Differentiated Learning


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  • Differentiated Learning

    1. 1. Differentiated Learning Mark Benthall 2007
    2. 2. What is differentiation? <ul><li>Within the classroom students differ from each other in mental, physical, social, and emotional development. </li></ul><ul><li>Differentiation is a PHILOSOPHY that enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today. </li></ul>
    3. 3. What is differentiation? <ul><li>Differentiation is not a set of tools, but a philosophy that a teacher embraces to reach the unique needs of every learner. </li></ul>
    4. 4. What is differentiation? <ul><li>Differentiated instruction gives the teacher a variety of options to successfully reach targeted standards. </li></ul><ul><li>It meets learners where they are and offers challenging, appropriate options for them in order to achieve success. </li></ul>
    5. 5. Teachers can differentiate: <ul><li>The content that students learn </li></ul><ul><li>The assessment tools being used </li></ul><ul><li>The performance tasks selected </li></ul><ul><li>The instructional strategies used </li></ul>
    6. 6. What do learners need to succeed? <ul><li>ALL students, to succeed, need to believe that they can learn, and that what they are learning is useful, meaningful, and relevant. </li></ul><ul><li>They need to know that they are responsible for their own learning as well as their own behavior. </li></ul>
    7. 7. What do learners need to succeed? <ul><li>Effective teachers believe that ALL students can learn and can be successful. </li></ul><ul><li>Effective teachers create a climate where all students feel included. </li></ul><ul><li>Effective teachers believe that there is potential in each learner and commit to finding the key that will unlock that potential. </li></ul>
    8. 8. Create a Climate for Learning <ul><li>There is no wrong opinion </li></ul><ul><li>No put-downs or sarcasm </li></ul><ul><li>Everyone must be heard </li></ul><ul><li>Mistakes are learning points </li></ul>
    9. 9. Create a Climate for Learning <ul><li>Emotions and Learning: </li></ul><ul><li>Students living in fear cannot learn. </li></ul><ul><li>The classroom must feel safe. </li></ul><ul><ul><li>Safety in the classroom means intellectual safety as well as physical safety. </li></ul></ul><ul><li>Students who are challenged beyond their skill level are more concerned about being embarrassed or laughed at than the quest for learning. </li></ul>
    10. 10. Create a Climate for Learning <ul><li>Emotions and Learning: </li></ul><ul><li>In classes where the teacher simply teaches to the “middle,” some students may be bored from a lack of challenge and others may feel fearful from too great a challenge. </li></ul>
    11. 11. Create a Climate for Learning <ul><li>Emotions and Learning: </li></ul><ul><li>Teachers need to consider where their learners are in relation to the learning goal and plan learning experiences just beyond the skill level of each student. </li></ul><ul><li>All students are more likely to be engaged in learning, rise to the challenge, and have a sense of self-confidence as they approach the task… if they feel they have a chance to succeed. </li></ul>
    12. 12. Create a Climate for Learning <ul><li>Emotions and Learning: </li></ul><ul><li>Teachers need to consider the degree of complexity of the learning tasks so that they will be challenging, but not overwhelming to the students. </li></ul><ul><li>Students are most productive in that delicate zone between boredom and anxiety. </li></ul>
    13. 13. The emotional environment interacts with instruction and influences how information is consolidated. <ul><li>Emotional Intelligence: </li></ul><ul><li>Emotional intelligence is a person’s ability to use his or her emotions intelligently. </li></ul><ul><li>It involves maintaining a balance between reason and emotion. </li></ul>
    14. 14. Create a Climate for Learning <ul><li>Emotional intelligence can be organized as a set of emotional competencies that occur in 5 domains: </li></ul><ul><li>1- Self-Awareness </li></ul><ul><li>2- Managing Emotions </li></ul><ul><li>3- Self-Motivation </li></ul><ul><li>4- Empathy </li></ul><ul><li>5- Social Skills </li></ul>
    15. 15. Elements of Differentiation <ul><li>The Teacher Focuses on the Essentials </li></ul><ul><li>The Teacher Attends to Student Differences </li></ul><ul><li>Assessment and Instruction are Inseparable </li></ul>
    16. 16. Elements of Differentiation <ul><li>The Teacher Modifies Content, Process, and Products </li></ul><ul><li>All Students Participate in Respectful Work </li></ul><ul><li>The Teacher and Students Collaborate in Learning </li></ul>
    17. 17. Elements of Differentiation <ul><li>The Teacher Balances Group and Individual Norms </li></ul><ul><li>The teacher and Students Work Together Flexibly </li></ul>
    18. 18. Comparing Classrooms <ul><li>Traditional Classroom </li></ul><ul><li>Student differences are masked and acted upon when problematic </li></ul><ul><li>Assessment is most common at the end of learning to see “who got it” </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Student differences are studied as a basis for planning </li></ul><ul><li>Assessment is ongoing and diagnostic to make instruction more responsive to learner need </li></ul>
    19. 19. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>A relatively narrow sense of intelligence prevails </li></ul><ul><li>A single definition of excellence exists </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Focus on multiple forms of intelligence is evident </li></ul><ul><li>Excellence is defined in large measure by individual growth from a starting point </li></ul>
    20. 20. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>Student interest is infrequently tapped </li></ul><ul><li>Relatively few learning profile options are taken into account </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Students are frequently guided in making interest-based learning choices </li></ul><ul><li>Many learning profile options are provided for </li></ul>
    21. 21. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>Whole-class instruction dominates </li></ul><ul><li>Coverage of text and curriculum guides drive instruction </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Many instructional arrangements are used </li></ul><ul><li>Student readiness, interest, and learning profile shape instruction </li></ul>
    22. 22. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>Mastery of facts and skills out of context are the focus of learning </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Use of essential skills to make sense of and understand key concepts and principals is the focus of learning </li></ul>
    23. 23. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>Single option assignments are the norm </li></ul><ul><li>Time is relatively inflexible </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Multi-option assignments are frequently used </li></ul><ul><li>Time is used flexibly in accordance with student needs </li></ul>
    24. 24. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>A single text prevails </li></ul><ul><li>Single interpretations of ideas and events may be sought </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Multiple materials are provided </li></ul><ul><li>Multiple perspectives on ideas and events are routinely sought </li></ul>
    25. 25. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>The teacher directs student behavior </li></ul><ul><li>The teacher solves problems </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>The teacher facilitates students’ skills at becoming more self-reliant learners </li></ul><ul><li>Students help other students solve problems </li></ul>
    26. 26. Elements of Differentiation <ul><li>Traditional Classroom </li></ul><ul><li>The teacher provides whole class standards for grading </li></ul><ul><li>A single form of assessment is often used </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Students work with the teachers to establish both whole-class and individual learning goals </li></ul><ul><li>Students are assessed in multiple ways </li></ul>