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Differentiating instruction
 

Differentiating instruction

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This presentation is designed to provide an introduction to the concept of differentiated instruction.

This presentation is designed to provide an introduction to the concept of differentiated instruction.

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    Differentiating instruction Differentiating instruction Presentation Transcript

    • Differentiating Instruction Stephanie Dixon, Instructional Specialist 1
    • Stephanie Dixon, Instructional Specialist 2
    • Topics • What is differentiated instruction? • Why differentiate instruction? • How do we differentiate instruction? • Strategies for differentiating instruction Stephanie Dixon, Instructional Specialist 3
    • Defining Differentiated Instruction Customizing instruction to meet the needs of all learners. Differentiated instruction involves ongoing assessment and flexible grouping. Teachers respond to the variance among students in the classroom. Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets. Accessible at http://www.readingrockets.org/article/263 Stephanie Dixon, Instructional Specialist 4
    • Teachers can differentiate the following based on student readiness, interest, or learning profile: • Content- what students need to learn or how the student will get access to the information • Process- activities in which the student engages in order to master the content • Products- projects that ask the student to apply and show what he or she has learned • Learning Environments- the operation of the classroom Stephanie Dixon, Instructional Specialist 5
    • Examples of differentiating content • Providing digital and print materials • Emphasizing vocabulary at the readiness level of students • Presenting the lesson through different modes: visually, auditory, and kinesthetically • Small groups to re-teach or to extend thinking Stephanie Dixon, Instructional Specialist 6 Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets. Accessible at http://www.readingrockets.org/article/263 What will your students learn? How will you teach?
    • Examples of differentiating process • Anchoring activities; tiered activities • Interest centers/stations • Learning contracts • Hands-on support; manipulatives • Extended time Stephanie Dixon, Instructional Specialist 7 Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets. Accessible at http://www.readingrockets.org/article/263 How will your students learn the concepts and skills presented?
    • Examples of differentiating products • Using rubrics that extend students’ skill levels • Providing options to work alone or in small groups • Choice of product assignments • Options of expressing mastery of GLE’s • Challenge, variety, and choice Stephanie Dixon, Instructional Specialist 8 Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets. Accessible at http://www.readingrockets.org/article/263 How will students show what they have learned?
    • Examples of differentiating the learning environment • Quiet areas of the room • Process in place for collaborative activities • Available materials and resources • Routines for assistance • Opportunities for kinesthetic activities Stephanie Dixon, Instructional Specialist 9 Tomlinson, C. (2000). What is Differentiated Instruction? Reading Rockets. Accessible at http://www.readingrockets.org/article/263 Is your classroom conducive to customizing instruction?
    • What it is What it is not Differentiated Instruction Stephanie Dixon, Instructional Specialist 10
    • A brief history… http://www.sde.com/di/history.asp Stephanie Dixon, Instructional Specialist 11
    • Image and additional information found at http://www.diffcentral.com/whatisdi.html Stephanie Dixon, Instructional Specialist 12
    • Click on the link to view short videos on differentiated instruction http://differentiationcentral.com/videos.html Q:How has your thinking changed since viewing the videos? Digging Deeper Stephanie Dixon, Instructional Specialist 13
    • Click on the link to watch another video http://www.sde.com/video/Hollas_In tro2DI.asp Want to learn more? Stephanie Dixon, Instructional Specialist 14
    • Learning Styles http://www.sde.com/images07/di/7wonders.pdf Which would you choose? Stephanie Dixon, Instructional Specialist 15
    • Remember this? What were your top two categories? Take a moment and share your results at Stephanie Dixon, Instructional Specialist 16
    • Image found at- http://www.sde.com/di/what.asp Proactive planning is the key Stephanie Dixon, Instructional Specialist 17
    • Do students feel this way? Stephanie Dixon, Instructional Specialist 18
    • Why differentiate instruction? Think-Pair-Share 2 minutes Stephanie Dixon, Instructional Specialist 19
    • Stephanie Dixon, Instructional Specialist 20
    • Strategies to differentiate instruction Adjusted questions Task cards Learning centers Digital portfolios Agenda Concept Mapping Pre-assessment Foldables Learning contracts Flexible grouping Anticipation guides Task-oriented interviews WebQuests Graphic organizers Tiered assignments Student-teacher conferences Choice cards Independent study Socratic dialogue Peer-tutoring Stephanie Dixon, Instructional Specialist 21
    • Stephanie Dixon, Instructional Specialist 22 Before you teach, consider What you want your students to: K= KNOW (FACTS, DEFINITIONS, VOCABULARY) U= UNDERSTAND (ESSENTIAL TRUTHS, BIG IDEAS) D= DO (BASIC SKILLS, THINKING SKILLS) KUD Tomlinson, Carol Ann. “Educators at Work: Differentiating Curriculum and Instruction.” ASCD Conference. Orlando, FL. 30 March 05-1 April 05.
    • Stephanie Dixon, Instructional Specialist 23 KUD Samples from High School Teachers Patrick Johner, Todd County High School Land and Water of North Africa and Southwest and Central Asia, 9th grade unit K: Students will know the land and water features of the region. U: Students will understand how the region’s major rivers are important to the region and why much of the world is economically dependent upon the region. D: Students will build a layered-look book on the land and water of the region.
    • What obstacles do you anticipate with a differentiated classroom? Stephanie Dixon, Instructional Specialist 24
    • Follow Differentiated Instruction on Twitter http://t.co/X3Sd4eFA Differentiated instruction lesson plans rubric http://t.co/GiQ0yAVu Differentiated instruction maximizes the students individual potential #edu #education #cdnedu Stephanie Dixon, Instructional Specialist 25