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Differentiated Instruction


DIFFERENTIATED INSTRUCTION A brief overview with practical application How often is education one size fits all? Are there simple changes that we can make that ... – PowerPoint PPT presentation

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Title: Differentiated Instruction

Differentiated Instruction
  • A brief overview with practical application

How often is education one size fits all? Are
there simple changes that we can make that can
make our classrooms and our students more
  • Using flexible means to reach defined ends

  • Many educators mistakenly think that a
    differentiated classroom functions like a dinner
  • Jennifer Carolan

Richard Harris
  • Does Differentiation mean Different?
  • 1. Make the work engaging.
  • 2. Make the work accessible but challenging.
  • 3. Decide where you want to place the obstacles.

(No Transcript)
Carol Ann Tomlinson
A Basic Definition
  • What we call differentiation is not a recipe for
    teaching. It is not an instructional strategy.
    It is not what a teacher does when he or she has
    time. It is a way of thinking about teaching and
    learning. It is a philosophy (Tomlinson).

Reasons to Differentiated
  • Student Readiness
  • Students will learn best when pushed slightly
    beyond where they can work without assistance
  • Interests
  • Learning Profile
  • Flexible grouping, multiple intelligences

Four Ways to Differentiated
  • Content
  • Process
  • Product
  • Environment

  • What the student needs to learn. The
    instructional concepts should be broad based, and
    all students should be given access to the same
    core content. However, the contents complexity
    should be adapted to students learner profiles.
    Teachers can vary the presentation of content,(
    i.e., textbooks, lecture, demonstrations, taped
    texts) to best meet students needs.
  • Sample Activity Socratic Seminar, Exit Slips,
    Participation Tickets

  • Activities in which the student engages to make
    sense of or master the content. Examples of
    differentiating process activities include
    scaffolding, flexible grouping, interest centers,
    manipulatives, varying the length of time for a
    student to master content, and encouraging an
    advanced learner to pursue a topic in greater
  • Sample Activity Tic Tac Toe, Choice Board, Menu,
    Multiple Intelligences,, Socratic Seminar

  • The culminating projects that ask students to
    apply and extend what they have learned. Products
    should provide students with different ways to
    demonstrate their knowledge as well as various
    levels of difficulty, group or individual work,
    and various means of scoring.
  • Sample Activities RAFT, Tests

Learning Environment
  • The way the classroom works and feels. The
    differentiated classroom should include areas in
    which students can work quietly as well as
    collaborate with others, materials that reflect
    diverse cultures, and routines that allow
    students to get help when the teacher isnt
    available (Tomlinson, 1995, 1999 Winebrenner,
    1992, 1996).

Differentiated Instruction Grading
  • How do learners benefit from a grading system
    that reminds everyone that students with
    disabilities or who speak English as a second
    language do not perform as well as students
    without disabilities or for whom English is their
    native tongue?
  • What do we gain by telling our most able learners
    that they are "excellent" on the basis of a
    standard that requires modest effort, calls for
    no intellectual risk, necessitates no
    persistence, and demands that they develop few
    academic coping skills?
  • In what ways do our current grading practices
    motivate struggling or advanced learners to
    persist in the face of difficulty?
  • Is there an opportunity for struggling learners
    to encounter excellence in our current grading
  • Is there an opportunity for advanced learners to
    encounter struggle in our current grading
  • Carol Ann Tomlinson
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