Differentiating Instruction in the Regular Classroom xxx
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The document discusses differentiating instruction in the regular classroom. It defines differentiated instruction as making modifications to the pace, level, and kind of instruction to meet student needs. A key part of differentiated instruction is that it is rigorous, relevant, flexible, and complex. The teacher acts as a facilitator and collaborator in a differentiated classroom by organizing flexible groups and sharing resources. The document provides examples of how to differentiate content and process, and answers common questions about implementing differentiated instruction.
Differentiating Instruction in the Regular Classroom xxx
- 1. Differentiating Instruction in the Regular Classroom By Dr. Paul A. Rodriguez
- 2. What does differentiating instruction mean? Change the pace of the instruction. Vary the level of the instruction. Modify the kind of instruction.
- 3. Differentiated instruction is: Rigorous – Provide challenging instruction to motivate students to push themselves. Relevant – Focus on essential learning, not on “side trips” or “fluff.” Flexible and varied – Where appropriate, allow students choices about how they will learn and how they will show what they have learned. Complex – Challenge students’ thinking and actively engage them in content that conveys depth and breadth.
- 4. One Size Doesn’t Fit All Reteaching material to all students, does not address those who have demonstrated mastery. Moving forward in a lesson, does not address those who need more time or instruction to master the current objective.
- 5. Our Diverse Classrooms Thanks to Howard Gardner, the definition of intelligence or “being smart,” has broadened. Learning styles vary from: where, when, and how a student learns best. Home environments and opportunities outside the classroom vary in students’ lives. Some students arrive with well developed skills, while others arrive as true beginners. Learning pace vary. Gender and Cultural/Ethnic Influences (Important not to assume, that all members of a group learn the same way.) Value/Confidence in Learning
- 6. What Do We Differentiate? Content – “What” of teaching and usually determined by the school or district and reflects state standards. Process – “How” of teaching. You can use the same content, but can enable kids to learn or process the information differently.
- 7. What is the Teacher’s Role? Facilitator Facilitator Providing(students an opportunity to choose) and prescribing(specifically designed activities to meet the needs of particular learners or groups of learners.) Organize students: individually, pairs, teams, cooperative groups, in flexible instructional groups, or as a class. Using time flexibly.
- 8. What Is the Teacher’s Role? Collaborator Combine classes: One teaches, the other lesson plans. Share a lesson, receive a lesson. Share resources. Communicate with specialists: special ed., second language learners, and gifted/talented teachers.
- 9. Questions and Answers About Differentiating Instruction Questions How do I do it? Why change my teaching style? How can I find the time? How do I explain differentiated learning to parents? Answers Attend workshops, graduate classes, form study teams, learn strategies. You simply cannot get all students to meet the standards unless you differentiate. Modify what you have, starting with one unit, one lesson at a time. In addition, work collaboratively. Open House, write a letter, prepare a brochure.
- 10. Questions and Answers About Differentiating Instruction Continued. Questions How do I make differentiation invisible? How do I manage my classroom? How do I grade fairly? How do I convince my administrators? How do I deal with budget cuts? Answers Vary the composition and purposes of groups. Like with everything students will respond after they become accustomed to a “routine”. Describe for students what “high quality” means for each task. Provide information and data about how differentiated instruction helps better implement standards-based education. Differentiating instruction does not require supplies, only a specific way of thinking.
- 11. Who Are Your Students? Never To Late To Start Cum Gather data yourself. Create a profile sheet for each student. (p. 27-28) Ask your students. (Interest Inventory, p. 29 – 31)
- 12. Multiple Intelligences p. 37 - 51 Verbal Linguistic – Say It Logical Mathematical – Count It Visual/Spatial – Picture It Bodily/Kinesthetic – Move It Musical – Hum It Interpersonal – Lead It Intrapersonal – Reflect On It Naturalist – Investigate It
- 13. Projects, Presentations, Performances p. 32 - 35 Clarify that students can mark projects they have not attempted before. Informs teacher what students like to work on. Follows Gardener’s eight intelligences without specifying it.
- 14. Teaching About Multiple Intelligences “ Aha!” moment for students. Explain that intention is not to label or show preference for any group of students. Ask and inform parents about multiple intelligences. Observe your students.
- 15. Finding Out What Students Know Preassessment KW: Know, Want to Know (Preassessment) Grade Book Observation: Discussions, small-group activities, and individual work. Parent Conferences: face to face, letter, e-mail, telephone call.