Differentiated-Instruction.pptx
- 1. Prepared by: Jennifer O. Artiaga Principal IV MEETING EVERY LEARNER’S NEEDS: DIFFERENTIATED INSTRUCTION
- 2. OBJECTIVES: At the end of the session, the participants should be able to: 1. Explain the what and why of differentiated instruction; 2. Relate the role of teachers in a differentiated classroom; 3. Identify elements in learning and teaching process that can be differentiated; 4. Name approaches and strategies in differentiated instruction; 5. Simulate a classroom situation using differentiated instruction;
- 5. Differentiated instruction is a philosophy that enables teachers to plan strategically in order to meet the needs of the diverse learners in the classroom today.
- 6. When teachers try to teach something to the whole entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining one-third won’t. Lilian Katz- Willis, S. ( November, 1963).”Teaching Young Children: Educators Seek Developmental Appropriateness.” Curriculum Update, 1-8
- 7. Classrooms are filled with students who: Have different attention spans and interests have different cultural backgrounds have different needs WHY DIFFERENTIATED INSTRUCTION? come from different educational background
- 8. LEARNING STYLES VISUAL - remember images, shapes and colours AUDITORY - remember voices, sounds and music KINESTHETIC - remember by doing, moving and touching
- 10. TRADITIONAL EVOLVING • Major Focus on Content • Content Acquisition • Lock Step Progress • Content and Process balance • Learning to learn • Continuous progress Paradigm Shift in Education: CURRICULUM
- 11. TRADITIONAL EVOLVING • Teacher-centered • Single textbook • Single Instructional approach • Passive learning • Child-centered • Resource-based learning • Multiple approaches to instruction • Active learning Paradigm Shift in Education: INSTRUCTION
- 12. TRADITIONAL EVOLVING • Competitive • System level management • Supervision of learners • Cooperative • School-based management • Empowerment of learners Paradigm Shift in Education: ENVIRONMENT
- 13. What must happen in a classroom of differentiated instruction?
- 14. Principle 1 Teachers make the difference. Key Principles of Differentiated Instruction
- 15. Principle 2 Students differ in learning preferences and need multiple and varied avenues to learning. Key Principles of Differentiated Instruction
- 16. Principle 3 All students can learn what is important for them to be learned. Key Principles of Differentiated Instruction
- 17. Principle 4 Instruction must be meaningful. Key Principles of Differentiated Instruction
- 18. Principle 5 Curriculum, Instruction and Assessment are inseparable. Key Principles of Differentiated Instruction
- 19. Principle 6 Diversity should be valued and respected. Key Principles of Differentiated Instruction
- 20. Principle 7 Flexibility is the hallmark of a differentiated instruction. Key Principles of Differentiated Instruction
- 21. What is the ROLE of teachers in Differentiated Instruction?
- 22. Teachers must move away from the notion that they dispense information and knowledge but move towards seeing themselves as organizer of learning opportunities. Teacher’s Role in a Differentiated Classroom
- 23. The teacher proactively plans and carries out varied approaches in order to create the best learning experience possible
- 24. How am I supposed to do Differentiated Instruction?
- 25. What can be differentiated? • Content • Process • Product • Learning Environment
- 26. CONTENT input, what students learn Teachers can do DIFFERENTIATED INSTRUCTION in any or all of the four curricular elements to develop a competency!
- 27. PROCESShow students go about PROCESS making sense of ideas and information
- 28. PRODUCT Output, how students demonstrate what they have learned
- 29. LEARNING ENVIRONMENT the way the classroom works and feels
- 30. Because DIFFERENTIATION must be based on the learner’s READINESS, INTEREST & LEARNING PROFILE Determine the Level Ability • Survey Past records • Diagnostic tests Survey Student Interests • Inventories • Interview/ Conference • Respond to Open-Ended Questions Multiple Intelligences of the Students Gardner’s MI Test Learning Styles of the students Barsch Learning Style Inventory KNOW THE STUDENTS through on-going assessment
- 31. • A student’s proximity to specified learning goals Readiness • Passions, affinities, kinships that motivate learning Interests • Preferred approaches to learning Learning profile
- 32. Product Through a variety of instructional strategies Carol Ann Tomlinson Differentiation Is a teacher's response to learner’s needs Respectful tasks Ongoing assessment Flexible grouping Teachers can differentiate through Content Process According to students’ Readiness Interests Learning Profile Learning Environment Positive learning environment
- 33. Provide different approaches to acquiring content, processing or making sense of ideas, and to developing products so that each students can learn. Tomlinson (2001) WAYS TO DIFFERENTIATE
- 35. Flexible grouping can be: • TAPS Total Group Alone Partner Small Group Effective instruction embeds each of these grouping methods into lessons to assist student learning.
- 36. HOW? • Initially use whole group instruction • Divide group for practice, remediation or enrichment • Not a permanent arrangement • Use for an hour, day, week, etc.
- 37. Benefits to Students • Gives students and teachers a voice in work arrangements • Allows students to work with a variety of peers • Keeps students from being “pegged” as advanced or struggling
- 38. Cooperative Learning Structures Structures to build community, engage students and make learning fun GROUPING ACTIVITIES
- 39. STRATEGIES TO FORM FLEXIBLE GROUPING
- 43. WAYS TO DIFFERENTIATE CONTENT 1. Varied texts 2. Accelerated coverage of material 3. Varied supplementary materials 4. Varied graphic organizers 5. Independent study 6. Tiered assignments 7. Interest development center 8. Compacting (Assesses what student knows and what the student still needs to master • Eliminates content that is already known • Plans time to be spent in enriched or accelerated study) Remember: Differentiating content allows students to begin in different places in the curriculum and proceed at varying rates.
- 44. Ways to Differentiate PROCESS • Fun and Games • RAFT ( Role, Audience, Format, Topic) • Cubing, Think Dots • Choices (Intelligences) • Centers • Tiered Lessons • Contracts
- 45. Ways to differentiate the PRODUCTS 1. Create a puppet show, write a letter, or develop a mural with labels; 2. Using rubrics that match and extend students' varied skills levels; 3. Allowing students to work alone or in small groups on their products; and 4. Encouraging students to create their own product assignments as long as the assignments contain required elements.
- 46. Possible Products • Map • Diagram • Sculpture • Poem • Chat • Dance • Quiz Show • Brochure • Debate • Flow Chart • Puppet Show • Tour • Tour • Painting • Scrapbook • Questionnaire • Scrapbook • Graph • Learning Center • Advertisement • Book • Calendar • Coloring Book • Mural • Research Product • Recipe • Puzzle • Biography • Journal • Article • Diary • Timeline • Speech • Cartoon • Game • Graphic Organizer
- 47. Ways to differentiate LEARNING ENVIRONMENT 1. Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; 2. Providing materials that reflect a variety of cultures and home settings; 3. Setting out clear guidelines for independent work that matches individual needs; 4. Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and 5. Helping students understand that some learners need to move around to learn, while others do better sitting quietly. (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996)
- 48. Ways to differentiate LEARNING ENVIRONMENT
- 51. A. Select and plan a lesson in English B. Show differentiated instruction in one or more of the following curricular elements: Content Process Product Learning environment Application