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Differentiated Instruction Introduction

Differentiated Instruction Introduction. “ Learning has nothing to do with what a teacher covers . Learning has to do with what the students accomplish .” Harry Wong. Outcomes for Participants. Participants will be able to:. Define Differentiated Instruction.

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Differentiated Instruction Introduction

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  1. Differentiated InstructionIntroduction

  2. “Learning has nothing to do with what ateacher covers. Learning has to do with what thestudents accomplish.” Harry Wong

  3. Outcomes for Participants Participants will be able to: • Define Differentiated Instruction • Understand the Importance of DI • Align DI with PLC Learning Questions Professional Learning Communities

  4. Differentiated Instruction Standards • Teaching Standards: • Uses strategies to deliver instructionthat meets the multiple learningneeds of students • Selects strategies to engage all students in learning. • Uses a variety of methods tomonitor student learning. • Demonstrates competence inclassroom management Teaching Para-Educator Administration

  5. PLC Big Idea #1 Focus on Learning We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

  6. Excellence for All To have a mission of learning for all • You must believe all students can learn at high levels • You must take responsibility to ensure that all students learn.

  7. 4 Learning Questions What do we want each students to know or be able to do? How will we know they have learned? What evidence do we have of the learning? How do we respond when students don’t learn or struggle? How do we respond to those who have already learned? 4 Learning Questions Student Learning Expectations FormativeAssessment Differentiation/Enrichment Response to Intervention PyramidofIntervention Learning Supports

  8. Student Questions • What do I need to know? • Where am I now? • How do I get there? • What happens if I struggle or fail?

  9. What do we want students to know and be able to do? • Standards/Benchmarks (Learning Outcomes) • Classroom SMART goals & SMART targets • How will we know if they can do it? • Formative assessments/cycle • Multiple data sets • Protocol for data analysis (ASW) • How will we respond when they can’t? • Core Instruction • Differentiated Instruction • Enrichment • Pyramid Response to Intervention • Learning Supports

  10. + =

  11. Learning Environment Differentiated Classroom Learning Focus

  12. Definition of Differentiated Instruction Differentiated Instruction is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned. Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products. Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.

  13. Definition of Differentiated Instruction • Differentiated Instruction (DI) is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned. • Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products. •  Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.

  14. Teachers of effective heterogeneous classrooms recognize the similarities and differences in students and proactively plan for these differences. The basic premise of DI is that students are different.

  15. Cassandra Erkens, 2008 Anam Cara Consulting, Inc http://www.anamcaraconsulting.com

  16. Not Differentiated Differentiated Instruction Continuum HighlyDifferentiated “One-Size-Fits-All” Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning

  17. Not Differentiated Differentiated Instruction Continuum HighlyDifferentiated “One-Size-Fits-All” Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning EVERYONE IS ON THE JOURNEY!!

  18. Let’s visit a few classrooms …

  19. Vicki Barrett’s fifth-grade math class… Case Study Scott Marsh’s fifth graders are also… Read and Discuss: How is each differentiating instruction? 14

  20. Definition of Differentiated Instruction • Differentiated Instruction (DI) is an approach that empowers both teachers and students to maximize learning for all by providing multiple pathways for students to take in information, make sense of ideas, and express what they have learned. • Carefully crafted instruction responds to individual profiles, interests and readiness by modifying content, process and products. •  Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach.

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