Beruflich Dokumente
Kultur Dokumente
LEARNING
DIFFERENTIAL INSTRUCTIONS
AND SUPORT STRATEGIES
WORKSHOP OBJECTIVES
Reflect on the changes in
education that impact student
learning
Make connections between
where we have been and where
we are going
Explore differentiated
learning and instruction as an
effective teaching practice
SHIFT IN EDUCATION
Assessment
focus on
content
Content acquisition
Lock step progress
Evolving
Content
& process
balance
Learning to learn
Continuous
progress
textbook
Single instructional
approach
Passive learning
Evolving
Child-centered
Theme
based
learning
Multiple
approaches to
instruction
Active learning
Evolving
Cooperative
School-site
management
Empowerment of
learners
Professional/collegial
structures
Independent
Active
Self-organizing
Responsible
Empowered
LETS DEFINE
DIFFERENTIATED
INSTRUCTION
Differentiation is making
sure the right students get
the right learning tasks.
Differentiation
Differentiation
philosophy
isis aa philosophy
that enables
enables teachers
teachers to
to plan
plan
that
strategically in
in order
order to
to
strategically
reach the
the needs
needs of
of diverse
diverse
reach
learners in
in the
the classrooms.
classrooms.
learners
DIFFERENTIATION IS NOT
individualized instruction for each student.
homogeneously grouping children as Bluebirds,
and Buzzards.
chaotic.
giving more of the same.
expecting more of advanced learners than of
typical learners.
expecting less of struggling learners than of
typical learners.
a substitute for specialized services.
new
DIFFERENTIATION IS
shaking up what goes on in the classroom.
proactively planning for students.
more quality rather than simply more of the
same thing.
being student centered.
evolutionary with both students and teachers as
learners.
a mixture of whole-class, group and individual
instruction.
responsive teaching rather than one size fits all.
DIFFERENTIATION IS
starting where kids are rather than with a
cookie-cutter approach.
effective attention to student differences rooted in
an environment of mutual respect, safety,
emphasis on individual growth, and shared
responsibility for learning.
continuously raising the stakes for success for all
students.
redefining fair as trying to make sure each
child gets what they need to grow and succeed.
DIFFERENTIATION
INSTRUCTION (DI)
IS
NOT
Individualized Instruction
Reading
Assignments
Taught Skill Practice
Different
Multiple
Intelligences
Learning Styles
Student Centered
Differentiate? What?
Content & Materials
Process & Strategies
Assessment & Assignments
Time
Based on readiness and interests
WHY
DIFFENTIATION?
RATIONALE FOR
DIFFERENTIATED
INSTRUCTION
Aptitude
Achievement
Interest
Motivation
Needs
Ability
Different Interests
WHAT TO
DIFFERENCTIATE ?
The product
CONTENT
What
we teach and
How we give Students access to the
Information and Ideas that matter
DIFFERENTIATING CONTENT
Resource materials at varying readability levels
Audio and video recordings
Highlighted vocabulary
Charts and models
Interest centers
Varied manipulatives and resources
Peer and adult mentors
PROCESS
DIFFERENTIATING PROCESS
PRODUCTS
HOW
A STUDENT DEMONSTRATES
WHAT HE OR SHE HAS COME TO
KNOW UNDERSTAND AND DO
DIFFERENTIATING PRODUCTS
PRODUCT POSSIBILITIES
HOW TO BRING
DIFFENTIATION ?
Strategies to Make
Differentiation Work
STRATEGIES TO MAKE
DIFFERENTIATION WORK
1.
Tiered Instruction
Changing the level of complexity or required
readiness of a task or unit of study in order to
meet the developmental needs of the students
involved.
TIERING
Key Concept
Or
Understanding
Homework
Learning stations
Assessments
Writing prompts
Anchor activities
Materials
TIERING INSTRUCTION
1.
2.
3.
TIERING INSTRUCTIONS
4.
5.
6.
STRATEGIES TO MAKE
DIFFERENTIATION WORK
2.
Anchoring Activities
These are activities that a student may do at
any time when they have completed their
present assignment or when the teacher is
busy with other students. They may relate to
specific needs or enrichment opportunities,
including problems to solve or journals to
write. They could also be part of a long term
project.
STRATEGIES TO MAKE
DIFFERENTIATION WORK
3.
Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a students
readiness as a static state. It is important to
permit movement between groups because
interest changes as we move from one subject
to another
Whole Group
Small
FLEXIBLE GROUPING
Homogenous/Ability
-Clusters students of
similar abilities, level,
learning style, or interest.
-Usually based on some
type of pre-assessment
Heterogeneous Groups
Individualized or
Independent Study
Whole Class
STRATEGIES TO MAKE
DIFFERENTIATION WORK
4.
Compacting Curriculum
WHAT DIFFERENTIATION IS
Student Centered
Best practices
Different approaches
3 or 4 different
activities
Flexible grouping
One Thing
A Program
The Goal
A chaotic classroom
IN SUMMARY..
What is fair isnt always equal
and
Differentiation gets us away from one
size fits all approach to curriculum and
instruction that doesnt fit anyone
BIBLIOGRAPHY
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson
Plans and More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse
Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice.
Thousand Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria,
VA: ASCD. 1995.
Wormeli, Rick. Fair Isnt Always Equal: Assessment and Grading in
the Differentiated Classroom, Stenhouse Publishers, 2006.
RESEARCH
DIFFERENTIATION
IS NOT
Tracking
A New Strategy
Static
Teaching to the
Middle
Synonymous
with
Individualization
CLIMATE
Effective
Effective
Effective
We
ADJUSTABLE ASSIGNMENTS
Total Group
Curriculum
Compacting
Partner
Grouping
Content
Adjustable
Assignments
Instructional
Strategies
Cooperative
Learning
Graphic
Organizers
Alone
Small Group
INSTRUCTIONAL STRATEGIES
CURRICULUM APPROACHES
Projects
or stations
Problem-based
Inquiry
Contracts
learning
ADAPTATIONS IN
Content
Process
Product
CONTENT
Multiple texts
Varied time
Contracts
Compacting
Group investigation
PROCESS
Learning centers
Multiple intelligences
Graphic organizers
Simulations
Learning logs
PRODUCT
Independent study
Communitybased projects
Multiple intelligence-based orientations
Presentations
Arts
Multimedia
A NEW DIRECTION
Teachersguide
studentsdownmany
pathstoacommon
destination
MaryAnneHess
Differentiated
Classroom: What is it?
Differentiated instruction is not
a strategy to be used from time to
time, not a bag of tricks
approach.
Its a way of thinking about
teaching and learning.
~ Carol Ann Tomlinson~