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Differentiated Instruction

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Differentiated Instruction Differentiated Instruction is based on the following beliefs: Students differ in their learning profiles Classrooms in which students ... – PowerPoint PPT presentation

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Title: Differentiated Instruction


1
Differentiated Instruction
  • Activity Four Corners (APK)
  • I think it is I think it is important because
  • A symbol for it might be.
  • I already meet the needs of my students by..
  • I need to know.

2
Differentiated Instruction
  • Brainstorming
  • How do learners differ?
  • How and what can be differentiated?

3
Differentiated Instruction
  • To differentiate instruction is to recognize
    students varying background knowledge, readiness,
    language, preferences in learning, interests, and
    to react responsively. Differentiated instruction
    is a process to approach teaching and learning
    for students of differing abilities in the same
    class. The intent of differentiating instruction
    is to maximize each students growth and
    individual success by meeting each student where
    he or she is, and assisting in the learning
    process.

4
Differentiated Instruction
  • It is a philosophy that enables teachers to plan
    strategically in order to reach the needs of the
    diverse learners in the classroom.

5
Differentiated Instruction
  • Differentiated Instruction is based on the
    following beliefs
  • Students differ in their learning profiles
  • Classrooms in which students are active learners,
    decision makers and problem solvers are more
    natural and effective than those in which
    students are served a "one-size-fits-all"
    curriculum and treated as passive recipients of
    information 
  • "Covering information" takes a backseat to making
    meaning out of important ideas.

6
Differentiated Instruction
  • offered CHOICES and students are matched with
    tasks compatible with their individual learner
    profiles.
  • Curriculum should be differentiated in three
    areas
  • 1. Content Multiple options for taking in
    information
  • 2. Process Multiple options for making sense of
    the ideas
  • 3. Product Multiple options for expressing what
    they know

7
Differentiated Instruction
  • Learning Styles
  • Read about the five learning styles, teachers
    work in small groups. Teachers will pass around
    a graphic organizer to brainstorm the types of
    instructional and classroom practices each
    learning style would appreciate.
  • DOVE rules for brainstorming apply.
  • As teachers pass the graphic organizer around the
    table, each person will act in turn as the
    recorder for one quadrant.

8
Differentiated Instruction
  • Thinking Styles
  • Read the section on thinking styles. Encourage a
    discussion about the similarities among the three
    theories.
  • Ask teacher to consider the four commonly know
    items of beachball, puppy, microscope and
    clipboard.
  • Using a large sheet of paper ask the teachers in
    each corner to brainstorm the attributes of this
    type of thinker and also the things that their
    type of learner would appreciate in the
    classroom.ie puppies might say that they like
    people and would appreciate cooperative learning
    tasks.

9
Differentiated Instruction
  • Multiple Intelligences
  • Ask teachers to read the section on Multiple
    intelligences
  • Ask teachers to begin with themselves and become
    more metacognitive about their own multiple
    intelligences. Using the chart How are you
    Intelligent? ,ask teachers to check off the
    statement that most represent the.
  • Use the What is you unique multiple
    intelligences profile chart and have teachers
    transfer items that they checked into each
    category to the relevant spot. Share their
    profiles with other teachers to examine the
    differences in their strength and areas of need.
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