Differentiated instruction
- 1. DIFFERENTIATED INSTRUCTION HARRIETTA A. MIRASOL SECONDARY PRINCIPAL II
- 2. What is Differentiation? Differentiation means creating multiple paths so that students of different readiness levels, interests, or learning profiles experience equally appropriate ways to absorb, use, develop, and present concepts as part of the daily learning process.
- 3. Differentiated Instruction “DI is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” -Carol Ann Tomlinson
- 4. Why Differentiated Instruction? SBM requires all cohorts to show adequate yearly progress Different learning styles of students Multiple intelligences of students should be taken advantage of Brain research shows that a student-centered approach is essential Fairness
- 5. Why Differentiate? All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum.
- 6. DI: What Is and What Is Not Is… • More qualitative • Student-centered • A blend of whole class, group and individual instruction Is Not… • Individual Instruction • Chaotic • More work for the ‘good’ students and less and different for the ‘poor’ studentsSource: Differentiated Strategies Dr. Gina O. Gonong Philippine Normal University
- 7. How can the teacher make use of DI? Through … - Content - Process - Product
- 8. Content – what the student needs to learn or how the student will get access to the information Apply Bloom’s Taxonomy Remembering - knowledge Understanding - comprehension Applying - application Analyzing - analysis Evaluating - evaluation Creating - synthesis
- 9. 3 Learner’s under Bloom’s Taxonomy 1. Learner that is unfamiliar on the concept of the can Remember and Understand. 2. Learner that partially recalled the lesson can Apply and Analyze. 3. Learner that has higher level of learning can and Create.
- 10. 13. Learning Centers – Learning stations may contain both differentiated and compulsory activities. A center is not necessarily differentiated unless the activities are varied by complexity taking into account different student ability and readiness.
- 11. 14. Learning Contracts – A contract is a written agreement between teacher and student that will result students working independently. The contract helps students to set daily and weekly work goals and develop management skills. It also helps the teacher to keep track of each student’s progress.
- 12. 15. Learning Centers – Learning stations may contain both differentiated and compulsory activities. A learning center is not necessarily differentiated unless the are varied by complexity taking in to account different student ability and readiness. Source: Enhance Learning with Technology. Accessed on 28 September 2008, Retrieved at http://members.shaw.ca/priscillatheroux/ differentiatingstrategies.html
- 13. Learner Interest and Learning Profile “The goals of learning profile differentiation are to help individual learners understand modes of learning that work best for them, to offer those options so that each learner finds a good learning in the classroom.” - Tomlinson (2001)
- 14. Some students may prefer to work in groups; others may prefer to work alone. Some students may prefer or be more successful learning a concept through text, while others may learn best through video. • Group investigation • Guided inquiry • Collaborative problem-based learning • Choice boards • Multiple Intelligence options • Internet mentors • Create an environment with flexible learning spaces and options • Allow working alone or working with peers • Use part-to-whole and whole-to-part approaches • Vary teacher mode of presentation (visual, auditory, kinesthetic, concrete, abstract)
- 15. Differentiated Instructional Strategies: - Learning Modalities - Gardner’s Theory of Multiple Intelligence’s - Learning Contract - Think dots/Cubing
- 16. Learning Modalities - are the sensory channels or pathways through which individuals give, receive, and store information. web.cortland.edu/andersmd/learning/Modalities.htm
- 17. Example
- 19. Gardner’s Theory of Multiple Intelligence - "we are all able to know the world through language, logical- mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains.“ http://www.tecweb.org/styles/gardner.html
- 20. MI tell us the kind of learner’s we have
- 22. Learning Contract - is an agreement negotiated between the student and the teacher in order to change the student's behavior and improve their opportunities to learn.
- 23. SAMPLE
- 24. SAMPLE
- 25. Think dots and cubing - Provides up to six tasks to complete for learning skills and/or concepts (e.g. fractions, plot analysis) Each task is progressively more difficult and connected to the learning objective. Students are grouped by readiness, interest, and/or learning profile. Students randomly pick (use a die) or choose a specific number of tasks to complete out of those provided (e.g. 3 of 6, 4 of 6, 6 of 6). Teacher might assigned some of the tasks as mandatory, and some as optional. John McCarthy, Ed.S. – http://wb4all.blogspot.com
- 26. How it works: Students can work alone, in pairs, or in small groups with the appropriate cube. In pairs or small groups, each student takes a turn rolling the cube and doing the activity that comes up. Students have the choice to roll again once if they don’t like the activity that turns up. Students each roll the cube 2-4 times, depending on the magnitude of the assignments.
- 28. More Differentiated Strategies: - RAFT - Sternberg Triarchic - Tiered Activities
- 29. Role of the student. What is the student’s role: reporter, observer, eyewitness, object? Audience. Who will be addressed by this raft: the teacher, other students, a parent, people in the community, an editor, another object? Format. What is the best way to present this information: in a letter, an article, a report, a poem, a monologue, a picture, a song? Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event? RAFT is an acronym that stands for
- 32. Robert Sternberg's triarchic theory on intelligence. The triarchic theory describes three distinct types of intelligence that a person can possess. • Practical Intelligence • Creative Intelligence • Analytical Intelligence
- 33. Practical intelligence relates to how you react to your environment and your ability to adapt to it or change it to suit your needs. The ability to thrive in the real world. It involves the ability to understand how to deal with everyday tasks.
- 34. Creative intelligence relates to the way a person approaches new information or a new task. It involves a person's ability to apply their existing knowledge to new problems.
- 35. Analytical intelligence relates to how a person processes and analyzes information. You could also think of analytical intelligence as book smarts since.
- 36. Tiering Instruction 1.Identify the standards, concepts, or generalizations you want the students to learn. 2.Decide if students have the background necessary to be successful with the lesson. 3.Assess the students’ readiness, interests, and learning profiles.
- 37. Tiering Instruction 4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson. 5.Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding. 6.Develop an assessment component for the lesson. Remember, it is on-going!
- 38. Tiered Activities Differentiation based on Readiness Level 1. Assign the students to work on this tiered activity: Making Sense of the Story Ending. a. Tier 1: Advanced Learners Examine the events that lead to the ending of the story. Assess if the ending is justified. b. Tier 2: Grade-Level Learners Evaluate the ending of the story. Give at least five (5) reasons why it is a good or a bad ending. c. Tier 3: Struggling Learners Describe the ending of the story.
- 40. What Can Be Tiered? Processes, content and products Assignments Homework Learning stations Assessments Writing prompts Anchor activities Materials
- 44. In Summary … What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit