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DIFFERENTIATED INSTRUCTION

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DIFFERENTIATED INSTRUCTION Gayle Y. Thieman, Ed.D. Portland State University MODIFY ACCESS TO INSTRUCTIONAL CONTENT : same skills & concepts Math manipulatives Texts ... – PowerPoint PPT presentation

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Title: DIFFERENTIATED INSTRUCTION


1
DIFFERENTIATED INSTRUCTION
  • Gayle Y. Thieman, Ed.D.
  • Portland State University

2
Differentiated Instruction is the teachers
response to learners needs
guided by principles of differentiation such as
ongoing assessment adjustment
respectful tasks
flexible grouping
3
WHAT CAN BE DIFFERENTIATED?
CONTENT
PROCESS
PRODUCT
According to students
Learning Profile
Readiness
Interests
4
MODIFY ACCESS TO INSTRUCTIONAL CONTENT same
skills concepts
  • Math manipulatives
  • Texts, e.g. novels at multiple reading levels
  • Reading partners
  • Tape recordings or videos of books
  • Highlighted texts
  • Web quests
  • Curriculum compacting (TAG)
  • Graphic organizers
  • Reteaching
  • Synopsis of unit
  • Peer/adult mentors
  • Scaffolding
  • Independent study

5
Modify Process or activity by which learner makes
sense of concepts or skills based on readiness,
interest, learning style
  • Literature circles
  • Role playing
  • Jigsaw
  • Think-pair-share
  • Cubing
  • PM1 , -, interesting points
  • Model making
  • Tiered activities or projects at different levels
  • KWL
  • Learning logs
  • Journals with varied prompts
  • Learning centers

6
Differentiate Product by which student
demonstrates learning
  • Provide options for student choice
  • Varied working arrangements
  • Varied resources
  • Varying degrees of difficulty
  • Variety of assessments
  • Differentiate timelines
  • Use formative summative evaluation
  • Peer self evaluation
  • Develop rubrics with students
  • Authentic audience

7
Checklist for Group Work
  • Students understand task expectation for each
    member
  • Task is interesting matches instructional goals
  • Task requires genuine collaboration and important
    contribution from each member
  • Timelines are brisk. Students know what to do
    next.
  • Way out for students who are not succeeding with
    the group
  • Opportunity for teacher/peer coaching
    in-process quality checks

8
Linking Quality Teaching Differentiation.
  • Curriculum is based on essential ideas skills
    related to the discipline
  • Curriculum is relevant, coherent, connected
  • Clear expectations for learning
  • Instruction, activities, products focus on goals
  • Lesson interests engages learners
  • Activities products require higher level
    thinking complex problem solving
  • Students understand criteria for high quality
    work
  • Classroom environment is respectful of each
    student group as a whole

9
Resources for Promoting Differentiation
  • Tomlinson, C. A. (1999)The differentiated
    classroom Responding to the needs of all
    learners. ASCD
  • Tomlinson, C.A. Allan,S.D. (2000) Leadership
    for differentiating schools and classrooms. ASCD
  • Tomlinson, C.A. (2001) How to differentiate
    instruction in mixed-ability classrooms. 2nd ed.
    ASCD
  • www.ascd.org for summaries of the books,study
    guides, and videos by Tomlinson
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