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Differentiating Instruction in the Regular Classroom By Dr. Paul A. Rodriguez
What does differentiating instruction mean? <ul><li>Change the pace of the instruction. </li></ul><ul><li>Vary the level o...
Differentiated instruction is: <ul><li>Rigorous – Provide challenging instruction to motivate students to push themselves....
One Size Doesn’t Fit All <ul><li>Reteaching material to all students, does not address those who have demonstrated mastery...
Our Diverse Classrooms <ul><li>Thanks to Howard Gardner, the definition of intelligence or “being smart,” has broadened. <...
What Do We Differentiate? <ul><li>Content – “What” of teaching and usually determined by the school or district and reflec...
What is the Teacher’s Role? Facilitator  <ul><li>Facilitator </li></ul><ul><li>Providing(students an opportunity to choose...
What Is the Teacher’s Role? Collaborator <ul><li>Combine classes: One teaches, the other lesson plans. </li></ul><ul><li>S...
Questions and Answers About Differentiating Instruction <ul><li>Questions </li></ul><ul><li>How do I do it?  </li></ul><ul...
Questions and Answers About Differentiating Instruction Continued. <ul><li>Questions </li></ul><ul><li>How do I make diffe...
Who Are Your Students? Never To Late To Start <ul><li>Cum  </li></ul><ul><li>Gather data yourself. </li></ul><ul><li>Creat...
Multiple Intelligences p. 37 - 51 <ul><li>Verbal Linguistic – Say It </li></ul><ul><li>Logical Mathematical – Count It </l...
Projects, Presentations, Performances p. 32 - 35 <ul><li>Clarify that students can mark projects they have not attempted b...
Teaching About Multiple Intelligences <ul><li>“ Aha!” moment for students. </li></ul><ul><li>Explain that intention is not...
Finding Out What Students Know <ul><li>Preassessment </li></ul><ul><li>KW: Know, Want to Know (Preassessment) </li></ul><u...
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Differentiating Instruction in the Regular Classroom xxx

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Transcript of "Differentiating Instruction in the Regular Classroom xxx"

  1. 1. Differentiating Instruction in the Regular Classroom By Dr. Paul A. Rodriguez
  2. 2. What does differentiating instruction mean? <ul><li>Change the pace of the instruction. </li></ul><ul><li>Vary the level of the instruction. </li></ul><ul><li>Modify the kind of instruction. </li></ul>
  3. 3. Differentiated instruction is: <ul><li>Rigorous – Provide challenging instruction to motivate students to push themselves. </li></ul><ul><li>Relevant – Focus on essential learning, not on “side trips” or “fluff.” </li></ul><ul><li>Flexible and varied – Where appropriate, allow students choices about how they will learn and how they will show what they have learned. </li></ul><ul><li>Complex – Challenge students’ thinking and actively engage them in content that conveys depth and breadth. </li></ul>
  4. 4. One Size Doesn’t Fit All <ul><li>Reteaching material to all students, does not address those who have demonstrated mastery. </li></ul><ul><li>Moving forward in a lesson, does not address those who need more time or instruction to master the current objective. </li></ul>
  5. 5. Our Diverse Classrooms <ul><li>Thanks to Howard Gardner, the definition of intelligence or “being smart,” has broadened. </li></ul><ul><li>Learning styles vary from: where, when, and how a student learns best. </li></ul><ul><li>Home environments and opportunities outside the classroom vary in students’ lives. </li></ul><ul><li>Some students arrive with well developed skills, while others arrive as true beginners. </li></ul><ul><li>Learning pace vary. </li></ul><ul><li>Gender and Cultural/Ethnic Influences (Important not to assume, that all members of a group learn the same way.) </li></ul><ul><li>Value/Confidence in Learning </li></ul>
  6. 6. What Do We Differentiate? <ul><li>Content – “What” of teaching and usually determined by the school or district and reflects state standards. </li></ul><ul><li>Process – “How” of teaching. You can use the same content, but can enable kids to learn or process the information differently. </li></ul>
  7. 7. What is the Teacher’s Role? Facilitator <ul><li>Facilitator </li></ul><ul><li>Providing(students an opportunity to choose) and prescribing(specifically designed activities to meet the needs of particular learners or groups of learners.) </li></ul><ul><li>Organize students: individually, pairs, teams, cooperative groups, in flexible instructional groups, or as a class. </li></ul><ul><li>Using time flexibly. </li></ul>
  8. 8. What Is the Teacher’s Role? Collaborator <ul><li>Combine classes: One teaches, the other lesson plans. </li></ul><ul><li>Share a lesson, receive a lesson. </li></ul><ul><li>Share resources. </li></ul><ul><li>Communicate with specialists: special ed., second language learners, and gifted/talented teachers. </li></ul>
  9. 9. Questions and Answers About Differentiating Instruction <ul><li>Questions </li></ul><ul><li>How do I do it? </li></ul><ul><li>Why change my teaching style? </li></ul><ul><li>How can I find the time? </li></ul><ul><li>How do I explain differentiated learning to parents? </li></ul><ul><li>Answers </li></ul><ul><li>Attend workshops, graduate classes, form study teams, learn strategies. </li></ul><ul><li>You simply cannot get all students to meet the standards unless you differentiate. </li></ul><ul><li>Modify what you have, starting with one unit, one lesson at a time. In addition, work collaboratively. </li></ul><ul><li>Open House, write a letter, prepare a brochure. </li></ul>
  10. 10. Questions and Answers About Differentiating Instruction Continued. <ul><li>Questions </li></ul><ul><li>How do I make differentiation invisible? </li></ul><ul><li>How do I manage my classroom? </li></ul><ul><li>How do I grade fairly? </li></ul><ul><li>How do I convince my administrators? </li></ul><ul><li>How do I deal with budget cuts? </li></ul><ul><li>Answers </li></ul><ul><li>Vary the composition and purposes of groups. </li></ul><ul><li>Like with everything students will respond after they become accustomed to a “routine”. </li></ul><ul><li>Describe for students what “high quality” means for each task. </li></ul><ul><li>Provide information and data about how differentiated instruction helps better implement standards-based education. </li></ul><ul><li>Differentiating instruction does not require supplies, only a specific way of thinking. </li></ul>
  11. 11. Who Are Your Students? Never To Late To Start <ul><li>Cum </li></ul><ul><li>Gather data yourself. </li></ul><ul><li>Create a profile sheet for each student. (p. 27-28) </li></ul><ul><li>Ask your students. (Interest Inventory, p. 29 – 31) </li></ul>
  12. 12. Multiple Intelligences p. 37 - 51 <ul><li>Verbal Linguistic – Say It </li></ul><ul><li>Logical Mathematical – Count It </li></ul><ul><li>Visual/Spatial – Picture It </li></ul><ul><li>Bodily/Kinesthetic – Move It </li></ul><ul><li>Musical – Hum It </li></ul><ul><li>Interpersonal – Lead It </li></ul><ul><li>Intrapersonal – Reflect On It </li></ul><ul><li>Naturalist – Investigate It </li></ul>
  13. 13. Projects, Presentations, Performances p. 32 - 35 <ul><li>Clarify that students can mark projects they have not attempted before. </li></ul><ul><li>Informs teacher what students like to work on. </li></ul><ul><li>Follows Gardener’s eight intelligences without specifying it. </li></ul>
  14. 14. Teaching About Multiple Intelligences <ul><li>“ Aha!” moment for students. </li></ul><ul><li>Explain that intention is not to label or show preference for any group of students. </li></ul><ul><li>Ask and inform parents about multiple intelligences. </li></ul><ul><li>Observe your students. </li></ul>
  15. 15. Finding Out What Students Know <ul><li>Preassessment </li></ul><ul><li>KW: Know, Want to Know (Preassessment) </li></ul><ul><li>Grade Book </li></ul><ul><li>Observation: Discussions, small-group activities, and individual work. </li></ul><ul><li>Parent Conferences: face to face, letter, e-mail, telephone call. </li></ul>
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