Differentiated_Instruction Abbas S
Download as PPTX, PDF0 likes72 views
Differentiating instruction means creating multiple paths for students to learn based on their abilities, interests, and needs. This involves varying the content, process, and product of lessons. Teachers can differentiate by using leveled materials, flexible grouping, and anchoring activities. The goal is to appropriately challenge all students and get away from a "one size fits all" approach that does not meet the needs of diverse learners.
Differentiated_Instruction Abbas S
- 1. 3. Compacting Curriculum assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content.
- 3. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.
- 4. Different levels of readiness Different Interests
- 5. Different Ability Levels Different Cognitive Needs
- 6. The content The process The product
- 7. Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models
- 8. Use leveled activities Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups
- 9. Leveled product choices use of technology within products and presentations Use related arts to help with student products
- 10. 1. Leveled Instruction meet the developmental needs of the students involved.
- 11. Level of complexity Amount of structure Pacing Materials
- 12. 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.
- 13. 2. FlexibleGrouping 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
- 14. Homogenous/Ability -Clusters students of similar abilities, level, learning style, or interest. -Usually based on some type of pre-assessment Heterogeneous Groups -Different abilities, levels or interest - Good for promoting creative thinking. Individualized or Independent Study -Self paced learning -Teaches time management and responsibility -Good for remediation or extensions Whole Class -Efficient way to present new content -Use for initial instruction
- 15. Student Centered Best practices Different approaches 3 or 4 different activities Multiple approaches to content, process, and product A way of thinking and planning Flexible grouping
- 16. OneThing A Program The Goal Hard questions for some and easy for others 35 different plans for one classroom A chaotic classroom Just homogenous grouping
- 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. Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996. Daniels, Harvey and Bizar. (2005). TeachingThe Best PracticeWay: 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.