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Mc seminar differentiating instruction


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Mc seminar differentiating instruction

  1. 1. Transformative Learning through Differentiating Instruction Presented by John Medina
  4. 4. Student Diversity Ability Aptitude or Talents Family and Cultural Background Attitude and Interest Socioeconomic Status Exceptionalities Thinking/Learning Styles Prior Learning or Schooling Experiences Cognitive or Intellectual Development
  5. 5. How do you respond and cater these diverse needs to promote optimum learning? Diverse learning needs inside the classroom Diverse Students bring:
  6. 6. Use varied instructional methods to accommodate student diversity in learning styles. Diversify sensory/perceptual modalities through which you deliver and present information: Use formats that are: Orally or verbal discussions (AUDITORY LEARNERS) in print, or textual (VISUAL SYMBOLIC LEARNERS) Diagrammatic and pictorial representations, (VISUAL ICONIC LEARNERS) "hands on" experiences (TACTILE AND KINESTHETIC LEARNERS) unstructured (e.g., trial-and- error discovery learning) (RIGHT BRAIN; GLOBAL THINKERS) structured (e.g., step-by-step instructions). (LEFT BRAIN; ANALYTIC THINKERS)
  7. 7. Vary the examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students from diverse backgrounds. Some Strategies: • Personal Information Cards – filled-out during the first week of class. → use this information to select examples or illustrations that are relevant to their personal interests and life experiences. • Use ideas, comments, and questions – that students raise in class, or which they choose to write about to help you think of examples and illustrations to use. • Ask students to provide their own examples of concepts, based on experiences drawn from their personal lives. • Ask situational questions – Have students apply concepts by placing them in a situation or context that is relevant to their lives (e.g., "How would you show respect to all persons in your home?").
  8. 8. Diversify your methods of assessing and evaluating student learning. Accommodate student diversity not only by varying what you do with your teaching, but also by varying what you ask students to do to demonstrate learning. Assessment should capitalize your students’ strengths and improve your students’ weaknesses. This is made possible by using Differentiating Instruction.
  9. 9. What is Differentiating Instruction? Differentiating Instruction – a form of teaching where instruction and assessment are tailored based on the different and diverse needs and strengths of the students. In practice, this is done by considering and using students’ multiple intelligences and learning styles.
  10. 10. Premises for Using Differentiating Instruction No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group. Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills. Helping all students succeed in their learning is an enormous challenge that requires innovative thinking.
  11. 11. Experts in Differentiating Instruction Carol Ann Tomlinson • Proponent Differentiating Instruction: Multiple Intelligences Harvey F. Silver • Integrating MI and LS in teaching and assessment
  12. 12. Student Diversity Learning or Thinking Styles Multiple Intelligences Sensory Preferences Brain Hemispheres Visual Learners Auditory Learners Visual Iconic Visual Symbolic Listeners Talkers Tactile / Kinesthetic Learners Left Brain (Analytic) Right Brain (Global) Visual/Spatial (Picture Smart) Logical-Mathematical (Number/Logic Smart) Bodily Kinesthetic (Body Smart) Musical (Music Smart) Interpersonal (People Smart) Intrapersonal (Self Smart) Naturalistic (Nature Smart) Existential (Spirit Smart)
  13. 13. Proponent: Howard Gardner
  14. 14. Intelligence vs. Multiple Intelligences • Intelligence – The capacity to acquire and apply knowledge; the faculty of thought and reason; superior powers of mind • Multiple Intelligences – the ability to: – solve problems that one encounters in real life – generate new problems to solve – make something or offer a service that is valued within one’s culture
  15. 15. Disposition/ Intelligence Sensitivity to: Inclination for: Ability to: Verbal- Linguistic sounds, meanings, structures and styles of language speaking, writing, listening, reading speak effectively (teacher, politician) or write effectively (poet, journalist) Logical- Mathematical patterns, numbers and numerical data, causes and effects, objective and quantitative reasoning finding patterns, making calculations, forming and testing hypothesis, using the scientific method, deductive and inductive reasoning work effectively with numbers (accountant, statistician) and reason effectively (engineer, scientist) Spatial colors, shapes, visual puzzles, symmetry, lines, images representing ideas visually, creating mental images, noticing visual details, drawing and sketching create visually (artist, engineer, photographer ) and visualize accurately (tour guide, scout, ranger) Bodily- Kinesthetic touch, movement, physical self, athleticism activities requiring strength, speed, flexibility, hand-eye coordination, and balance use the hands to fix or create (mechanic, surgeon, carpenter) and use the body expressively (dancer, athlete) Musical tone, beat, tempo, melody, pitch, sound listening, singing, playing an instrument create music (songwriter, musician) and analyze music (music critic) Interpersonal body language, moods, voice, feelings noticing and responding to other people’s feelings and personalities work with people(administrators, teachers)and help people identify and overcome problems (therapist) Intrapersonal one’s own strengths, weaknesses, goals, and desires setting, goals, assessing personal abilities and liabilities, monitoring one’s own thinking meditate, reflect, exhibit self- discipline, maintain composure, and get the most out of one’s self Naturalist natural objects, plants, animals, naturally occurring patterns, ecological issues identifying and classifying living things and natural objects analyze ecological situations and data (ecologists) learn from living things (zoologists, vets) and work in natural settings (hunter)
  16. 16. Ask the following questions: • How can I incorporate words, writing, listening, discussion, language?Verbal-Linguistic • How can I incorporate, calculation, problem- solving, reasoning, analysis, math?Logical-Mathematical • How can I incorporate art, video, graphic organizers, icons, color?Visual-Spatial • How can I incorporate manipulatives, hands-on learning, use of the body?Bodily-Kinesthetic • How can I incorporate music, musicality, beat, lyrics, sound?Musical • How can I incorporate cooperative learning, partnerships, role-playing?Interpersonal • How can I incorporate emotion, reflection, self- assessment?Intrapersonal • How can I incorporate interactions or explorations with the natural world?Naturalistic
  17. 17. Intelligence Examples of Classroom Activities Examples from My Classroom Verbal-Linguistic discussions, debates, journal writing, conferences, essays, stories, poems, storytelling, listening activities, reading Logical-Mathematical calculations, experiments, comparisons, number games, using evidence, formulating and testing hypotheses, deductive and inductive reasoning Spatial concept maps, graphs, charts, art projects, metaphorical thinking, visualization videos, slides, visual presentations Bodily-Kinesthetic role-playing, dance, athletic activities, manipulatives, hands-on demonstrations, concept miming Musical playing music, singing, rapping, whistling, clapping, analyzing sounds and music Interpersonal community-involvement projects, discussions, cooperative learning, team games, peer tutoring, conferences, social activities, sharing Intrapersonal student choice, journal writing, self-evaluation, personal instruction, independent study, discussing feelings, reflecting Naturalist ecological field trips, environmental study, caring for plants and animals, outdoor work, pattern recognition
  18. 18. Curriculum Theme: Endangered Species Interpersonal •Group Newsletter •Raising Awareness •Group Project Naturalist •Trip to wildlife preserve •Field study of a local ecosystem Verbal – Linguistic •Writing newsletter •Class discussion Logical – Mathematical •Analyzing endangered species case studies •Determining causes of endangerment •Comparing and contrasting two endangered species: the tiger and the panda Musical •Folk song on endangered species Intrapersonal •“How would it feel to be an endangered species?” •“Why is nature important to you?” Bodily – Kinesthetic •Role playing •Trip to wildlife preserve Spatial •Video: Saving Nature •Drawing/sketching animals from field trip
  19. 19. Interpersonal Interpersonal Naturalist Verbal – Linguistic Logical – Mathematical Musical Intrapersonal Bodily – Kinesthetic Spatial Curriculum Theme:
  20. 20. Types of Activities for MI Integration Verbal /Linguistic • Speeches • Debates • Research • Essays • Storytelling • Writing Creative Non- Fiction • Writing Fiction/Poetry • Making a documentary • Making a magazine Visual/Spatial • Mosaics • Sketches • Cartoons • Sculpture • Maps • Storyboards • Murals • Posters • Collages
  21. 21. Cont. Mathematical/Logical • Puzzles • Mazes • Sequences • Timelines • Games • Syllogisms • Analogies • Matrices Musical/Rhythmical • Performance • Compositions • Raps • Jingles • Song Adaptations • Playing a musical instrument • Jazz Chant
  22. 22. Cont. Interpersonal • Group Projects • Dialogues • Solving Situational Problems • Consensus Activities • Round Robins • Debates/Arguments • Mock Symposia • Interview Intrapersonal • Journal Writing • Making quotations • Reflections • Self-assessment • Letter to self • Making a self-video • Personal Roadmap • Face the Wall/Crying Wall • Autobiography/Memoirs
  23. 23. Cont. Bodily/Kinesthetic • Role-playing • Dance interpretation • Speech Choir • Chamber Theater • Play Production • Pantomiming • Creating dance steps • Mirror exercise Naturalist • Field trips • Bird watching • Photographing • Star gazing • Forecasting weather • Nature walks • Ecology studies • Collecting specimens
  24. 24. References: • Corpuz, B. B., & Lucas, M. (2009). Facilitating Learning: A Metacognitive Process. Quezon City: Lorimar Publishing Inc. • Department of Education. (2002). 2002 Basic Education Curriculum Primer. • Silver, H.F. (2000). So Each May Learn. USA: Silver and Strong Associates, Inc.