Differentiated Instruction
- 1. How to Differentiate Instruction in Mixed-Ability ClassroomsWhat?Talk about unfair!Let’s make some changes….
- 2. "How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary"http://www.youtube.com/watch?v=njeK8BGqJq0
- 3. What Differentiated Instruction is NOTIndividualized InstructionIn the 1970s teachers believed that providing specific lessons to each child was the best method of teaching
- 4. They quickly discovered the impossibility of creating a different lesson for each child, every day of the week. Teachers were found themselves exhausted and out of ideas!What Differentiated Instruction is NOTChaoticBefore a teacher decides to participate in differentiated instruction, he or she MUST set the ground rules for classroom management.Homogeneous groupingPrior to differentiated instruction students were placed in groups based on skill level and did not easily switch groups.Blue jays, Robins, CardinalsStudents did not have the opportunities to work with different skill levels
- 5. What Differentiated Instruction is NOT Tailoring the same suit of clothesIt is not beneficial to “tailor” lessons to each student’s skill level.
- 6. Those in lower levels should not “skip” what they struggle with.
- 7. Those in higher levels should not be given extra work on principles that they master. What Differentiated Instruction ISPROACTIVEProactive teachers observe their student’s learning style and plan their lessons accordingly
- 8. If a particular lesson does not appeal to a particular learner, a proactive teacher will adjust accordingly.What Differentiated Instruction ISMore QUALITATIVE than quantitativeA mastered skill = busy work more challenging work
- 9. A struggling student= decreased amount of work What Differentiated Instruction ISRooted AssessmentEach lesson allows the teacher to asses to developmental level of their students and plan her lessons accordinglyProvides at least 3 curricular elementsContent input
- 10. Process
- 11. Product outputWhat Differentiated Instruction IS
- 12. Understanding the Needs of Advanced LearnersIt is crucial to avoid boredom and mental laziness in advanced studentsConstantly challenge themCaution! Advanced learners are at risk of becoming:PerfectionistDepleting their self-efficacyLack coping skills
- 13. Understanding the needs of Struggling Learners
- 14. The Role of the Teacher in a Differentiated ClassroomHighest priority = organizing a class for effective activity and exploration
- 15. Teachers who differentiate instruction focus on their role as coach or mentor
- 16. Give students as much responsibility for learning as they can handle and teach them to handle a little more every step of the way
- 17. Covering information takes a back seat to making meaning out of important ideasThe Role of the Teacher in a Differentiated ClassroomTeachers who differentiate instruction grow in their ability to:
- 18. The Role of the Teacher in a Differentiated ClassroomTeacher as director of the orchestra The director of the orchestra helps musicians make music, but does not make the music himselfThe teacher as jazz musician The artistry and confidence of the jazz musician with the music, instrument, and group allow her to abandon the score for the sake of the music, the group, and the audience
- 19. The Role of the Teacher in a Differentiated ClassroomDifferentiated teaches have two things in common: The conviction that students differ in their learning needs
- 20. A belief that classrooms in which students are active learners, decision makers and problem solvers are more natural and effective than those in which students are passive recipients of informationThe Role of the Teacher in a Differentiated ClassroomClassroom Rules of ThumbBe clear on the key concepts and principles which give meaning and structure to the topic (chapter, unit, lesson)
- 21. Focus on key conceptsto ensure that all learners gain powerful understanding that serve as building blocks for meaning and access to other knowledge
- 22. Think of assessmentas a road map for your thinking and planning
- 23. Lessons for all students should be engaging and emphasize critical and creative thinkingLearning Environment in a Differentiated ClassroomA differentiated classroom should support and be supported by an evolving community of learnersEveryone feels welcomed and contributes to everyone else feeling welcome
- 24. Classroom that contains student work and other student designed artifacts are inviting
- 25. Flexible and comfortable seating options
- 26. Time during the day when students and the teacher can talk about the day and life in general
- 27. Build bridges between learning and the world of the learnerLearning Environment in a Differentiated ClassroomMutual respect is a nonnegotiable Teacher helps students learn to solve problems in constructive ways that attend to the issue at hand without making a person or group feel smaller
- 28. Humor plays a central role in a welcoming and respectful classroom – sarcasm and sharp words do not
- 29. Students feel safe in the classroomLearning Environment in a Differentiated ClassroomThere is a pervasive expectation of growth Students learn to chart their own growth
- 30. Students should be encouraged to discuss their learning goals and ways of achieving them
- 31. Growth of each student is a matter of celebrationTeacher teaches for successScaffolding - whatever kind of assistance is needed for any student to move from prior knowledge and skill to the next level of knowledge and skill
- 32. Challenging work – assignments and tasks that are slightly beyond the student’s comfort zoneLearning Environment in a Differentiated ClassroomTeachers and students collaborate for mutual growth and successTeacher’s can: Set the tone for the classroom environment
- 33. Continually coach students to be contributing members of a groupStudent’s can: Help develop routines for the classroom
- 34. Help one another
- 35. Keep track of their workAll students need to be guided in assuming a growing degree of responsibility and independence as a learner and member of a community of learners
- 36. A Look Inside Some Differentiated Classrooms: Classroom Techniques
- 37. Classroom Management Strategies Start at a comfortable pace for you
- 38. As you gain confidence slowly add activities to your repertoire
- 39. Time differentiated activities to help students be successful
- 40. Know the attention span of your studentsStrategies to Make Your Classroom Run SmoothlyAnchor activitiesPrevent unnecessary downtimeMinimize noiseTeach students a quiet signalWay to turn work inAn unchecked binMinimize MovementAssign a “gopher”Preparing Parents for Differentiated Instruction
- 41. Planning Lessons Differentiated by Readiness
- 42. The Equalizer: A Way to Determine Readiness
- 43. The Equalizer: A Way to Determine ReadinessDependent to IndependentStudents vary on the amount of independence they are ready forStructured to Open-endedSome students are ready to improvise while others still need more straight forward guidelines to followSlow to fastSome students will move quickly through one part of a topic but then need to move more slowly in other areasDifferentiating Content, Process, and ProductAssigning work on the same topic at different degrees of difficulty
- 44. The students are getting the same type of information but in a way that is geared towards their individual ability.
- 45. The teacher should aim to provide work that is just a little too hard
- 46. This pushes students out of their level of comfort and allows the teacher to help them reach a new level of understandingPlanning Lessons Differentiated by InterestEnhancing motivation to learn Using familiar ideas as a way to introduce less familiar ideasHelping students to realize that there is a connection between school and their own interests
- 47. Strategies to Plan Lessons that are Differentiated by Interest“Sidebar” StudiesStudents study the aspects of a topic that interest them
- 48. Example- A student might like music and decide to focus on the music of the 1950s for a history class. Interest groupsStudents who have similar interests form a group to do an in-depth study on one particular topic that they find most interestingGuidelines for Interest-based DifferentiationFind a way to link a student interests with the curriculum
- 49. Teachers should make sure that students are acquiring the skills that the curriculum specifies.
- 50. Guide students to success by providing structure
- 51. Teachers should set goals and time-lines to guarantee that students are getting the most out of their learning.Curriculum Can Be Subdivided for the Purposes of Differentiating InstructionTeacher Dependent DimensionsContent: What we teach, what we want students to learn (input)
- 52. Process: Sense making, information is run through an individual’s filters of meaning
- 53. Product: How student’s show what they know, typically a long term assignment that demonstrates understanding and application of content (output)Student Dependent DimensionsInterest: Ignite curiosity and passion
- 54. Readiness: Match skills and understanding
- 55. Learning Profile: Work in a preferred mannerDifferentiating ContentAdapt what we teach: Content can be varied according to Bloom’s Taxonomy Unfamiliar with concepts- complete tasks at lower levels such as knowledge, comprehension, application
- 56. Partial mastery- focus on application, analysis and evaluation
- 57. High level of mastery- emphasize evaluation and synthesis Adapt how we give student access to what we want them to learn Different texts, novels or short stories based on reading level
- 58. Internet sources of varied sophistication
- 59. Work in pairs, groups or individuallyStrategies for Differentiating ContentConcept Based TeachingAvoid rote memorization of long lists of facts
- 60. Focus instead on key concepts and principles, which are the building blocks of meaning
- 61. Make connectionsbetween subjects and facets of a single topic
- 62. Relate ideas to the student’s lives
- 63. Identify patterns and help student’s to use these to deal with future learningStrategies for Differentiating ContentCreate a challenging learning environment
- 64. Guarantee proficiency in basic curriculum
- 65. Buy time for enrichment and accelerationCurriculum CompactingDesigned to help advanced learners maximize the use of their time for learning
- 66. Student’s Name: ________________________________Areas of StrengthDocumenting MasteryAlternate Activities
- 67. Strategies for Differentiating ContentUsing varied texts and resource materialsBuild a classroom library that includes texts of various levels, magazines, brochures, internet files, videos etc.
- 68. A rich array of materials ensures that content is meaningful to learners of all levels
- 69. Computer programs can present different levels of challenge and complexityLearning contractsCan contain both skills and content components
- 70. Combine a sense of shared goals with individual appropriateness and autonomyMini-lessonsSome students may not fully grasp newly taught material
- 71. Meet with these students to revisit these concepts to extend their understanding and skillDifferentiating ProcessProcess refers to how a student comes to understand and assimilate facts, concepts and skillsAllows students to learn based on what method is easiest for them, or alternatively, what will challenge them the mostA learning style inventory may help to identify this
- 73. Gardner’s Multiple Intelligences to guide appropriate methodology Students make sense of ideas and information most effectively when classroom activities are:Interesting
- 74. Involve high level thinking
- 75. Use key skills to understand key ideasStrategies That Support Differentiated ProcessThese strategies work best when students work in smallgroups orindependently
- 76. Easier to match activities and process to individual needs
- 77. Utilize tools that allow students to express their creativity!
- 78. Some of the many examples:
- 79. Journals
- 82. Mind Maps, Learning Centers/Interest Groups,Model Making,Laboratory Exercises,Jigsaw, Role Playing
- 83. Cubing
- 84. http://readwritethink.org/materials/bio_cube/Differentiating ProductProducts represent the student’s application and understanding of what they have learnedTypically a long term assignment
- 85. May supplement or replace a more traditional written test as an assessment of knowledge and understanding
- 86. Has the advantage of allowing a more flexible approach to student evaluation, accounting for multiple learning stylesHow to design an effective productDecide on format
- 87. Clearly define core expectations
- 88. Decide on necessary scaffolding (brainstorming, rubrics, timelines, critiquing and revising
- 89. Coach for success and qualityBenefitsEncourages students to engage using their strengths and interests
- 90. Student are intrinsically motivated as this is their chance to “own” the curriculumGrading in a Differentiated ClassroomTraditional grading system is designed to rank you within your classroom cohortNot all work has to be graded, especially if intellectual risk taking is the goal!The goal of differentiated instruction is help you develop as a learner…it can be more individualistic
- 91. *Terrific resource for implementing technology and multimediahttp://www.cited.org
- 92. *Terrific resource for implementing technology and multimediahttp://www.cited.org
- 93. Thank you for taking the time to learn about Differentiated Instruction in Mixed-Ability Classrooms with me!An excellent resource on Differentiated Instruction which also served as a reference for this presentation:How to Differentiated Instruction in Mixed-Ability ClassroomsBy: Carol Ann Tomlinson