differentiating instruction for all studentswhat is differentiated instruction • good instruction...
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Differentiating Instruction For All Students
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What Is Differentiated Instruction
• Good Instruction • Teacher’s response to learner’s needs – students
are not alike. • Matching a student’s readiness level, interests, and
preferred mode of learning with the content a student learns, the process the student uses to learn the content, and how the student demonstrates learning
• Readiness: entry point relative to understanding concept • Interest: student’s curiosity and passion for learning a specific
topic • Learning profile: how do students learn best?
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What Is Differentiated Instruction
• Guided by general principles • Varied approaches of teaching • Adjusting curriculum and presentation of
materials • Student access to multiple paths to show
understanding • Used to promote learning for ALL students in
a classroom, regardless of ability.
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Differentiated Instruction
• Why differentiate instruction? – Zone of Proximal Development (ZPD)
• Students are optimally engaged when academic tasks are just slightly beyond what they can do on their own (Vygotsky, 1978)
• Students become frustrated with work that is too hard and bored with work that is too easy
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Differentiated Instruction
• Four elements of differentiated instruction: – Environment: classroom context – Content: what to teach – Process: how to teach – Product: measuring student understanding
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Differentiated Instruction
• Environment: classroom context – Seating – Room arrangement – Lighting – Music – Other
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Differentiated Instruction
• Flexible Grouping – Whole Group – Ability or Readiness – Cross Ability – Heterogeneous – Student Selected Groups – Interest Groups – Independent Work
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Differentiated Instruction
• Flexible Grouping – Continuous monitoring of grouping – changes
should be made – Clear guidelines must be established and
shared with students – Each student should have a role – Transitions must be quick/efficient – Explain grading
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Differentiated Instruction
• Content: What to teach • What do ALL students need to know? What do
SOME students need to know? What do a FEW students need to know?
• Pre-Assessments • Students needing support • Students needing enrichment • Students with a variety of learning styles
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Differentiated Instruction
• Process – Simultaneous process activities: providing
several options which are available at the same time for students
– Sequential process activities: all students are involved in the same activity, but more than one activity is planned so that all students experience several ways of processing the content
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Differentiated Instruction • Process
– Varied Materials/Activities • Planning instruction with a wide variety of materials
including texts, media, computer applications, video, magazines, audio, field trips
– Curriculum Compacting • Using assessment data to excuse students from
previously learned content and design activities to assess new concepts
– Contracts • Creating individualized plans for students indicating
what and how they will study
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Differentiated Instruction
• Process – Anchoring Activities
• Providing activities for students who complete tasks early. Should allow students to explore interesting related topics in greater depth.
– Mini Lessons • After whole-group instruction, providing short, focused
lessons for re-teaching or enrichment – Varied Support
• Use of a variety of supports such as peer buddies, adult mentors, highlighting important text, study sheets, guided notes
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Differentiated Instruction
• Product: the tangible evidence of a student’s understanding of a topic, skill, or concept – Provide opportunities for students to think
deeply about the target skill or concept – Give students 2-3 choices
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Differentiated Instruction
Product Examples Research Paper Experiment Brochure Simulation Painting/Drawing Musical Performance Dance Performance Create a Game
PowerPoint Presentation Theater Production Give a Speech Create Models Demonstration Essay Worksheet Draw a Diagram Take a Survey Write a News Report