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Differentiated Instruction


Differentiated Instruction The Basic Steps Towards Differentiating Super Sleuth Directions: Walk around the room and find someone to respond to the questions on your ... – PowerPoint PPT presentation

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Title: Differentiated Instruction

Differentiated Instruction
  • The Basic Steps Towards
  • Differentiating

Super Sleuth
  • Directions Walk around the room and find
    someone to respond to the questions on your Super
    Sleuth paper. After a verbal answer the person
    will initial the square.
  • Rules
  • A person can only answer and initial one square.
  • The goals are to activate prior knowledge and to
    meet new people with new ideas.

Super Sleuth
Lets Define Differentiated Instruction
  • Differentiating instruction is doing whats
    fair for students. It means creating multiple
    paths so that students of different abilities,
    interests, or learning needs experience equally
    appropriate ways to learn.

The Rationale for Differentiated Instruction
  • Different levels
  • of readiness

  • Different Interests

The Rationale for Differentiated Instruction
  • Different Ability Levels

  • Different Cognitive Needs

Teachers can differentiate according to .
  • The content
  • The process
  • The product

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

Differentiating Process (making sense and
meaning of content)
  • Use leveled or tiered activities
  • Interest centers
  • Hands-on materials
  • Vary pacing according to readiness
  • Allow for working alone, in partners, triads, and
    small groups
  • Allow choice in strategies for processing and for
    expressing results of processing

Differentiating Products (showing what is know
and able to be done)
  • Tiered product choices
  • Model, use and encourage student use of
    technology within products and presentations
  • Provide product choices that range in choices
    from all multiple intelligences, options for
    gender, culture, and race
  • Use related arts teachers to help with student

Strategies to Make Differentiation Work
  • 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.

What Can Be Tiered?
  • Processes, content and products
  • Assignments
  • Homework
  • Learning stations
  • Assessments
  • Writing prompts
  • Anchor activities
  • Materials

What Can We Adjust?
  • Level of complexity
  • Amount of structure
  • Pacing
  • Materials
  • Concrete to abstract
  • Options based on student interests
  • Options based on learning styles

Tiering Instruction
  • Identify the standards, concepts, or
    generalizations you want the students to learn.
  • Decide if students have the background necessary
    to be successful with the lesson.
  • Assess the students readiness, interests, and
    learning profiles.

Tiering Instructions
  • Create an activity or project that is clearly
    focused on the standard, concept or
    generalization of the lesson.
  • Adjust the activity to provide different levels
    or tiers of difficulty that will lead all
    students to an understanding.
  • Develop an assessment component for the lesson.
    Remember, it is on-going!

Strategies to Make Differentiation Work
  • 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
  • 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

Ebb and Flow of Experiences (Tomlinson)
Back and forth over time or course of unit
Individual Small Group Whole Group
Small Group Individual
Flexible Grouping
  • Homogenous/Ability
  • -Clusters students of similar abilities,
    level, learning style, or interest.
  • -Usually based on some type of pre-assessment
  • Heterogeneous Groups
  • -Different abilities, levels or interest
  • - Good for promoting creative thinking.
  • Individualized or
  • Independent Study
  • -Self paced learning
  • -Teaches time management and responsibility
  • -Good for remediation or extensions
  • Whole Class
  • -Efficient way to present new content
  • -Use for initial instruction

Strategies to Make Differentiation Work
  • Compacting Curriculum
  • Compacting the curriculum means assessing a
    students knowledge and skills, and providing
    alternative activities for the student who has
    already mastered curriculum content. This can be
    achieved by pre-testing basic concepts or using
    performance assessment methods. Students
    demonstrating they do not require instruction
    move on to tiered problem solving activities
    while others receive instruction.

What Differentiation Is
  • Student Centered
  • Best practices
  • Different approaches
  • 3 or 4 different activities
  • Multiple approaches to content, process, and
  • A way of thinking and planning
  • Flexible grouping

What Differentiation Isnt
  • One Thing
  • A Program
  • The Goal
  • Hard questions for some and easy for others
  • 35 different plans for one classroom
  • A chaotic classroom
  • Just homogenous grouping

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

  • Campbell, Bruce. The Multiple Intelligences
    Handbook Lesson Plans and More. Stanwood, WA.
  • 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.
  • 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.
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