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Differentiated Instruction

Differentiated instruction is a mindset and teaching approach that supports individual student needs by providing varied levels of instruction and challenges. Learn how to implement strategies across content, process, product, and learning environment to enhance student engagement and success. Join us in the power workshop on October 5, 2017, led by Jessica Trussell, Ph.D. MSSE Department.

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Differentiated Instruction

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  1. Differentiated Instruction Power Workshop Oct 5, 2017 Jessica Trussell, Ph. D. MSSE Department

  2. What is differentiated instruction? • a way of teaching • a mind-set that all students learn differently • providing appropriate levels of instruction and challenges for each student – rather than “teaching to middle” • maintains the same learning goals and reasonable expectations for demonstrating mastery for all of the students

  3. Some of you are doing this now!!

  4. Why we are in a unique position? • class sizes are typically quite large • the number of contact hours with students is minimal • (Ernst & Ernst, 2005).

  5. Ways to differentiate

  6. Content • Materials at varying levels • Adding videos • Using vocabulary lists at their readiness/instructional level • Presenting information in visual and verbal form • Study teams or pairs • Meet with small groups to re-teach or extend a concept • Learning contracts

  7. Process • Tiered activities • with different levels of support, challenge, or complexity • same important understandings and skills • Interest activities • students to explore subsets of the class topic of particular interest • Developing personal agendas • task lists written by the teacher - in-common work for the whole class and work that addresses individuals

  8. Product • Using rubrics that match and extend students' varied skills levels • Allowing students to work alone or in small groups on their products • Encouraging students to create their own product as long as the assignments contain required elements. • Video • Essay • Play script

  9. Learning Environment • Using materials that reflect a variety of cultures • Setting out clear guidelines for independent work that matches individual needs • Developing routines • Helping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996)

  10. Motivation and Interest • Collect learner profiles.

  11. Example- Lab Reports • Tiered assignments • Typical report with no supports. • Report with guiding questions in the required sections. • Report with sentence frames to allow students to focus on the content instead of the language. • The purpose of this test is to _____________ and _________ to propose a course of action for the future. • Process • Write the lab with your students (co-construct). • Allow peers to work together to write reports. • Google Drive • Institute peer feedback prior to the instructor grading the assignment.

  12. “Menus” • Journalism Class • Complete all items to earn a C grade. • 1 newspaper story that includes a photograph, graphic, or video clip • Your newspaper story converted into a broadcast story • 2 PhotoShops, either a continuance of tutorials or original projects • 4 journals (equal to ½ typed page) • Participation in the production of all news videos • Choose at least two of the following assignments to earn a B grade. If you wish to earn an A grade, you must complete five of the following assignments. • Additional PhotoShop • Additional newspaper story • Additional broadcast story • Editorial • Editorial cartoon • Advertisement design • Photograph/graphic • Complete one for an A+ grade. • Video tape an event • PowerPoint (either stand alone or to be used in a video) • Redesign of a newspaper masthead • Sell advertisements • Lay out two newspaper pages • Write a script • Create a personal video production

  13. Example- Math • Pythagorean Formula Tiers: • Apply the formula to simple triangles. • Devise a real-life application of the formula and apply it. • Identify applications of the formula that are really used in the world of work. • From “On Target: Strategies that Differentiate Instruction.

  14. Reading Passages • Adult level reading • 7th grade level reading • 3rd grade level reading www.newsela.com

  15. Think about one lesson or assignment you can differentiate. • How would you do it? • Who might help you? • What do you think the benefits would be? • Anyone want to share….

  16. Questions? Feel free to contact me later. Google Drive Folder with more resources and the presentation. https://drive.google.com/open?id=0B_FHVIyFbh2sb2lYM2J3UllWWXc jwtnmp@rit.edu

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