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Differentiated
Instruction
Melinda Kolk
What is differentiated instruction?
When you look at
your learners and
you see this...
... & act on what you see
before, during, & after
you teach.
Differentiated instruction
is a way of thinking,
not a program.
you pay attention to AND actively
plan and modify processes for the
different learners in your
classroom.
Teaching vs. Learning
Differentiated instruction is when...
Students vs. Learners
What could be
important to know
about my students?
• as human beings
• as learners
Teaching with the child in mind.
"Yes, we have to teach content, we
have to always bear in mind that we
teach that content to human beings,
and not all students will understand it
in the same way, at the same
length of time, make the
same connections, need the
same support system."
- Carol Ann Tomlinson
So how do we
get there?
Step 1 - See diverse learners
Step 2 - Know your learners
• as human beings
• as learners
Step 2 - Know them as human beings
A. Culture, Family, Religion, Income
• Siblings
• Language
• Experiences
Step 2 - Know them as human beings
A. Interests and Passions
• Hobbies/Sports
• Experiences
• Clothing
Step 2 - Know them as human beings
A. Personality
• Introvert or Extrovert?
• Creative or Analytical?
• Alone or Together?
• Impulsive or reflective
• Conformity or Non?
Step 3 - Know them as learners
A. Learning Environment!
• Noisy or quiet?
• Rigid or flexible schedule?
• Warm or cool room?
• Moving or still?
• Distracting or bare?
Step 3 - Know them as learners
B. Learning Style
• Auditory
• Visual
• Kinesthetic
Step 3 - Know them as learners
B. Thinking Style
• Concrete Sequential
• Concrete Random
• Abstract Sequential
• Abstract Random
• Structure
• Open-ended
• Alone
• Together
Step 3 - Know them as learners
• Ask
• Assessment
• Learner Profile
• inventories
• all about me
• previous & ongoing
• exit slips
Hallmarks of Differentation
• Ongoing, formative assessment
• Recognition of diverse learners
• Group Work/flexible grouping
• Big ideas and concepts, not texts
• Choice
• Scaffolded instruction
Step 3 - Act to differentiate!
Content
Process
Product
• know big ideas - clear goals
• levels of knowing
• varied strategies
• multiple processes
• varied performances
Learning environment
Differentiate by...
• Readiness
• Learning style
• Interest
• educational experience
• appropriate to ind. development
• environment
• intelligence/learning style
• thinking style
Typically
• Assess
• Layered Lessons
• Grouping
• before any content is "COVERED"
• during - what is "UNCOVERED?"
• varied strategies & time!
• different approaches
• Starts with total group!
• TAPS
Differentiating Content
Clear Goals
• Interest Development Centers
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Varied Graphic Organizers
• Independent Study
• Tiered Assignments
• Compacting
Final thoughts
Student learning is improved when:
• They think their teacher cares about them.
• They are presented with problems at an
appropriate level.

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An Introduction to Differentiated Instruction

  • 2. What is differentiated instruction?
  • 3. When you look at your learners and you see this...
  • 4.
  • 5. ... & act on what you see before, during, & after you teach.
  • 6. Differentiated instruction is a way of thinking, not a program.
  • 7. you pay attention to AND actively plan and modify processes for the different learners in your classroom. Teaching vs. Learning Differentiated instruction is when... Students vs. Learners
  • 8. What could be important to know about my students? • as human beings • as learners
  • 9. Teaching with the child in mind. "Yes, we have to teach content, we have to always bear in mind that we teach that content to human beings, and not all students will understand it in the same way, at the same length of time, make the same connections, need the same support system." - Carol Ann Tomlinson
  • 10. So how do we get there?
  • 11. Step 1 - See diverse learners
  • 12. Step 2 - Know your learners • as human beings • as learners
  • 13. Step 2 - Know them as human beings A. Culture, Family, Religion, Income • Siblings • Language • Experiences
  • 14. Step 2 - Know them as human beings A. Interests and Passions • Hobbies/Sports • Experiences • Clothing
  • 15. Step 2 - Know them as human beings A. Personality • Introvert or Extrovert? • Creative or Analytical? • Alone or Together? • Impulsive or reflective • Conformity or Non?
  • 16. Step 3 - Know them as learners A. Learning Environment! • Noisy or quiet? • Rigid or flexible schedule? • Warm or cool room? • Moving or still? • Distracting or bare?
  • 17. Step 3 - Know them as learners B. Learning Style • Auditory • Visual • Kinesthetic
  • 18. Step 3 - Know them as learners B. Thinking Style • Concrete Sequential • Concrete Random • Abstract Sequential • Abstract Random • Structure • Open-ended • Alone • Together
  • 19. Step 3 - Know them as learners • Ask • Assessment • Learner Profile • inventories • all about me • previous & ongoing • exit slips
  • 20. Hallmarks of Differentation • Ongoing, formative assessment • Recognition of diverse learners • Group Work/flexible grouping • Big ideas and concepts, not texts • Choice • Scaffolded instruction
  • 21. Step 3 - Act to differentiate! Content Process Product • know big ideas - clear goals • levels of knowing • varied strategies • multiple processes • varied performances Learning environment
  • 22. Differentiate by... • Readiness • Learning style • Interest • educational experience • appropriate to ind. development • environment • intelligence/learning style • thinking style
  • 23. Typically • Assess • Layered Lessons • Grouping • before any content is "COVERED" • during - what is "UNCOVERED?" • varied strategies & time! • different approaches • Starts with total group! • TAPS
  • 24. Differentiating Content Clear Goals • Interest Development Centers • Varied Texts • Accelerated Coverage of Material • Varied Supplementary Materials • Varied Graphic Organizers • Independent Study • Tiered Assignments • Compacting
  • 25. Final thoughts Student learning is improved when: • They think their teacher cares about them. • They are presented with problems at an appropriate level.