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Instructors Who Differentiate
Instruction
Milisa Sammaciccia Ismail, MEd.
9 January 2012
“Effective teaching strategies begin with realizing that
there are multiple pathways to learning. Frequent and
careful ass...
Class Environment
 Students are sophomore college-level students
who are majoring in education.
 Classroom size is appro...
Narrative
 It is every effective instructor’s goal to want their students to
not only meet curricular goals and meet expe...
Narrative
Continued….
 Examples are provided to students and with the group
assignments, students will be allowed to demo...
Examples of Instructional
Strategies
There are many techniques and strategies that can be
used to differentiate learning. ...
Literature Circles
(Sample)
Students work in small groups. Guidelines for discussion
are presented to the groups. Instruct...
Think-Pair-Share
(Sample)
Students work in pairs. Then share with the class. Part of
the formative assessment process.
Journal Writing
(Sample)
Students will work independently recording their
thoughts, feelings and ideas about the reading
a...
Student Engagement
Students will be engaged in the following ways:
 Class participation & discussion during lecture
Visu...
RESOURCES
Group discussion (image). Retrieved on 8 January 2012 from http://moodle
.abiloon.com/course/view.php?id=3
Journ...
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Instructors Who Differentiate Instruction

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Class environment. Narrative. Examples of instructional strategies. Literature circles. Think-Pair-Share. Journal writing. Student engagement.

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Instructors Who Differentiate Instruction

  1. 1. Instructors Who Differentiate Instruction Milisa Sammaciccia Ismail, MEd. 9 January 2012
  2. 2. “Effective teaching strategies begin with realizing that there are multiple pathways to learning. Frequent and careful assessment aligned with observation determines the direction taken for optimal learning. Respect for all learners takes place. Varying teaching styles within a student-centered environment maximizes educational effectiveness.” - Mary Rose (2008)
  3. 3. Class Environment  Students are sophomore college-level students who are majoring in education.  Classroom size is approximately 22-26 students.  Educational diversification is prominent.  2 students are English Language Learners (ELL).  Seating has been arranged in a circular layout. • Seating is easily and quickly rearranged for group activities.  Classroom is well lit and comfortable.  SmartBoard is available to utilize.
  4. 4. Narrative  It is every effective instructor’s goal to want their students to not only meet curricular goals and meet expectations but also, to help them maximize student learning and potential.  By differentiating instruction, teachers can do just that • Maximize student learning • Maximize student potential  The lecture outlines the basis for differentiated instruction while highlighting some instructional strategies for introduction.  Lecture material will arouse student curiosity in the subject area.  Visual representations are used to accompany the oral presentation.
  5. 5. Narrative Continued….  Examples are provided to students and with the group assignments, students will be allowed to demonstrate their creativity.  Direct and indirect observation of student engagement will indicate areas where the lecture will need to be reiterated or explained further.  Question and answer allocations will be given after each section (or part).  Main points are repeated often during the lecture.  Eye contact is made with students to assist in encouragement of open communication and to gain insight for engagement.
  6. 6. Examples of Instructional Strategies There are many techniques and strategies that can be used to differentiate learning. Student will form small groups to of 5-6. Compile 2-3 strategies for differentiating instruction based on the reading. For example:  Literature Circles Think-Pair-Share Journal Writing Tic-Tac-Toe
  7. 7. Literature Circles (Sample) Students work in small groups. Guidelines for discussion are presented to the groups. Instructor uses direct and indirect observation for formative assessment, participation levels, and engagement. Instructor may engage group as necessary.
  8. 8. Think-Pair-Share (Sample) Students work in pairs. Then share with the class. Part of the formative assessment process.
  9. 9. Journal Writing (Sample) Students will work independently recording their thoughts, feelings and ideas about the reading assignment. Journals will be shared with instructor for formative and/or summative assessment.
  10. 10. Student Engagement Students will be engaged in the following ways:  Class participation & discussion during lecture Visual stimulation from recording on the SmartBoard Group activities where students can share their ideas from the assigned reading material and suggested supplement(s). Students are observed for levels of participation.
  11. 11. RESOURCES Group discussion (image). Retrieved on 8 January 2012 from http://moodle .abiloon.com/course/view.php?id=3 Journal (image). Retrieved on 9 January 2012 from http://msk87.wordpress.com/ Rose, M. (2008). Differentiation. Teacher Scholastic, 1(3), Retrieved from http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Newsletter%203 %20proofed.pdf ThinkPairShare (image). Retrieved on 9 January 2012 from http://www.brainboxx. co.uk/a3_aspects/pages/TALKthinkpair.htm

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