Differentiated Instruction

Differentiated Instruction

How can we help ALL of our students

succeed?

How can we help ALL of our students

succeed?

What is differentiated instruction?

What is differentiated instruction?

Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Hall 2002).

Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Hall 2002).

Why should we differentiate?Why should we differentiate?

Students have different learning styles

It allows for teachers to do on-going assessments of their students

Independence and classroom ownership Promotes student choice To meet the needs of every student in the classroom on their skill level

It allows students to learn at their own pace.

Students have different learning styles

It allows for teachers to do on-going assessments of their students

Independence and classroom ownership Promotes student choice To meet the needs of every student in the classroom on their skill level

It allows students to learn at their own pace.

How do we determine student’s needs?

How do we determine student’s needs?

Student observationPre-testsAssessment performanceMulitple-Intelligence dataPersonal relationships with the student

Student observationPre-testsAssessment performanceMulitple-Intelligence dataPersonal relationships with the student

How do we as teachers, begin differentiating?How do we as teachers, begin differentiating?

There are 4 basic differentiating strategies teachers beginning

differentiation can try in their classroom.

Differentiating the content/topic Differentiating the process/activities Differentiating the product Differentiating by manipulating the environment or through accommodating individual learning styles

There are 4 basic differentiating strategies teachers beginning

differentiation can try in their classroom.

Differentiating the content/topic Differentiating the process/activities Differentiating the product Differentiating by manipulating the environment or through accommodating individual learning styles

Pre-testing the students to seewho can skip the direct instruction

and move on to applyingthe concepts.

Allow students to decide howquickly they want to move through

the curriculum

Allow students to work ahead indpendently

Differentiating the Content/Topic

Pre-testing the students to seewho can skip the direct instruction

and move on to applyingthe concepts.

Allow students to decide howquickly they want to move through

the curriculum

Allow students to work ahead indpendently

Differentiating the Content/Topic

Give students differentapproaches or methods to

solving problems.

Offer students the chanceto explore alternate ways to

varied concepts.

Provide students with variousresources to complete activitiesbased on their differing ability.

Differentiating the Process/Activities

Give students differentapproaches or methods to

solving problems.

Offer students the chanceto explore alternate ways to

varied concepts.

Provide students with variousresources to complete activitiesbased on their differing ability.

Differentiating the Process/Activities

Vary the level of activitiesstudents are expected to complete

to show their understandingof the concept.

For lower ability students, offer workwith reduced performance expectationsand offer higher ability level work for

those students performing above grade level.

Allowing students to choose theactivities they are to complete

is a form of motivation.

Differentiating the Product

Vary the level of activitiesstudents are expected to complete

to show their understandingof the concept.

For lower ability students, offer workwith reduced performance expectationsand offer higher ability level work for

those students performing above grade level.

Allowing students to choose theactivities they are to complete

is a form of motivation.

Differentiating the Product

It is important to have an idea of eachchild's intelligence.

Use Gardner's Multiple Intelligencesto determine learning strengths and styles.

Provdide a learning environment that meets theneeds of the students in your classroom.

This will allow the teachers to accommodatethe different learning styles.

Build on what your students already know.Know each child's understanding of the concepts and accommodate

their learning styles with different activities and strategies.

Differentiating Through Accommodating Individual Learning Styles

It is important to have an idea of eachchild's intelligence.

Use Gardner's Multiple Intelligencesto determine learning strengths and styles.

Provdide a learning environment that meets theneeds of the students in your classroom.

This will allow the teachers to accommodatethe different learning styles.

Build on what your students already know.Know each child's understanding of the concepts and accommodate

their learning styles with different activities and strategies.

Differentiating Through Accommodating Individual Learning Styles

Differentiation in Action

Differentiation in Action

This link shows a first grade classroom that uses differentiation effectively to teach math skills.

http://uk.video.yahoo.com/watch/4746198?fr=yvmtf

This link shows a first grade classroom that uses differentiation effectively to teach math skills.

http://uk.video.yahoo.com/watch/4746198?fr=yvmtf

What can our students gain from learning in a

differentiated classroom?

What can our students gain from learning in a

differentiated classroom? An education tailored to their specific needs

Success in the classroom Learning at their own rate Positive learning experiences An opportunity to learn the content according to their style of learning

An education tailored to their specific needs

Success in the classroom Learning at their own rate Positive learning experiences An opportunity to learn the content according to their style of learning