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DIFFERENTIATED INSTRUCTION

DIFFERENTIATED INSTRUCTION. Gayle Y. Thieman, Ed.D. Portland State University. Differentiated Instruction is the teacher’s response to learners’ needs. guided by principles of differentiation such as. ongoing assessment & adjustment. respectful tasks. flexible grouping.

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DIFFERENTIATED INSTRUCTION

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  1. DIFFERENTIATED INSTRUCTION Gayle Y. Thieman, Ed.D. Portland State University

  2. Differentiated Instruction is the teacher’s response to learners’ needs guided by principles of differentiation such as ongoing assessment & adjustment respectful tasks flexible grouping

  3. WHAT CAN BE DIFFERENTIATED? CONTENT PROCESS PRODUCT According to students’ Learning Profile Readiness Interests

  4. Math manipulatives Texts, e.g. novels at multiple reading levels Reading partners Tape recordings or videos of books Highlighted texts Web quests Curriculum compacting (TAG) Graphic organizers Reteaching Synopsis of unit Peer/adult mentors Scaffolding Independent study Modify access to instructional content: same skills & concepts

  5. Tiered activities or projects at different levels KWL Learning logs Journals with varied prompts Learning centers Literature circles Role playing Jigsaw Think-pair-share Cubing PM1= +, -, interesting points Model making Modify process or activity by which learner makes sense of concepts or skills based on readiness, interest, learning style

  6. Provide options for student choice Varied working arrangements Varied resources Varying degrees of difficulty Variety of assessments Differentiate timelines Use formative & summative evaluation Peer & self evaluation Develop rubrics with students Authentic audience Differentiate product by which student demonstrates learning

  7. Checklist for Group Work • Students understand task & expectation for each member • Task is interesting & matches instructional goals • Task requires genuine collaboration and important contribution from each member • Timelines are brisk. Students know what to do next. • “Way out for students who are not succeeding with the group • Opportunity for teacher/peer coaching & in-process quality checks

  8. Curriculum is based on essential ideas & skills related to the discipline Curriculum is relevant, coherent, & connected Clear expectations for learning Instruction, activities, products focus on goals Lesson interests & engages learners Activities & products require higher level thinking & complex problem solving Students understand criteria for high quality work Classroom environment is respectful of each student & group as a whole Linking Quality Teaching & Differentiation.

  9. Resources for Promoting Differentiation • Haager, D. & Klingner, J. (2005). Differentiating instruction in inclusive classrooms. Pearson • Tomlinson, C. A. (1999)The differentiated classroom: Responding to the needs of all learners. ASCD • Tomlinson, C.A. & Allan,S.D. (2000) Leadership for differentiating schools and classrooms. ASCD • Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. 2nd ed. ASCD • Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. ASCD • www.ascd.org for summaries of the books, study guides, and videos by Tomlinson

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