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Differentiated Instructional Management
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Differentiated Instructional Management

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  • 1. Differentiated Instructional Management Work Smarter, Not Harder Managing Differentiated Models
  • 2. Ten Differentiated Models
    • The models being presented are frameworks for managing instruction in a differentiated classroom.
    • Each model organizes strategies and activities.
  • 3. Differentiated Models
    • The models are:
      • Adjustable Assignment Model
      • Problem-Based Model
      • Project-Based Model
      • Multiple Intelligence Planning Model
      • Triarchic Teaming Model
      • Activity Analysis Model
      • Student-Directed Learning Model
      • Teacher-Directed Learning Model
      • Nested Activity Model
      • Treaded Model
  • 4. Adjustable Assignment Model
    • Planning tool that uses a grid with special features to plan assignments according to the diverse needs of students.
    • A formal or informal preassessment identifies each student’s background knowledge and experiences in relation to the standard, information, concept or skill.
    • It is the most effective way to identify learners’ needs.
  • 5. Three steps to complete the Adjustable Assignment Model
    • 1. Record on the grid the student’s knowledge level: beginning, approaching mastery, or high mastery of concepts or skills.
    • 2. List what learners on each level need to know.
    • 3. Teacher identifies the most effective instructional strategies for each level and lists for each group, so all students learn.
  • 6. Problem-Based Model
    • Provides students with an opportunity to select and solve an identified problem from classroom through international concerns.
    • The responsibilities, roles and assignments are identified and assigned to individuals and/or small groups.
    • Tasks are designed to teach standards, skills, and concepts where students can learn to become critical and creative thinkers.
  • 7. The Value of the Problem-Based Model
    • Problems are solved by working teams in the business world and in daily situations.
    • Students learn how to address and solve minor and major problems throughout their lives in any situation.
  • 8. Project-Based Model
    • A project is an assignment that takes a student into an in-depth study to learn more on a topic of interest.
    • A project may be assigned to a total class, small groups, partners, or individual student.
    • It is geared to the age and interest of the student so it requires little adult supervision.
  • 9. Instructional Benefits of the Project-Based Model
    • Students learn more about an area of interest from the content standards.
    • More students actively engaged in learning and can learn the process as well as the content information.
    • The project-based model honors the different ways student learn through their favorite modalities, genres, styles, or intelligences.
    • Learners have choices in the ways they present the products or project information.
  • 10. Multiple Intelligence Planning Model
    • The Multiple Intelligence Planning Model is based on the work of Howard Gardner at Harvard University.
    • The intelligences are verbal/linguistic, musical/rhythmic, logical/mathematical, bodily/kinesthetic, visual/spatial, naturalist, intrapersonal, and interpersonal.
    • According to Gardner, intelligence is the ability to solve a problem, to create a problem to solve, and to contribute to one’s culture.
  • 11. Using the Multiple Intelligence Model
    • Each individual has 3 or 4 intelligences that are strong areas. More needs are met when individual ways of learning are addressed.
    • Consciously label the targeted and supporting intelligences when planning activities and strategies.
    • Label the the strategies and activities, not the students. Make the learning challenging and interesting with multiple intelligence planning.
  • 12. Multiple Intelligence Model
    • Avoid planning around the teachers dominant intelligences and preferences. Plan to meet the student’s needs or strengths.
    • Give opportunities for the interpersonal learner who needs to work with others and the intrapersonal learner who needs time to process and work alone with information.
  • 13. Triarchic Teaming Model
    • Based on Robert Sternberg’s Triarchic Theory of Intelligence.
    • Sternberg states that the successful intelligences are analytical, creative, and practical.
    • A problem solving team should be composed of members who are strong in the different intelligences.
  • 14. Activity Analysis Model
    • The activity analysis model is a guide to selecting and planning an activity for an individual or a group of students.
    • This model helps the teacher make more accurate and appropriate decisions when designing an activity for a group of learners.
  • 15. Questions to Guide the Activity
    • What are you going to teach?
    • Who needs it?
    • When are you going to teach it?
    • Where will the student(s) work productively?
    • How will the activity engage the student?
  • 16. Student-Directed Learning Model
    • The student-directed learning model empowers the learner because the responsibilities for learning are turned over to students.
    • The goal of the model is to teach each student to be productive while working and learning with a partner, in a group or independently.
  • 17. Benefits and Management of Student-Directed Learning Model
    • The model develops learners who become self-initiators, and reflective thinkers.
    • Students learn to take responsibility for their own learning and to occupy their time wisely.
    • Management requires proper assessment, tasks requiring little assistance, and time for reflection.
  • 18. Teacher-Directed Learning Model
    • This model is a structured approach to teaching a specific skill or procedure for mastery.
    • The teacher becomes the information disseminator.
    • There are five steps in this approach: orientation, presentation, and structured, guided, and independent practice.
  • 19. Nested Activity Model
    • This is a model designed to integrate curriculum.
    • The nested activity analyzes the value of a chosen activity.
    • Lessons are usually multifaceted, teaching more than one standard, skill, or intelligence at one time.
    • This model enables the student to recognize the activity, the standards, the social skills and the thinking skills.
  • 20. Threaded Model
    • The Treaded Model is a planning tool for integrating the curriculum.
    • A specific standard, skill, or concept is identified as the target for instruction.
    • This model gives students opportunities to view information through different lenses in various subjects and situations and to use it in various ways.
  • 21. Managing the Treaded Model
    • Target an area that needs more work by analyzing test data, grade-level performance, previous trouble spots, or teacher concerns.
    • Address the same standard, skill or concept in different lessons, activities, and subject areas.
    • This model can be used with a team and across grade levels.
  • 22. Differentiated Models That Can Create Success
    • There are a variety of differentiation models that a teacher may select to use in a classroom.
    • It calls for a careful analysis of your teaching goal and desired student growth.
    • Responsive educators must go to great lengths to find the right model to meet the needs of their students.