FIVE LOW-TECH Ways to Use Differentiated Instruction in Your Classroom
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The document is a presentation on differentiated instruction, highlighting strategies like scaffolding, anchor activities, and use of readiness cards to address diverse student needs. It underscores the importance of adapting teaching approaches based on individual learner abilities and interests, while incorporating principles from brain-based learning and Gardner's multiple intelligences. The ultimate message is that educators can significantly impact their students' learning experiences by employing these differentiated strategies.
FIVE LOW-TECH Ways to Use Differentiated Instruction in Your Classroom
- 1. Differentiated Instruction Presentation based on the course “Differentiated Instruction” available from the Regional Training Center as a 3 credit graduate course in face2face locations and online.
- 2. “Teachers begin where students are, not at the beginning of the curriculum." Carol Ann Tomlinson
- 3. Would you differentiate for . . . • Someone who is too short to reach a shelf? • Someone who is blind? • Someone who is deaf? • Someone in a wheelchair?
- 5. 1. Scaffolding (A Readiness Technique) • Temporary support or guidance • Steps – on board, index card, chart paper • Tasks – “First do this and then . . .” • Materials – websites, dictionaries, graphic organizers, etc • Personal support – “Look on page three, column one, paragraph two. . .”
- 6. Scaffolding • Reduces a task’s complexity by structuring it into manageable pieces. • The degree of scaffolding changes with the abilities of the learner, the goals of instruction and the complexity of the task. • Gradual and planned removal of the scaffolding occurs as the learner becomes more successful and independent.
- 7. 2. Use Anchor Activities • Anchor activities are ongoing assignments that students can work on independently throughout a unit, a grading period, or longer. • Their purpose is to provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped.” • The tasks are tied to the content area and instruction and free the classroom teacher to work with other groups of students or individuals.
- 8. Guidelines for Anchors • Used for any subject, whole class assignments, small group or individual assignments, tiered to meet readiness levels, or interdisciplinary for use across content areas. • Works best when expectations are clear and tasks are taught and practiced prior to use; • When students are held accountable for on task behavior and/or task completion, AND • Ground rules are established. • Tasks must have clear instructions, materials, responsibilities, checkpoints, and expectations (rubric, checklists).
- 9. 3. Use Cards (Readiness technique) Predetermined prompts related to the content of the day’s lesson. They are used to… • Gather information on student readiness, interests, and/or learning profiles. • Guide future instruction • Make decisions regarding how to place students into effective and instructionally relevant flexible groups
- 10. Cards - examples • Name the two countries that border the United States. • Label the 5 main parts of the microscope. • Find and correct 4 mistakes in this sentence. John Mom and me are gone two the store. • Name 3 things you learned today about ___________________________. • Give two ways________________ is like _______________________. • What is one question you still have about _______________________?
- 11. Criteria for Differentiation Teachers should • Be proactive, not reactive • Consider that there are different learners in the room with individual needs • Focus on helping students learn essential concepts
- 12. 4. Consider These Five Brain-based and Learning Centered Principles 1. The brain requires social interaction 2. The brain is influenced by emotions 3. The brain seeks patterns and searches for meaning 4. The brain is a complex organ that can function on many levels and in many ways simultaneously 5. Each brain is unique
- 13. 5. Teach to Gardner’s Multiple Intelligences According to Howard Gardner: Intelligence is . . . the ability to . . . • Resolve genuine problems • Create an effective product • Find or create a problem
- 14. Gardner’s Multiple Intelligences • Verbal-Linguistic • Math-Logical • Musical-Rhythmic • Visual-Spatial • Bodily-Kinesthetic • Naturalistic • Interpersonal • Intrapersonal - Howard Gardner’s terms • Word Smart • Number Smart • Music Smart • Picture Smart • Body Smart • Nature Smart • People Smart • Self Smart - Thomas Armstrong’s terms
- 16. “You are the difference in the lives of the kids you teach.” Harry Wong
- 17. Thanks for watching • For more information, contact us at www.theRTC.net or 800.433.4740