Increasing Student Achievement Through Differentiation[1]

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Increasing Student Achievement Through Differentiation[1]

  1. 1. Increasing Student Achievement through Differentiation Barbara A. Guillory, M.A. Ed, NBCT
  2. 2. I. What is Differentiation Instruction? <ul><li>Differentiated Instruction is best practices </li></ul><ul><li>Differentiated instruction is the teacher’s response to the learner’s academic needs </li></ul><ul><li>Differentiated instruction recognizes the varying backgrounds, knowledge and preferences of each student </li></ul><ul><li>Differentiated instruction allows for students’ differences </li></ul>
  3. 3. <ul><li>“ Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep. Teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to get at and express learning.” </li></ul><ul><li>- Carol Ann Tomlinson </li></ul>
  4. 4. II. Why Differentiate? <ul><li>The diverse population of learners, there is not a one size fit all </li></ul><ul><li>It allows for meeting the students were they are </li></ul><ul><li>The students are able to access all of the curriculum </li></ul>
  5. 5. III. How do teachers differentiate? <ul><li>Through: content, process, product </li></ul><ul><li>According to student’s: readiness, interest, learning profile </li></ul>
  6. 6. IV. The role of assessment in the differentiated classroom <ul><li>Ongoing </li></ul><ul><li>Not always recorded for a grade </li></ul><ul><li>Is the tool used to direct the plans for instruction </li></ul><ul><li>Leads to increased academic growth </li></ul><ul><li>Is student dependent </li></ul>
  7. 7. V. Types of Ongoing assessments: (teacher mechanisms) <ul><li>Anecdotal records </li></ul><ul><li>Observation checklist </li></ul><ul><li>Skills checklist </li></ul><ul><li>Class discussion </li></ul><ul><li>Small group interaction </li></ul><ul><li>Teacher-student conferences </li></ul><ul><li>Exit tickets </li></ul><ul><li>Performance task and rubrics </li></ul>
  8. 8. VI. Types of ongoing assessments: (student sources) <ul><li>Short answer test </li></ul><ul><li>Open response test </li></ul><ul><li>Home work </li></ul><ul><li>Notebook </li></ul><ul><li>Oral response </li></ul><ul><li>Portfolio entry </li></ul><ul><li>Problem solving </li></ul><ul><li>Question writing </li></ul>
  9. 9. VII. Strategies used for Differentiated Instruction <ul><li>Varying organizers </li></ul><ul><li>Literature Circles </li></ul><ul><li>Tiered Lessons </li></ul><ul><li>Tiered Centers </li></ul><ul><li>Tiered Products </li></ul><ul><li>Learning Contracts </li></ul><ul><li>Small Group Instruction </li></ul><ul><li>Independent Study </li></ul><ul><li>Tiered Assignments </li></ul><ul><li>Varied Questioning Strategies </li></ul><ul><li>Interest Centers </li></ul><ul><li>Interest Groups </li></ul><ul><li>Varied Homework </li></ul><ul><li>Reading Buddies </li></ul>Source the Differentiated Classroom, Tomlinson 1999
  10. 10. VIII. How do I begin to differentiate? <ul><li>Start slow </li></ul><ul><li>Organize your classroom space </li></ul><ul><li>Start student files </li></ul><ul><li>Start student portfolios </li></ul><ul><li>Have clear written directions for all activities </li></ul><ul><li>Post daily agendas for students </li></ul><ul><li>Become familiar with students abilities and interest </li></ul><ul><li>Have a system </li></ul><ul><li>Provide students with opportunity for questions </li></ul>
  11. 11. IX. The Differentiated Classroom <ul><li>Fewer discipline issue </li></ul><ul><li>Significant student growth </li></ul><ul><li>Interactions with students are more positive and productive </li></ul>
  12. 12. <ul><li>“ Instruction begins when you, the teacher, learn from the learner; put yourself in his place so that you may understand . . . . . . . . . . . . . what he learns and the way he understands it.” - Kierkegaard </li></ul>

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