Differentiated Instruction powerpoint


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Differentiated Instruction powerpoint

  1. 1. By: Melissa Hofmann Ashley Graney
  2. 2. <ul><li>Differentiated instruction is teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. </li></ul><ul><li>Differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching. </li></ul><ul><li>Teachers who are committed to this approach believe that who they teach shapes how they teach because who the students are shapes how they learn. </li></ul><ul><li>Flexibility is the hallmark of a differentiated classroom. </li></ul>
  3. 3. <ul><li>Gives students multiple options for taking in information and making sense of ideas. </li></ul><ul><li>It is a method of helping more students in diverse classroom settings experience success. </li></ul><ul><li>Requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. </li></ul>
  4. 5. <ul><ul><li>Determines the core concepts and key skills to be learned </li></ul></ul><ul><ul><li>Determines the most important aspects of a unit that should be included for each child </li></ul></ul><ul><ul><li>Concentrates on “big idea” </li></ul></ul><ul><ul><li>Mediated scaffolding </li></ul></ul><ul><ul><li>Guided practice </li></ul></ul>
  5. 6. <ul><li>Looks Like </li></ul><ul><ul><li>Students are engaged </li></ul></ul><ul><ul><li>Students are all over the place </li></ul></ul><ul><ul><li>Students are grouped in various ways </li></ul></ul><ul><ul><li>Organized chaos </li></ul></ul><ul><ul><li>Creativity and imagination </li></ul></ul><ul><ul><li>The room is frequently messy </li></ul></ul><ul><li>Sounds Like </li></ul><ul><ul><li>Noisy </li></ul></ul><ul><ul><li>Students are teaching one another </li></ul></ul><ul><ul><li>Sharing of ideas </li></ul></ul><ul><ul><li>Conversation is busy but on task </li></ul></ul><ul><ul><li>Compliments and praise (teacher to students and students to students) </li></ul></ul>
  6. 7. <ul><li>In a classroom where teachers use differentiated instruction, the responsibility for learning is shared by all. It becomes a community of learners, characterized by </li></ul><ul><ul><li>complex, challenging learning environments and authentic tasks; </li></ul></ul><ul><ul><li>social negotiation and shared responsibility as a part of learning; </li></ul></ul><ul><ul><li>multiple representations of content; </li></ul></ul><ul><ul><li>understanding that knowledge is constructed; and </li></ul></ul><ul><ul><li>student-centered instruction </li></ul></ul>
  7. 9. <ul><li>Four elements of the curriculum that can be differentiated: Content, Process, Product, and Learning Environment. </li></ul><ul><li>Content </li></ul><ul><ul><li>Several elements and materials are used to support instructional content. </li></ul></ul><ul><ul><li>Align tasks and objectives to learning goals. </li></ul></ul><ul><ul><li>Instruction is concept-focused and principle-driven. </li></ul></ul><ul><li>Process </li></ul><ul><ul><li>Flexible grouping is consistently used. </li></ul></ul><ul><ul><li>Classroom management benefits students and teachers. </li></ul></ul><ul><li>Product </li></ul><ul><ul><li>Initial and on-going assessment of student readiness and growth are essential. </li></ul></ul><ul><ul><li>Students are active and responsible explorers </li></ul></ul><ul><ul><li>Vary expectations and requirements for student responses. </li></ul></ul><ul><li>Learning environment </li></ul><ul><ul><li>Examples of differentiating learning environment at the elementary level include: </li></ul></ul><ul><ul><li>Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; </li></ul></ul><ul><ul><li>Providing materials that reflect a variety of cultures and home settings; </li></ul></ul><ul><ul><li>Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately. </li></ul></ul>
  8. 10. <ul><li>Enable teachers to open up learning opportunities for all students by offering varied learning experiences. </li></ul><ul><li>Allows teachers to put research-based best practices into a meaningful context for learning. </li></ul><ul><li>Helps teachers to understand and use assessment as a critical tool to drive instruction. </li></ul><ul><li>Adds new instructional strategies to teachers' &quot;toolboxes&quot; — introducing or reinforcing techniques to help teachers focus on essentials of curriculum. </li></ul><ul><li>Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing. </li></ul><ul><li>Meets curriculum requirements in a meaningful way for achieving students' success. </li></ul><ul><li>  </li></ul>
  9. 11. <ul><li>  1.  Differentiate based on learning style by providing more hands-on activities, allowing the use of calculators and other tools, encouraging students to draw or explain verbally rather than write. </li></ul><ul><li>2.     Consider the appropriate level of practice (guided, massed, or distributed) when assigning homework. </li></ul><ul><li>3.     Allow for extended time for practice or review of the most essential concepts by setting appropriate priorities. </li></ul><ul><li>4.     Group with better problem solvers for open-ended problems. </li></ul><ul><li>5.     Pre-assess before beginning new units of study to identify areas of strength and weakness. </li></ul><ul><li>6.     Use a variety of assessment strategies including teacher evaluation and performance tasks. </li></ul><ul><li>7.     Use authentic activities, connecting math to students’ lives and interests. </li></ul><ul><li>8.   When appropriate, allow for student choices in activities and problems. </li></ul>
  10. 12. <ul><li>Reading </li></ul><ul><ul><li>Princess Bag Story (tiered activities/bingo board) </li></ul></ul><ul><ul><li>Principal’s New Clothes (index cards) </li></ul></ul><ul><ul><li>Barnegat Bay Estuary Program (main idea) </li></ul></ul><ul><li>Writing </li></ul><ul><ul><li>Alphabox </li></ul></ul><ul><ul><li>Alice Paul (writing a summary – highlighting) </li></ul></ul><ul><ul><li>Train to Somewhere (predict/writing a summary) </li></ul></ul><ul><li>Mathematics </li></ul><ul><ul><li>Scavenger hunt </li></ul></ul><ul><ul><li>Concept Maps </li></ul></ul><ul><li>Social Studies </li></ul><ul><ul><li>United States (zap) </li></ul></ul><ul><ul><li>Martin Luther King, Jr. (gathering grid) – playing cards </li></ul></ul><ul><li>Science </li></ul><ul><ul><li>Estuary Program (gathering facts sheet) – letter grouping </li></ul></ul>