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Teaching in a differentiated classroom
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Teaching in a differentiated classroom


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  • 1. Teaching in a Differentiated Classroom By Haibin Li
  • 2. Teaching in a Differentiated Classroom • Characteristics of a Differentiated Classroom • Requirements for Teacher in a Differentiated Classroom • Strategies for Differentiation
  • 3. Characteristics of Differentiated Classroom • Instruction Differentiation • Assessment Differentiation • Flexible Work Patterns • Students’ Engagement
  • 4. Characteristic 1: Instruction Differentiation • All students are encouraged to explore and learn the skills and factual information related to key concepts and principles at various levels and with different approaches. • Different instructions are given to the struggling learners and advanced learners, enabling them to master and apply the knowledge and skills being taught at their own paces.
  • 5. Characteristic 2: Assessment Differentiation • Instead of giving one-time overall assessments for the whole class, the teacher gives continuous assessments at individual or group level to check students’ readiness for moving forward. • Based on the assessment result, teacher may provide additional instructions or guidance to facilitate students’ further exploration of ideas when needed.
  • 6. Characteristic 3: Flexible Work Patterns • Students may work individually, in pairs, or in a group. • The grouping can be based on learning style, learning ability, interest, or some other factors. • The goal is to provide a learning environment and work pattern that best meet students’ needs
  • 7. Characteristic 4: Students’ Engagement • In a differentiated classroom, varied activities, contents, and instructions allow the teaching and learning pertain more to the students learning interests, ability, and style, thus promotes students engagement. • Students are more active in their own learning process, more eager to explore ideas and concepts, and be responsible for their own work.
  • 8. Requirements for Teacher • Get to Know Your Student • Adjust teaching contents and design engaging activities • Planning
  • 9. Requirement 1: Get to Know Your Student • Methods – Observation – Formative Assessment – Parent-Teacher Communication • Learning Profile – Learning Style – Learning Interest – Knowledge Level – Social Background – Cultural Background
  • 10. Requirement 2: Adjust Contents and Design Activities • Come up with different ways for teaching and learning so that all students can work toward the same goal while each student may have his/her own path and pace to the goal. • Different learning options and tasks at different challenge levels should be arranged to help students make sense of the concepts and skills being taught.
  • 11. Requirement 3: Planning • The teaching materials, methods, classroom activities, group and individual assignments should be carefully planned out before class time. • In this sense the teacher in a differentiated classroom moves away from the role of knowledge keeper and dispenser to the role of learning option planner and organizer.
  • 12. Strategies for Differentiated Instruction • Content • Process • Product • Learning Environment
  • 13. Strategy 1: Differentiation by Content • The content is what’s being taught in the classroom based on state and federal curriculum standards. • Based on the knowledge level of students, the content may be differentiated quantitatively or qualitatively. • Teachers provide different texts, novels, or any other forms of materials to help students achieve the learning goals, without changing the instructional objectives or lowering the performance standards.
  • 14. Strategy 2: Differentiation by Process • The process is how the teaching and learning activities are organized in the classroom. • Design activities of various complexity level and targeting different learning styles so that students can learn in a way that is easiest for them. • Offer instructions in multiple modalities to ensure students’ engagement and deepen their understanding of the content. • Allow multiple working patterns, including individual assignments and group collaborations.
  • 15. Strategy 3: Differentiation by Product • Product is what the students produce as a result of the learning process to demonstrate their understanding of a concept or mastery of a skill. • Offer students different avenues to show evidence of what they have learned. • Encourage students to choose different projects according to their learning preferences and strengths.
  • 16. Strategy 4: Learning Environment Differentiation • Learning environment differentiation refers to creating and maintaining an optimal classroom setting and learning atmosphere to facilitate teaching and learning interactions. • A safe and collaborative learning environment promotes students’ engagement in classroom activities and makes the teaching-learning process more effective. • A teacher should consider environmental elements and students’ sensitivities when maintain classroom settings.
  • 17. Teaching in a Differentiated Classroom
  • 18. Teaching in a Differentiated Classroom Questions?