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Differentiated Instruction

Differentiated Instruction. Inclusive Practices. What is Differentiated Instruction?. Welcome!!. Please don’t forget to place your dot on the Differentiated Instruction Chart. Agenda. Key Principles of Differentiated Instruction The Heart of Differentiation: What, Why, How, Who

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Differentiated Instruction

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  1. DifferentiatedInstruction Inclusive Practices

  2. What is Differentiated Instruction? Welcome!! Please don’t forget to place your dot on the Differentiated Instruction Chart

  3. Agenda • Key Principles of Differentiated Instruction • The Heart of Differentiation: • What, Why, How, Who • Steps to Differentiation • Instructional Strategies • Management Strategies

  4. Outcomes – Participants will… • Define key principles of Differentiated Instruction and Universal Design for Learning • Identify characteristics of the varied levels of learners • Identify strategies and tools used to assess learners in a differentiated classroom • Identify strategies used in a differentiated classroom • Identify and practice the design factors of tiered assignments

  5. One Size Doesn’t Fit All

  6. One Size Doesn’t Fit All: Four Square • Listen to the directions for each square • Complete the task • Let’s discuss

  7. What it is/What it’s not Activity

  8. Curriculum • PA Standards/ Assessment Anchors The Differentiated Instruction Decision Making Process Students • Pre-assessment • Readiness/Ability • Prior Knowledge • Interest/Talents How can I differentiate instruction and align lesson outcomes and tasks to learning goals? • Content • What the teacher plans to teach • Process • How the teacher plans instruction • Management of flexible groups • Product • Assessment of the content Review the Data Link To Next Concept, Lesson or Unit Adapted from Oaksford, L. and Jones, L. 2001

  9. One Size Doesn’t Fit All Monica Harrold First Grade Self-Assessment ASCD  A Visit to a Differentiated Classroom Video Series: Carol Ann Tomlinson, 2001

  10. Being on Meeting Disseminating Using Active Responding to Modeling Maintaining Time Deadlines Information Listening Questions Lessons Paperwork

  11. Curriculum and Instruction Differentiation seeks to…. “...provide varied learning options in a classroom to make curriculum and instruction the best possible fit for learners who, though they have many things in common, differ in some important ways from one another.” (Tomlinson, 1998)

  12. Part I:Differentiating Instruction Key Principles

  13. Respectful tasks Meaningful tasks Teachers/Students collaborate Teacher honors student differences Content critical Flexible grouping Key Principles

  14. Readiness Interest Learning profile Process Product Content Key Principles Students Vary Teachers Vary

  15. Key Principles Science Class Middle School Video ASCD Differentiating Instruction Video Series Creating Multiple Paths for Learning Carol Ann Tomlinson, 1997

  16. Differentiation Instruction Links for Universal Design for Learning Tailors teaching and learning to the needs of each student

  17. Universal Design for Learning • During planning stage of instruction design: • Curriculum • Instruction • Evaluations

  18. Universal Design for Learning • Curriculum • Class climate • Physical Access • Delivery methods • Information resources • Interaction • Feedback • Assessment • Accommodations Burgstahler, S. 2005

  19. Universal Design for LearningPrinciples • Recognition Learning: Presentation • Strategic Learning: Performance • Affective Learning: Engagement

  20. In A Nutshell... • Differentiated Instruction provides options to: • Take in information • Make sense of ideas • Demonstrate Knowledge • Universal Design for Learning ensures this through the design of the curricula

  21. In a Nutshell… Differentiated Instruction : • Is valuable at every level and subject area • Helps students become successful learners • Stretches students in the learning process

  22. Mrs. Jones Activity • Read through Sample Lesson 1 and 2 • Answer the questions that follow each lesson • Be ready to discuss your findings

  23. Part II: The Heart of It! • What? • Why? • How? • Who?

  24. Differentiate “What”… • Process • Product • Content

  25. Differentiate “Why”… • Classrooms today include students with a wide range of disabilities (Mathes, et al, 2003) • Differentiated Instruction maximizes students’ learning by meeting each student where they are and taking them forward (Hall 2002)

  26. Determine standards and lesson objective Examine established benchmarks Review and analyze assessment data Create the instructional activity Document student progress Differentiate “How”…

  27. Differentiate “How”…Instructional Groupings • Whole Group Instruction • Small Group Instruction – Same Ability • Small Group Instruction- Mixed Ability • Student Pairs • One on One

  28. Differentiate “How”… Flow of Instruction • Which formats are used in your school on a frequent basis? • For what purposes are they used? Activity

  29. Differentiate “How”… Flow of Instruction • Whole Group • Shared learning experiences • Inclusion of all

  30. Small Group – Same Ability Meets individual needs Students can express what they know Students can receive feedback Groups vary in membership Often used for reading and math Small Group – Mixed Ability Promotes Student Choice Responds to Students Interests Addresses Learners Social Needs Differentiate “How”… Flow of Instruction

  31. Student Pairs Addresses Learners Social Needs Responds to Individual Student Needs Engages All Students One-to-One Most intensive instruction Meets individual needs Differentiate “How”… Flow of Instruction

  32. Differentiate “How”… Flow of Instruction • Independent Work • Allows for generalization and maintenance of concepts • Provides opportunities for students to explore curricular topics of interest in depth

  33. THE FLOW OF INSTRUCTION IN A DIFFERENTIATED CLASSROOM 1 3 5 7 9 Teacher and whole class begin exploration of a topic or concept Students and teacher come together to share information and pose questions The whole class reviews key ideas and extends their study through sharing The whole class is introduced to a skill needed later to make a presentation The whole class listens to individual study plans and establishes baseline criteria for success Students engage in further study using varied materials based on readiness and learning style Students work on varied assigned tasks designed to help them make sense of key ideas at varied levels of complexity and varied pacing In small groups selected by students, they apply key principles to solve teacher-generated problems related to their study Students self-select interest areas through which they will apply and extend their understandings 2 4 6 8 A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small-group exploration, sense-making, extension, and production. Tomlinson, 1995

  34. Differentiate “Who”… • 3 Levels of Learners • Concrete/Emerging • Grade Level • Advanced

  35. Differentiate “Who”…Concrete/Emerging Level Learners Students need: • More opportunities for direct instruction • More opportunities for practice • More concrete activities and/or products • Activities that link to prior knowledge

  36. Differentiate “Who”…Grade Level Learners Students need: • Some concrete information • Some abstract concepts • Appropriate pacing of instruction • Guided practice

  37. Differentiate “Who”…Advanced Level Learners Students need: • Skill development that challenges and extends learning • Activities and products • Complex • Open-ended • Abstract • Multi-faceted

  38. Accommodating All Students Different Levels of Complexity, Abstraction, Sophistication Essential Learning and Key Skills Adapting Activities Content Materials Reinforcing Activities Content Enriching Activities Content Materials Accelerating Parallel Activities Content Materials Parallel Activities Content Materials Modifying Outcomes Modifying Outcome Authentic activities and content IEP IEP Authentic activities/ assessments, Functional material Alter mastery Alter pace Reduce amount Adapt tests Adapt classwork Highlight Rewrite Compacting Excusing from work that is known Cues Preteach Reteach Aids Organizers Study Guides Abstract Complex Faceted Independent Quicker Open

  39. What Kind of Learner? • Based on a specific unit/lesson you’ve already taught… • Which students fell into each category? • Concrete/Emerging • Grade Level • Advanced • What modifications did you make to accommodate your varied learners? • Let’s Discuss!

  40. In a differentiated classroom, the teacher plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness and/or interest.

  41. Part III A Closer Look Steps to Differentiation: A Process that begins with ASSESSMENT

  42. Assessment Yields an Emerging Picture of… Understanding of key ideas and targeted skills Level of proficiency Degree of interest ALL Students Making Progress Toward Instructional Goals

  43. Assess the Student Level of proficiency Level of awareness Additional support needs Assess the Task/Objective Prerequisite skills General knowledge Activities to support needs Assessing In Order to Differentiate

  44. Assess the Student Output strengths Relevancy Assess the Task/Objective Are there other ways to demonstrate learning? Assess the best way student receives information and how they respond to it. Does this matter? Assessing In Order to Differentiate

  45. When to Assess… • Before Instruction • The Student as a Learner • The Student’s Prior Knowledge or Experience • During Instruction • Develop Competencies • Gain New Information • After Instruction • Recall what was learned • Assess what they now know

  46. Differentiation Models Same Input VARY Input VARY Input VARY Output VARY Output Same Output Rose and Urban, IU 13, 10/00

  47. Instructional and Management Strategies A strategy is a set of plans and skills used in order to gain success or achieve an aim.

  48. Instructional and Management Strategies • How to select strategies: • What are the students’ goals and outcomes? • What are the students’ learning needs? • How can the strategy be aligned to goals, outcomes, and needs?

  49. Instructional and Management Strategies • Explicitly teach strategies I Do Do You Do WeWeWe We We We WeWeWe

  50. Instructional and Management Strategies • Jig Saw Activity: • Each strategy is written on a different color of paper • Home group • 3 different colors • Each person read one strategy • Expert group • Same color • Design a visual organizer • Return to home group • Teach strategy to home members

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