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Differentiated Instruction

Learn about the principles and strategies for differentiated instruction, including analyzing current instructional methods, modifying them based on student needs and interests, and the different types of learners. Discover options for differentiating instruction, such as tiered questioning, acceleration, and curriculum compacting, along with practical strategies to implement in the classroom.

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Differentiated Instruction

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  1. Differentiated Instruction Project T.H.I.N.K.

  2. Differentiation is NOT: • Just leveling children by academic ability • Lines of students waiting at your desk • Only modifying the amount of work

  3. Differentiation IS: • High expectations for all students • Students move to more challenging level when they are ready • Ongoing assessment (Pretesting, etc.)

  4. Formula for Differentiating • Step One- Analyze your current methods of instruction • Step Two- Modify them in response to student’s needs, interests, and learning preferences - Diane Heacox, Ed.D.

  5. Why Must We Differentiate? • NO TWO LEARNERS ARE THE SAME!

  6. Types of Students • Academic Learners • Perfectionist Learners • Creative Learners • Struggling Learners • Invisible Learners • High-energy Students

  7. The Academic Learner • Usually a Teacher Pleaser • “School Smart” • Model Student Strategies: Accelerate pace Clear expectations Encourage decision making

  8. The Perfectionist Learner • May or May Not Be an Academic Learner • Often Procrastinate • Easily Frustrated Strategies: Teach time management Integrate student interest into content Provide for independent study

  9. The Creative Learner • Creativity is not correlated to intelligence • They are “Idea People” • Usually Do Not Enjoy Being Analytical Strategies: Teach FLUENCY, FLEXIBILITY, ORIGINALITY, and ELABORATION Conduct enrichment activities Provide interest centers

  10. The Struggling Learner • Hard for Them to Stay Motivated • Feel “Behind” During Group Lessons • Thinks Learning is Tedious Strategies: Focus on their strengths Use group investigations Modify amount of time given

  11. The Invisible Learner • May Think if They Don’t Try, They Can’t Fail • Shy and Lack Confidence • Very Sensitive Strategies: Group them with less verbal students Give small responsibilities (take note to office) Gain their trust

  12. The High-Energy Student • Likes Having More Than One Thing Going at the Same Time • Difficult to Manage • Thrive on Stimulus Strategies: Teach organization Have students set goals Conduct kinesthetic activities

  13. Other Ways Students Differ • Learning Styles • Family Dynamics • Readiness • Gender Influences • Cultural Influences • Etc.

  14. Options for Differentiating • Tiered Questioning (Varies content) • Acceleration (Varies pace) • Curriculum Compacting (Varies pace and content)

  15. Tiered Questioning • Step One-Determine what every child NEEDS to know (Critical Information) • Step Two-Pretest students to see who already knows that critical information

  16. Tiered Questioning (continued) • Step Three-Teach the basics to those who do not know them (the who, what, when,and where). Focus on higher level thinking (the how, why, and should) with those who do • Step Four- Choose the product for each group that allows the students to best show what they have learned

  17. Acceleration • Step One-Decide the sequence of skills that need to covered in a particular content area • Step Two-Observe students working • Step Three-As soon as a student masters a skill, let them move on to the next skill

  18. Curriculum Compacting • Step One-Determine what every child needs to know • Step Two-Pretest to determine who already knows it and fill in the gaps where students fall short • Step Three-Those that do know it do notmove on to another topic, but participate in enrichment activities about the topic already being covered

  19. Strategies to Try: • Learning Contracts • Study Guide Method • Extensions Menu • Learning Centers (student or teacher made) • Resident Expert • Independent Study • Topic Browsing Planner • Bloom’s Taxonomy • Multiple Intelligences

  20. Remember- • Changing the CONTENT, the PROCESS, or the PRODUCT is a good way to begin!

  21. But I don’t have the time to differentiate! • Suggestions that might help: 1. Start small (one subject at a time) 2. Remember you are not throwing out your old units. You are just modifying them. 3. Work together with other teachers

  22. But what if my students feel being assigned different tasks is unfair? • Suggestions that might help: 1. Vary the groups often 2. Make sure the lower students do not always just get paper/pencil tasks 3. Don’t give MORE work to the gifted students, give more challenging work

  23. But how do I grade fairly if some students are doing more challenging work than others? • Steps to follow: 1. Identify what quality work is for each level of assignment 2. Communicate this to the students 3. Grade the students accordingly

  24. Bibliography • Differentiated Instruction: Making it Work by Patti Drapeau • Differentiating Instruction in the Regular Classroom by Diane Heacox • Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner

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