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Mapping a Route toward Differentiated Instruction

This case study explores two classrooms' approaches to teaching ancient Rome and highlights the importance of differentiated instruction. Discover the key elements of successful teaching and how to develop an alternative approach to instructional planning that engages all students.

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Mapping a Route toward Differentiated Instruction

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  1. Mapping a Route toward Differentiated Instruction We must have a solid curriculum and instruction in place before we differentiate them!! *Different roads lead to the same destination!!! Group 4: Sarah, Suki, Rabinder 25/11/2016

  2. Looking inside two classrooms Case study – learning ancient Rome • Mr. Appleton • Students read textbook, take note, answer questions at the end of chapter • Likes lecture, expects SS to take notes, give quiz & give students a study sheet before test

  3. Looking inside two classrooms Case study – learning ancient Rome • Ms. Baker • Gives graphic organizers, brings examples, invites students to dress in togas, students suggest to bring food (Roman banquet). • Word search puzzle, movie clips, offers a choice of 10 projects, students can propose their own topics.

  4. Thinking about the two classrooms Elements of successful teaching: (A) students’ understanding (B) students’ engagement • Mr. Appleton -> little understanding, and scant opportunity for attending to students’ difference. • Mrs. Baker  provides some engagement, little understanding, and no meaningful differentiation.

  5. An Alternative Approach • make teaching and learning work—teachers must develop an alternative approach to instructional planning beyond “covering the text” or “creating activities that students will like.”

  6. Looking inside the Third Classroom 1 task • Assume role from ancient – soldier/ healer • Own interest • Choose a topic – video print or computer • Create a data to support

  7. Looking inside the Third Classroom 2 task • Differentiate (to compare to the ancient roman chart) • Add personal research / writing goals • Based on students’ readiness. • Small group sessions • Different level of questions asked. • Different media use to express their findings • Variety of graphic organisers.

  8. The First Step is the Compass • For fact-based curriculum (no key concepts, guiding principles, or essential questions), differentiating instruction is difficult. • Without instructional clarify, merely different – not differentiated.

  9. Plans for what students should know, understand, and be able to do at the end. • Dignifies each learner • Invite students to wonder • Differentiate instruction to facilitate the goal • Differentiation  one piece of mosaic of professional expertise, a way of thinking about the classroom.

  10. Differentiated Instruction • Must dignify each learner with learning that is “whole”, important, and meaning making. • Differentiated will success if only we carefully take the first step: ENSURING A FOUNDATION OF BEST-PRACTICE CURRICULUM AND INSTRUCTION!

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