An Introduction to Differentiated Instruction

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Differentiated instruction is not a single strategy or formula. It is a way of thinking about the diversity of learners in our classrooms and acting on this knowledge throughout the process of …

Differentiated instruction is not a single strategy or formula. It is a way of thinking about the diversity of learners in our classrooms and acting on this knowledge throughout the process of planning, implementing, and evaluating so that we can promote the deepest possible understanding for all students. This is the introductory presentation to a one-day workshop on Getting Started with Differentiated Instruction.

Read more at:
http://creativeeducator.tech4learning.com/2013/articles/Get-Started-with-Differentiated-Instruction

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Transcript

  • 1. Differentiated Instruction Melinda Kolk
  • 2. What is differentiated instruction?
  • 3. When you look at your learners and you see this...
  • 4. ... & act on what you see before, during, & after you teach.
  • 5. Differentiated instruction is a way of thinking, not a program.
  • 6. you pay attention to AND actively plan and modify processes for the different learners in your classroom. Teaching vs. Learning Differentiated instruction is when... Students vs. Learners
  • 7. What could be important to know about my students? • as human beings • as learners
  • 8. Teaching with the child in mind. "Yes, we have to teach content, we have to always bear in mind that we teach that content to human beings, and not all students will understand it in the same way, at the same length of time, make the same connections, need the same support system." - Carol Ann Tomlinson
  • 9. So how do we get there?
  • 10. Step 1 - See diverse learners
  • 11. Step 2 - Know your learners • as human beings • as learners
  • 12. Step 2 - Know them as human beings A. Culture, Family, Religion, Income • Siblings • Language • Experiences
  • 13. Step 2 - Know them as human beings A. Interests and Passions • Hobbies/Sports • Experiences • Clothing
  • 14. Step 2 - Know them as human beings A. Personality • Introvert or Extrovert? • Creative or Analytical? • Alone or Together? • Impulsive or reflective • Conformity or Non?
  • 15. Step 3 - Know them as learners A. Learning Environment! • Noisy or quiet? • Rigid or flexible schedule? • Warm or cool room? • Moving or still? • Distracting or bare?
  • 16. Step 3 - Know them as learners B. Learning Style • Auditory • Visual • Kinesthetic
  • 17. Step 3 - Know them as learners B. Thinking Style • Concrete Sequential • Concrete Random • Abstract Sequential • Abstract Random • Structure • Open-ended • Alone • Together
  • 18. Step 3 - Know them as learners • Ask • Assessment • Learner Profile • inventories • all about me • previous & ongoing • exit slips
  • 19. Hallmarks of Differentation • Ongoing, formative assessment • Recognition of diverse learners • Group Work/flexible grouping • Big ideas and concepts, not texts • Choice • Scaffolded instruction
  • 20. Step 3 - Act to differentiate! Content Process Product • know big ideas - clear goals • levels of knowing • varied strategies • multiple processes • varied performances Learning environment
  • 21. Differentiate by... • Readiness • Learning style • Interest • educational experience • appropriate to ind. development • environment • intelligence/learning style • thinking style
  • 22. Typically • Assess • Layered Lessons • Grouping • before any content is "COVERED" • during - what is "UNCOVERED?" • varied strategies & time! • different approaches • Starts with total group! • TAPS
  • 23. Differentiating Content Clear Goals • Interest Development Centers • Varied Texts • Accelerated Coverage of Material • Varied Supplementary Materials • Varied Graphic Organizers • Independent Study • Tiered Assignments • Compacting
  • 24. Final thoughts Student learning is improved when: • They think their teacher cares about them. • They are presented with problems at an appropriate level.