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Differentiated Instruction

Differentiated Instruction. Bernice Lee (3) Elizabeth Chua (6) Teo Lisa (36) Isabel Yeo (42) Heather Yew (44). Response to Intervention. Tier I – Differentiated Instruction. Effective practices Focuses on the core curriculum S cientifically research-based strategies and materials

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Differentiated Instruction

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  1. DifferentiatedInstruction Bernice Lee (3) Elizabeth Chua (6) Teo Lisa (36) Isabel Yeo (42) Heather Yew (44)

  2. Response to Intervention

  3. Tier I – Differentiated Instruction • Effective practices • Focuses on the core curriculum • Scientifically research-based strategies and materials • Universal screening assessments • Multilevel opportunities for learning • Grouping children based on their levels • Designing an inclusive classroom

  4. Tier II – Supplementary Instruction • Working to identify ways to respond to individual student’s needs • Can be within or outside general classroom • More frequent progress monitoring • Small group teaching for students who need more support than others • Identifies and addresses challenges that individual students’ have as a result of learning difficulty

  5. Tier III – Individualized Instruction • More explicit and intense instruction • Similar interventions to Tier II but more intensified in focus, frequency and duration • Outside the classroom • Individualized educational programme (IEP)used • Strategies planned to support Tier I and II • Formal referrals for services during school

  6. What is Differentiated Instruction? • Teaching and learning for students of differing abilities in the same class. • Responding to the differing needs of children to create the best learning experience possible for the learner. • Maximizes the learning and growth of every student by taking into consideration their characteristics and differences.

  7. Differentiated Instruction? Content Process Product Environment

  8. Differentiation:  creating everything to all individuals all the time  create a reasonable range of approaches to learning, so that students find learning a fit most of the time

  9. Content •  Instruction is concept-focused and principle-driven • Instruction based on student’s readiness, interest and learning profile • Foundational  Transformational • Concrete  Abstract • Simple  Complex • Single Facet  Multiple Facets • Small Leap  Great Leap • Structured  Open • Less Independence  More Independence • Slow  Quick

  10. Process • Instruction based on student’s readiness, interest and learning profile • Encouraging peer support and independence • Smooth transition and regulated system

  11. Product • Evaluation and assessment • Every child will become active and responsible explorers • Making sure that every student is challenged

  12. Environment • Delineating optimal learning spaces • Open Ended Materials (catering to different learning levels) • Anchor Activity (Learning corners)

  13. Role of the Teacher • Organizers of learning opportunities • Mentor • Reflector

  14. How do we implement? Strategies Challenges Varying levels of skills

  15. Singapore context • How do we make use of all the examples above and implement in a local centre? • What are the challenges faced? • What can we do to make it better?

  16. What is it all about?

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