The Basic Steps TowardsDifferentiating
It means creating multiple paths so thatstudents of different abilities, interests, orlearning needs experience equallyapp...
Different levels       of readiness                      Different Interests
Different Ability Levels                           Different Cognitive Needs
The content              The process                            The product
   Resource materials at varying readability    levels   Audio and video recordings   Highlighted vocabulary   Charts ...
   Use leveled activities   Hands-on materials   Vary pacing according    to readiness   Allow for working    alone, i...
   Leveled product    choices   use of technology    within products and    presentations   Use related arts    teacher...
1.Leveled Instructionmeet the developmental needs of the students  involved.
   Level of complexity   Amount of structure   Pacing   Materials
1.Anchoring Activities   A student may do at any time when they have completed   their present assignment or when the teac...
2. Flexible Grouping    This allows students to be appropriately challenged and   avoids labeling a student’s readiness as...
Homogenous/Ability                       Individualized or -Clusters students of similar           Independent Study  abil...
3. Compacting Curriculum      assessing a student’s knowledge and skills, and      providing alternative activities for th...
   Student Centered          Multiple approaches to                               content, process, and   Best practice...
   One Thing               35 different plans for                             one classroom   A Program                ...
What is fair isn’t always equal…                     and       Differentiation gets us away from “one size fits all” appro...
Thanks
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More.  Stanwood, WA. 1996.Daniels, Harvey and Bizar...
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Differentiated instruction abbas s

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School of Modern Skills
Dubai
ELT Abbas Abdulsamad
00971507630528

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Differentiated instruction abbas s

  1. 1. The Basic Steps TowardsDifferentiating
  2. 2. It means creating multiple paths so thatstudents of different abilities, interests, orlearning needs experience equallyappropriate ways to learn.
  3. 3. Different levels of readiness Different Interests
  4. 4. Different Ability Levels Different Cognitive Needs
  5. 5. The content The process The product
  6. 6.  Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models
  7. 7.  Use leveled activities Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups
  8. 8.  Leveled product choices use of technology within products and presentations Use related arts teachers to help with student products
  9. 9. 1.Leveled Instructionmeet the developmental needs of the students involved.
  10. 10.  Level of complexity Amount of structure Pacing Materials
  11. 11. 1.Anchoring Activities A student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
  12. 12. 2. Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
  13. 13. Homogenous/Ability Individualized or -Clusters students of similar Independent Study abilities, level, learning style, or -Self paced learning interest. -Teaches time management-Usually based on some type of and responsibility pre-assessment -Good for remediation or extensionsHeterogeneous Groups -Different abilities, levels or Whole Class interest -Efficient way to present new- Good for promoting creative content thinking. -Use for initial instruction
  14. 14. 3. Compacting Curriculum assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content.
  15. 15.  Student Centered  Multiple approaches to content, process, and Best practices product Different approaches  A way of thinking and planning 3 or 4 different activities  Flexible grouping
  16. 16.  One Thing  35 different plans for one classroom A Program  A chaotic classroom The Goal  Just homogenous Hard questions for grouping some and easy for others
  17. 17. What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone
  18. 18. Thanks
  19. 19. Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996.Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.

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