects when teaching and working on activities

  16. Musical/Rhythmic Intelligence • Students who identify with this intelligence tend to enjoy music in any form and the rhythm of life • Ways to DIFFERENTIATE using the Musical/Rhythmic Intelligence would be to: • Play music while students are working • Sing songs that go with the concept of the day • Have students put math processes to a rhythm

  17. Bodily/Kinesthetic Intelligence • Students who identify with this intelligence tend to enjoy moving and having things to do • Ways to DIFFERENTIATE using the Bodily/Kinesthetic Intelligence would be to: • Have students move to different stations around the room to do parts of an activity • Stop periodically to do jumping jacks or other movement during instructional time • Play basketball or another movement game when reviewing for a test

  18. Naturalistic Intelligence • Students who identify with this intelligence tend to enjoy nature, science, and being outside • Ways to DIFFERENTIATE using the Naturalistic Intelligence would be to: • Go on a nature walk • Do hands-on science experiments when possible • Teach a lesson outside and use sidewalk chalk

  19. Interpersonal Intelligence • Students who identify with this intelligence tend to enjoy working with others • Ways to DIFFERENTIATE using the Interpersonal Intelligence would be to: • Partner students up for activities • Let students come up with their own project or activity to submit for a grade

  20. Intrapersonal Intelligence • Students who identify with this intelligence tend to enjoy working on their own • Ways to DIFFERENTIATE using the Intrapersonal Intelligence would be to: • Have students work independently on homework • Leave the option for working solo open

  21. Bloom’s Taxonomy • Bloom’s Taxonomy has six levels of thinking from basic to more complex • Not every student in a certain grade or age group will be able to think at the same level • DIFFERENTIATION can be done by planning lessons and activities that fall in line with the levels

  22. Level 1 - Knowledge • DIFFERENTIATE by doing the following things: • Count • Define • Describe • Draw • Find • Identify • Label • List • Match • Recall • Recite • Sequence • Tell

  23. Level 2 - Comprehension • DIFFERENTIATE by doing the following things: • Conclude • Demonstrate • Discuss • Explain • Generalize • Illustrate • Interpret • Paraphrase • Predict • Report • Restate • Review • Summarize

  24. Level 3 - Application • DIFFERENTIATE by doing the following things: • Apply • Change • Choose • Compute • Dramatize • Interview • Prepare • Produce • Role-play • Select • Show • Transfer • Use

  25. Level 4 - Analysis • DIFFERENTIATE by doing the following things: • Analyze • Characterize • Classify • Compare/Contrast • Debate • Diagram • Discriminate • Examine • Outline • Relate • Separate

  26. Level 5 - Synthesis • DIFFERENTIATE by doing the following things • Compose • Construct • Create • Design • Develop • Integrate • Invent • Organize • Perform • Plan • Propose • Rewrite

  27. Level 6 - Evaluation • DIFFERENTIATE by doing the following things: • Appraise • Argue • Assess • Choose • Conclude • Critic • Evaluate • Judge • Justify • Prioritize • Prove • Rank • Rate

  28. Ready to try it? • DIFFERENTIATED INSTRUCTION does take a little bit of time and patience to implement • Start DIFFERENTIATING with just one subject…focus on the process and work out kinks before implementing with your whole day • Some subjects and concepts will be easier to DIFFERENTIATE than others • Never be afraid to ask for help!

  29. GOOD LUCK!!!!

  30. Resources • Gray, K. C. and Waggoner, J. E. (2002). Multiple intelligences meet bloom’s taxonomy. Kappa Delta Pi Rec, 38(4), 184-187. • Teachnology, Inc. (n.d.). Bloom's Taxonomy Verbs. Retrieved June 3, 2012, from http://www.teach-nology.com/worksheets/time_savers/bloom/

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