Differentiated Instruction (Jenn)
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  • with lots of information thank you
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  • Actually, as I look at this closer, I still think you should do this as a handout, but I think it should be in table form. That way you could visually show that you're comparing each item by having the cells next to each other. With the lists bulleted as you have it here you don't really see that each item in the first column corresponds with an item in the second column.
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  • Again... I'd choose bullets or numbering, but not both...
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  • Here I think you either want to do bullets or numbering, but not both...
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  • 1. Differentiated Instruction Jennifer Luff August 11, 2008
  • 2. Goals
    • At the end of the presentation we will have:
    • Developed a stronger understanding of the principles of differentiated instruction.
    • Gained knowledge of effective strategies that support varied student learning.
  • 3. What is Differentiated Instruction?
    • *Reflection Activity*
    • Turn to your neighbor and discuss what differentiated instruction means to you.
    • You have 30 seconds!
  • 4.  
  • 5. One size does NOT fit all!
  • 6. Recognize that they are all different…
    • “ Children come to us in a variety of shapes, sizes, intellectual abilities, creative abilities, inter/intra personal skills, and a myriad more characteristics that makes each child we deal with unique and special.”
    • Carol Ann Tomlinson
  • 7. Differentiated Instruction is…
    • A model of teaching that requires teachers to have flexible approaches in their instruction. This means adjusting the curriculum and instruction to fit the needs of the learners, instead of the students being expected to modify themselves for the curriculum.
    • Adapted from: Hall, Tracey NCAC
  • 8. Why Differentiate??
    • 1. To access learning
    • 2. Motivation to learn
    • 3. Efficiency of learning
  • 9.
    • To recognize students varying background of knowledge, their readiness level, preferences in learning, interests, and to model instruction based on their differences.
    • The goal is to maximize every student’s growth and individual success by instructing to a level that they can learn and reach their own personal goals.
    • Adapted from Hall, Tracey; NCAC
  • 10. READINESS
    • Differentiated Instruction follows the principle of readiness to learn.
    • Taken from the work of Lev Vygotsky, and the zone of proximal development (ZPD) OR the range at which learning takes place
    • Multiple Intelligences (Gardner)
    • Model began in general education classes for students who were to be considered “gifted”
  • 11. Comparing Classrooms
    • Traditional
    • Student differences are masked or acted upon when problematic
    • Assessment is at the end of learning to see “who got it”
    • A single definition of excellence exists
    • Whole-class instruction
    • Time inflexible
    • The teacher solves problems
    • Teacher provides whole-class standards for grading
    • See Figure 2.2
    • Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16
    • Differentiated
    • Student differences are studied as a basis for planning
    • Ongoing and diagnostic assessments
    • Excellence is defined by individual growth from the starting point
    • Many various instructional strategies are used
    • Flexible time according to student needs
    • Students help one another to solve problems
    • Whole-class and individual goals
  • 12. Differentiated Instruction is a teacher’s response to learner’s needs
    • Guided by general principles of differentiation, such as:
    • Ongoing assessment and adjustment
    • Clear learning goals
    • Flexible grouping
    • Appropriate degree of challenge
    • Respectful tasks
    • Carol A. Tomlinson
  • 13. See Figure 2.1-Source: Tomlinson, C. The Differentiated Classroom (1999); pg. 15 Learning Profile Interest Readiness Environment Product Process Content Teachers can Differentiate
  • 14. Content
    • Several elements and materials are used to support instructional content.
    • Align tasks and objectives to learning goals.
    • Instruction is concept-focused and principle-driven.
  • 15. Process
    • Flexible grouping is consistently used.
    • Classroom management benefits students and teachers.
  • 16. Products
    • Initial and on-going assessment of student readiness and growth are essential.
    • Students are active and responsible explorers.
    • Vary expectations and requirements for student responses.
    • Source: Hall, Tracey; NCAC
  • 17. STATIONS
    • Used with students of various ages and levels
    • Used in all subject areas.
    • Frequent or occasional
    • Formal or informal
    • Set up in many different ways to add to instruction
    Blue Yellow Red
  • 18. TIERED ACTIVITY
    • 1. Select the activity organizer
    • 2. Think about your students
    • 3. Create an activity that is…
    • Chart the complexity of the activity
    • See Figure 8.4 of handout
    • Tomlinson, C The Differentiated Classroom (1999); pg. 85
    • 5. Clone the activity along the ladder
    • 6.Match a version of the task to a student based on student profile and task requirements.
    • Source: Tomlinson, C (1999)
  • 19. Learning Contracts
    • Assumes it is the teacher’s responsibility to specify important learning and make sure students acquire them.
    • Assumes students can take on some of the responsibility for learning themselves.
    • Delineates skills that need to be practiced and mastered.
    • Ensures students will apply or use those skills in context.
    • Specifies working conditions.
    • Sets positive consequences when students adhere to working conditions.
    • See example in power point handout.
    • Luff, J. (2006)
    • Establishes criteria for successful completion and quality of work.
    • Includes signatures of agreement to terms of the contract by both teacher and student.
    • Tomlinson, C. The Differentiated Classroom (1999)
  • 20. Thank you for sharing your time today! Jennifer Luff [email_address]