Top teacher skills for differentiated instruction.PPT

MODULE 6: TOP TEACHER SKILLS
FOR DIFFERENTIATED INSTRUCTION

LEARNING OUTCOMES
Upon completing this module, you will be able to:
• Identify and give examples of at least 6 key skills for inclusive
educators and differentiated instruction
• Reflect on your own skills for differentiated instruction and
inclusive teaching
• Apply new strategies, techniques and exercises to put these
skills to use and work in your differentiated, inclusive classroom.

AIMS &
OBJECTIVES
By the end of this module, you will understand the
importance of enhancing your soft skills for inclusive
and innovative teaching.
You will learn how to incorporate and apply your soft
skills as an essential component(s) of your differentiated
teaching/training delivery.

Keywords
• Teacher Skills
• Soft Skills
• Differentatied Instruction
• Inclusive Teaching
• Inclusive Leadership

Table of contents
UNIT1: Inclusive Communication Skills
UNIT2: Inclusive Leadership Skills
UNIT3: Inclusive Digital Skills
UNIT4: Empathy Skills
UNIT 5: Differentiated Assessment Skills
UNIT 6: Teaching students to apply the concept

MODULE INTRODUCTION
In this course, we have been learning about
differentiated instruction and how educators can
use it to actively plan for your students' differences
so that all students regardless of their age,
gender, ethnicity, sexual orientation… can learn to
the best of their ability and in a safe, secure,
inclusive manner.
In a differentiated classroom, educators divide
their time, resources, and efforts to effectively
teach students who have various backgrounds,
readiness/skill levels, and interests. To effectively
differentiate, educators need certain skills. We will
explore some of these skills in this module. We
invite you to reflect and assess your own skills
levels, making note of areas where you feel you
can improve as we move through the module.

UNIT 1: INCLUSIVE
COMMUNICATION SKILLS
The idea of inclusive communication comes
from an understanding that people
communicate differently, and various
techniques are needed to meet these
different needs.
Using inclusive communication techniques
in the classroom is a key part of
differentiated instruction which involves
providing different levels or instructional
techniques for different individual students.

WHY ARE INCLUSIVE COMMUNICATION
SKILLS IMPORTANT?
The Council of Europe has defined a set of competences that teachers
should acquire in order to effectively champion diversity in the classroom.
Communication and Relationships is a key focus. The CoE says, Teachers
should:
• Initiate and sustain positive communication with learners and colleagues
from diverse backgrounds
• Create open mindedness and respect in their classrooms and school
community
• Motivate and engage students to engage in learning individually and in
cooperation with others
• Deal with discrimination and conflicts to prevent marginalistion and school
failure
In this section, we will explore some important communication skills need in
order to be able to do these things.

COMMUNICATION SKILLS IN
EDUCATION
Educators wear many hats every day while in
the classroom: the organizer, instructor, speaker,
facilitator, entertainer and sometimes dispute
resolution specialist.
Educators interact not only with
students/learners, but with other educators,
school administration staff and depending on
the level they teach sometimes parents too.
Strong interpersonal skills and
communication are key for any
inclusive/innovative educator.
Source

INTERPERSONAL
COMMUNICATION SKILLS
Interpersonal skills are those which help a
person communicate well.
As the name says interpersonal, it means when
the communication takes place between two
individuals, then the communication is said to be
interpersonal.
As educators, we need to be mindful and
remember that communication can take place in
any form like verbally, non-verbally, through
gestures, through eye moments, different
postures and so on..
Source

Communication Skills are key when addressing
learning barriers like language..
“When I came to Ireland, I didn’t speak English. I
used to just answer all questions with “yes, yes,
yes” but I didn’t understand anything, I just wanted
to escape.”
Rodica Lunca is Roma and came to Ireland from Romania in 2001
Source 1, Source 2

COMMUNICATION COMPONENTS
Language is a very important component of the
communication process. In a diverse classroom,
not everyone speaks the same language to the
same level but that does not mean that we
cannot communicate.
Inclusive and innovative educators are mindful
of other communication methods that can be
even more powerful than words.
Let’s explore some of these..
Source

Did you know that language-specific words
account for only 10% of communication? The
communication process is actually 90% made
up of non-verbal information in the forms of tone
and body language.
Body language: our mannerisms and
demeanour
• facial expressions
• gaze—looking at the other person or away
from them; paying attention or not
• gestures—arm and hand movements
• posture—leaning forward or back; relaxed
or stiff
• distance from the other person—too close
or too far
Tone: the way we speak
• fast or slow
• gentle or aggressive
• with or without pauses

Have a look at the body language of the
educators in these pictures.
Make some notes on their body language.
Is it open, friendly, welcoming, negative?
Reflect on your own body language in the classroom, how open, welcoming, inclusive would you say it is..
Time for Self-Reflection

Some students with learning
disabilities can misunderstand tone
of voice, facial expression and
gestures. Students who are learning
English might also come from
different cultures where a gesture
has a different meaning.
Use words to reinforce your body
language when you need the class
to know how you feel.
Read information aloud that is
presented visually. Give both oral
and written instructions.
Suggest students record audio of
your classes. It can be helpful for
many students with language
difficulties to listen to the words
several times.
TIPS FOR BETTER COMMUNICATION
IN A DIVERSE CLASSROOM
BE MINDFUL OF HOW YOUR
BODY LANGUAGE IS
INTERPRETED
DIFFERENTIATE YOUR
COMMUNICATION METHODS

Use body language that aids in
communication.
Act it out.
Demonstrate using real objects.
Use visuals and reinforce with
written material whenever possible.
No two students are the same and it
is crucial that in our effort to become
more inclusive educators we learn
all that we can about any
communication difficulties students
in our classroom including but not
limited to speech, language and
sensory processing issues. The
more informed we are, the better we
can accommodate these with
differentiated learning
SHOW AND TELL
UNDERSTAND POTENTIAL
COMMUNICATION ISSUES

Using gender-neutral language and
respecting student’s pronouns goes
a long way in making students feel a
sense of belonging. As educators, it
is crucial we suppress gender
oppression and learn about and
integrate gender inclusive language,
practices, and general knowledge
into classroom settings.
Establishing ground rules for
conduct and dialogue in the
classroom can be extremely helpful
when trying to create a space for
establishing an open and respectful
dialogues. Open and respectful
dialogues can increase a feeling of
being safe and secure in school
which is necessary for students'
learning and development.
BE MINDFUL OF AND USE
GENDER-NEUTRAL LANGUAGE
CREATE OPEN AND
RESPECTFUL DIALOGUES

i
UNIT 2 LEADERSHIP SKILLS
AND TRAITS
As educators, we are role models every day
for the students and learners that we teach.
Our own behaviour and actions are the
single most important way that we
demonstrate inclusive leadership in and
outside the classroom.

WHY ARE INCLUSIVE LEADERSHIP SKILLS
IMPORTANT?
Inclusive leadership is about:
• Treating students and learners fairly—that is, based on their unique
characteristics, rather than on stereotypes
• Personalizing individuals—that is, understanding and valuing the
uniqueness of diverse others while also accepting them as members of the
group
• Leveraging the thinking of diverse groups for smarter ideation and decision
making that reduces the risk of being blindsided

INCLUSIVE
LEADERS HAVE
RECOGNISABLE
TRAITS.
Let’s explore each of these in
the context of an inclusive and
innovative classroom.
Source

1. COMMITMENT
Highly inclusive leaders are committed to
diversity and inclusion. As educators in the 21st
Century, it is imperative that we embrace
diversity, including differences in ethnicity,
culture, socioeconomic status, disability, and
sexual orientation.
Highly inclusive educators take steps to ensure
that they don’t marginalize or exclude any
students because their beliefs differ from their
own. They also commit to bridge the gap, not
just with all their students, but also with their
families and society too.
Source

Inclusive Educator Insight
“Diversity should not be a
badge, it should be the core
principle of the education
programme, the
organisation and the
educator as a person.” Sanja Ivandić
Intercultural Educator, founder of
Outside Multicultural Magazine

2. COGNIZANCE
Highly inclusive leaders are mindful of personal
and organizational blind spots and self-regulate
to help ensure “fair play.”
Inclusive leaders are deeply aware that biases
can narrow their field of vision and prevent them
from making objective decisions.
Inclusive educators must a exert considerable
effort to learn about their own biases, self-
regulate, and develop corrective strategies.
Source
ACTIVITY – Dig deeper into this topic,
follow the link to learn more about
Unconscious Bias in the Classroom

3. CURIOSITY
Highly inclusive leaders have an open mindset,
a desire to understand how others view and
experience the world, and a tolerance for
ambiguity. For inclusive leaders, openness also
involves withholding fast judgment.
For inclusive leaders, asking curious questions
and actively listening are core skills that are key
to deepening their understanding of
perspectives from diverse individuals.
Curiosity encourages connections with diverse
others, which in turn promotes empathy and
perspective-taking.
Source

4. CULTURAL INTELLIGENCE
Cultural intelligence is the capability to function
effectively in a variety of national, ethnic, and
organizational cultures. Highly inclusive leaders
possess:
• Drive - being motivated to learn about a new
culture;
• Knowledge - learning how culture shapes
people’s behaviours, values, and beliefs;
• Strategy - being able to factor culture into
longer-term planning; and
• Action - behaving in a culturally sensitive way.
Source 1 Source 2

Cultural Intelligence in action..
In some cultures,
students are
rewarded for
speaking up, asking
questions, and
participating in
classroom
discussions.
In other cultures,
students are taught to
listen carefully,
respect the teacher,
and only speak when
invited to do so
As inclusive educators, we must be mindful of the multifaceted reasons why some students
are not as openly active in class as others.

5. COLLABORATION
Highly inclusive leaders empower individuals as
well as create and leverage the thinking of
diverse groups.
At its core, collaboration is about individuals
working together, building on each other’s ideas
to produce something new or solve something
complex. But while collaboration among similar
people is comfortable and easy, the challenge
and opportunity thrown up by the foundational
shifts is collaboration with diverse others.
In a diverse classroom, the teacher is the
inclusive leader charged with fostering diverse
collaborations.
Source

6. COURAGE
There’s a vulnerability to being an inclusive
leader, because confronting others and the
status quo immediately invites the spotlight to
turn on the speaker.
BUT Inclusive leaders have the courage to
speak out about themselves and to reveal, in a
very personal way, their own limitations. Instead
of shying away from the challenge of
imperfection, highly inclusive leaders adopt an
attitude of humility.
In diverse classrooms, educators must be
courageous, willing to try new methods and
adapt to their learners needs and requirements.
Source

INCLUSIVE EDUCATOR SPOTLIGHT –
MEET CRAIG KEMP
“As a classroom teacher I demonstrate leadership in the
following ways:
I make it clear from day one that the classroom is ‘ours’
and not ‘mine’. Ownership of learning space is one of the
most important aspects of developing a rapport with
students.
I am an advocate for the students! I support them and I
give them a voice!
I listen! (One of the most important qualities of a GREAT
leader)
I encourage them. I am a box of positivity – I tell them
they are great and they believe it! I encourage them to
go above and beyond expectations; I demonstrate this
by stepping outside my comfort zone and taking risks in
my learning..”
Craig has 15+ years of
experience teaching, leading
and now consulting in public
and private schools
Source

“I ask for feedback – a great leader seeks feedback from
their ‘crew’. I ask for opinions, and provide opportunities
to share – I get students to evaluate me
I encourage questioning! Questioning allows the curious
mind to flourish
I model mistakes and let the students know that
mistakes happen and that is how we learn. I teach them
how to bounce back
I encourage students to make a difference. I currently
teach students who come from a privileged background
and we aim to make a difference in someone else’s life
with all learning that we do..”
You can learn more about Craig on his approaches
on his #whatisschool edchat space
Source
INCLUSIVE EDUCATOR SPOTLIGHT –
MEET CRAIG KEMP

UNIT 3 INCLUSIVE DIGITAL SKILLS
Despite the advances in technology, many
students across Europe still suffer from a lack
of inclusion when it comes to digital
education.
As educators, we need to do more to slim the
digital divide starting with making digital
inclusion a right, not a privilege. In most
cases this must start by deepening our own
understanding of digital inclusion and our
own digital skills and competencies.

“"We urgently need to address the growing
digital gender gap and put digital technology
to work for those who need it most: the
vulnerable, the marginalized, those living in
poverty, and people suffering from
discrimination of all kinds.”
Source
UN Secretary-General António Guterres
WHY ARE INCLUSIVE DIGITAL
SKILLS IMPORTANT?

Can something like gender impact on how a
student learns online?
A QUESTION FOR YOU..

Interesting findings…
• Female students are less likely to speak out in a traditional face
to face classroom environment yet in online course discussions
are more likely to voice contributions, in turn impacting on
perceived deeper learning, (Anderson and Haddad, 2005)
• It has been found in many studies that gender can impact on
how students learn (Bennet and Marsh, 2003; Wehrwein et al.,
2006)

Digital Competence of
Educators
Our teaching profession faces rapidly changing
demands and as educators we require an
increasingly broad and more sophisticated set
of competences than before.
In particular the ubiquity of digital devices and
the duty to help students become digitally
competent requires educators to develop their
own digital competence.
Did you know that there is a European
Framework for Digital Competence of
Educators ?

European Framework for the
Digital Competence of Educators
(DigCompEdu)
The DigCompEdu framework is directed
towards educators at all levels of education,
Of interest to INACT, 5.2 of DigCompEdu
Differentiation and personalization:
• To use digital technologies to address
learners’ diverse learning needs, by
allowing learners to advance at different
levels and speeds, and to follow individual
learning pathways and objectives.
Source

DigCompEdu - Differentiation and personalisation
progression and proficiency
Source

UNIT 4 EMPATHY SKILLS
In these times, more than ever, empathy is
an important skill which can help individuals
work towards better inclusion.
Empathy is the ability to see the world
through another’s perspective and it is a
vital skill for differentiated learning in an
inclusive classroom.

WHY IS EMPATHY IMPORTANT?
As educators, we have a great understanding of the bullying and
violence problems plaguing students in school today.
There is no single solution to these problems, but if we begin to
engage students in empathy in the classroom, perhaps we can
promote understanding, sensitivity, and awareness of those
around us so that students may carry these skills into the world
around them.
Source

“Understanding each
individual learner’s cultural
background, hobbies,
learning style is the first
step in ensuring we are
inclusive in our delivery.” Yasmin Akhtar
Go-Woman! Alliance CIC

RESOURCE SPOTLIGHT - EMPATHY MAP
CANVAS
Pulling together information about a
student into what’s known as an
empathy map can help teachers
provide better instruction.
In education, an empathy map is a
simple visual that captures knowledge
about the behaviors, attitudes, needs,
strengths, struggles, emotional states,
and other key attributes of a particular
student or group of students.
Activity – in the resources section will find a copy of this Empathy Map. Fill in an
empathy map for each or as many students as possible in your class. Use the
findings to guide your instructional decisions and as a basis of support for your
learners Source 1 Source 2

An activity like this should
encourage students to
explore their similarities.
Often empathy breaks down
because students do not see
how much they are alike.
Have students get to know
each other! This can be
done in a low-risk way by:
• Interviewing a classmate
that you don’t know well
• Partner with someone you
don’t know
Invite representatives from a
charity to come to your
classroom and explain what
they do. Ask what your
students can do to help the
cause and organize a
volunteer day.
Getting students involved in
charity work is a great way to
build empathy–especially
considering what’s going on in
the world today.
Three ways to bring empathy in to your
classroom
Get to know your
classmates activity
Get involved with a
charity
Random Acts of
Kindness project
Have students show a
random act of kindness for
another person – a
classmate, or someone else
in the school.
Use the reflective journal to
have students reflect on how
it made them feel to show,
and how they feel their
kindness impacted others.
Simple but very effective!

UNIT 5 DIFFERENCIATED
ASSESSMENT SKILLS
Assessment skills are crucial in each
and every classroom. While it is
important to use classroom
assessment results to monitor
progress for your students, it is equally
important to use the results to evaluate
your own instructional practices so that
you can continue to improve. In the
context of INACT, we are now going to
explore Differentiated Assessment
Skills.

WHY ARE ASSESSMENT AND
EVALUATION SKILLS IMPORTANT?
Differentiated assessment is the way by which teachers modify
and match assessment with the varied characteristics/profiles of
students in order to meet the students’ individual needs, thereby
enhancing their learning and boosting their ability to show what
they have learned.
Students differ in their previous learning experiences, readiness,
learning styles, preferences, academic standing, abilities,
strengths and weaknesses, culture, race, and backgrounds.
Teachers use differentiated assessment to match and respond to
the varying learning needs of diverse students in a classroom.

Formative Assessment
• not for marks, but rather to help give the
teacher a better idea on how to help the
students move froward
• teacher performs assessment before the
learning takes place
• ensures that the teacher plans the lesson to
best meet the needs of the students
• usually for setting goals
• Ex. peer assessment, exit slips
Source

• On a chart, have the
students write the facts
they know on the given
topic, information they
want to learn, and
questions they want to
explore
• The paper is the passed
around the room to
each student
• Brief, timed writing
activity
• Students have 2 or 3
minutes to reflect on and
summarize what they
have learned
• Give students a sticky
note during a lesson,
advise them that they will
have time to reflect on
what they have just
learned
Formative Assessment Strategies
to try in your Differentiated Classroom
Ponder and Pass QuickWrite
Signal and Action
Response
• After a lesson, have the
students perform an
action which indicates
their level of
understanding
• For example:
Waving hands= I know it
Shrug of shoulders= I
have a hunch
Thumbs down=I have no
idea
Source

Summative Assessment
• takes place after the student learning occurs
• used to see whether students have achieved
initial goals
• typically used for marks
• it provides an end and final result
• evaluate student learning at the end of a
lesson or unit
• Ex. midterm exam, final exam, final project,
a paper
Source

• On a test, a teacher may allow
students to chose how they want to
show their understanding of a certain
concept
• For example, when asked about the
water cycle, students may have the
option to draw the process, label
appropriate transitions and phases, or
writing a descriptions
• Gradually expand the kinds of
assessment choices offered to
students - Oral vs. Written, Practical
etc.
• Give students the options to complete
assignments in different ways
• Ex. comic strip, story, presentation,
video, poster, website
• Can have a different rubric for each
form, but still the same final goal
• Individual & Group Assignments
Summative Assessment Strategies
to try in your Differentiated Classroom
Different Ways of Testing
Options for Projects that are
Evaluated Summatively
Source

UNIT 6 TEACHING STUDENTS
TO APPLY THE CONCEPT
One of the best ways we can ensure student
apply concepts and their learning is by
encouraging and facilitating active learning.
Active learning is an important component of
inclusive teaching because it promotes
multiple modes of engagement to reach all
students.
Source

What does active learning look
like?
• Students are involved in more than listening.
• Instruction emphasizes the development of
students’ skill rather than just transmitting
information.
• Students develop higher-order thinking skills
(analysis, synthesis, evaluation).
• Students are engaged in activities (e.g.,
reading, discussing, writing).
• Students explore their own attitudes and
values.
Source

Let’s explore…
This Learning Pyramid illustrates
the percentage of learner recall
that is associated with various
approaches.
The first four levels lecture,
reading, audiovisual and
demonstration are the passive
learning methods.
In contrast, the bottom three levels
discussion group, practice by
doing and teach others are
participatory/active learning
methods.
Source

“We focus a lot of reflection as a way to engage learners in their own
learning practice - considering what a given project/task meant to
them, what insights they gained from it, etc. while encouraging them
to think about ‘next steps’ - how they might apply their learning going
forwards. For me, it is important to acknowledge that in a class of
say, 30 students, you will have 30 different ‘student journeys’ and it is
important to actively work with students to help them figure out - and
embrace - their own unique journey.”
Eileen Diskin,
UCD Innovation Academy

Tips and insights on introducing active learning in
your classroom
• Using active learning techniques in your teaching requires only a
willingness to try something new in the classroom, gather feedback, and
plan an activity that furthers your course learning goals.
• With any use of active learning, it is important that the activity be more
than “busy work” or a “break from lecture.”
• Rather, the approach should be intentionally selected to allow students to
practice a key idea or skill with peer or instructor feedback.
• Instructional approaches that promote student interaction are most likely to
enhance student learning in a diverse classroom and active learning can
be a powerful way to promote that exchange.
Source

“I recently introduced 'Greenhouse Project Time’. A Greenhouse project
time gives students the opportunity to explore and grow a project - in an
active, hands-on way - within an area of personal interest…as long as it in
some way relates to the overall subject area of the course (sustainability).
Essentially a ‘passion project’ or a ‘pet project’. This is timetabled for 4
hours each week - from learning about wildlife & making watercolour
paintings, planting a rooftop garden, up cycling, creation of a community
greenspace etc., curation of sustainability-themed Instagram pages, each
project came from the individual students own area of interest..”
Eileen Diskin,
UCD Innovation Academy

ACTIVITY: 8 Active Learning Strategies and
Techniques for you to introduce to your
classroom
1. Reciprocal questioning: Create an open dialogue in which students
take on the role of the teacher and generate their own questions about a
topic, reading section, or lesson.
2. Three step interviews: Encourage students to develop active listening
skills by quizzing one another, sharing their thoughts, and taking notes.
3. The pause procedure: Intersperse strategic pauses into your class
lectures to enhance students' understanding of teaching materials.
4. The muddiest point: Ask students to write notes on the most unclear or
most confusing element of a given homework assignment, lecture, or
class discussion.
Source

8 Active Learning Strategies and
Techniques
5. Peer teaching activities: Deploy a range of strategies that have
students instruct skills or explain concepts to classmates.
6. Game-based learning platforms: Use specialized games to add depth
and differentiation to the educational process, helping students to
achieve their learning objectives. Be sure that the technology you choose
is accessible and suits your learner digital skills levels
7. Rotating chair group discussions: Encourage students to actively
listen to selected speakers who follow a pattern of guiding class
discussion and summarizing previous point
Source

Synopsis
• In this module, you have learned about some of what we deem
to be the top teacher skills for differentiated instruction.
• You have gained insights from other educators on the
importance of some of these skills and via the activities you
have had the opportunity to delve deeper and/or reflect on your
own skills levels.
• As well as exploring skills, we have given you some strategies
and insights on how to put these skills to use and work in your
differentiated, inclusive classroom.

The European Commission's support for the production of this publication does
not constitute an endorsement of the contents, which reflect the views only of
the authors, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.inclusiveeducators.eu
This in the final module in our course. For more learning opportunities,
we invite you to explore and engage with us on

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