Differentiated instruction abbas s
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The document discusses differentiating instruction to meet the varied needs of students. It explains that differentiation means creating multiple paths for students to learn based on their abilities, interests, and needs. Some ways to differentiate include varying content, process, product, and assessments based on students' readiness levels, interests, and learning profiles. The document provides examples of differentiation strategies like using flexible grouping, leveled activities and materials, anchoring activities, and compacting the curriculum. It emphasizes that differentiation allows students to be appropriately challenged and gets away from a "one-size-fits-all" approach.
Differentiated instruction abbas s
- 1. The Basic Steps Towards Differentiating
- 2. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.
- 3. Different levels of readiness Different Interests
- 4. Different Ability Levels Different Cognitive Needs
- 5. The content The process The product
- 6. Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models
- 7. Use leveled activities Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups
- 8. Leveled product choices use of technology within products and presentations Use related arts teachers to help with student products
- 9. 1.Leveled Instruction meet the developmental needs of the students involved.
- 10. Level of complexity Amount of structure Pacing Materials
- 11. 1.Anchoring Activities A student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
- 12. 2. Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
- 13. Homogenous/Ability Individualized or -Clusters students of similar Independent Study abilities, level, learning style, or -Self paced learning interest. -Teaches time management -Usually based on some type of and responsibility pre-assessment -Good for remediation or extensions Heterogeneous Groups -Different abilities, levels or Whole Class interest -Efficient way to present new - Good for promoting creative content thinking. -Use for initial instruction
- 14. 3. Compacting Curriculum assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content.
- 15. Student Centered Multiple approaches to content, process, and Best practices product Different approaches A way of thinking and planning 3 or 4 different activities Flexible grouping
- 16. One Thing 35 different plans for one classroom A Program A chaotic classroom The Goal Just homogenous Hard questions for grouping some and easy for others
- 17. 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 anyone
- 18. Thanks
- 19. Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996. Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers. Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003. Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995. Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.