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What is Differentiated Instruction?

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What is Differentiated Instruction?

  1. 1. What is Differentiation?
  2. 2. Directions: Complete the chart to show what you know about differentiation. Write as much as you can. Definition Examples Key Vocab Non- Examples
  3. 3. Differentiation is responsive teaching rather than one-size fits-all teaching
  4. 4. “It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each each student will learn as much as he or she can, as efficiently as possible.”
  5. 5. What is differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. -Tomlinson (2001)
  6. 6. “It’s a way of thinking about the classroom with the goals of honoring each student’s learning needs and maximizing each student’s learning capacity while developing a solid community of learners.”
  7. 7. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.
  8. 8. At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.
  9. 9. It’s teaching so that “typical” students; students with disabilities; students who are gifted; and students from a range of cultural, ethnic, and language groups can learn together, well. No just inclusion, but inclusive teaching.
  10. 10. Before Differentiation . . . . In the Box
  11. 11. In the Box Under the Box On the Box To the side of the Box After Differentiation . . . .
  12. 12. High Quality Teaching . . . . Who we teach How we teach Where we teach What we teach It’s about having all the parts in place. . . .
  13. 13. Differentiated Instruction is a teacher’s response to learner’s needs guided by general principles of differentiation, such as flexible grouping respectful tasks clear learning goals ongoing assessment and adjustment appropriate degree of challengeTeachers can differentiate Content Process Product Interest Learning Profile Readiness through a range of instructional strategies
  14. 14. One Size Does Not Fit All
  15. 15. Think about it . . . . • How do these definitions mesh with yours? • What else would you add to the definitions? • What misconceptions about differentiation do you encounter?
  16. 16. Big Idea of Differentiation: Responding to Readiness Interest Learning Profile
  17. 17. What’s the Point? Readiness Interest Learning Profile Growth Motivation Efficiency
  18. 18. Instructional Strategies: Buckets for Delivering “The Stuff” But the quality of “the stuff” really impacts student understanding! Complex Instruction Interest Groups Inquiry Learning Contracts Independent Study Graphic Organizers
  19. 19. To provide choices, we must first acknowledge that what students do determines what they learn and that they can find many ways to learn the same things. Variety in “doing” is the only way I know to ensure constancy in learning. Building Better Schools by Schlechty
  20. 20. Big Idea of Differentiation: Low Prep vs. High Prep Differentiation
  21. 21. Big Idea of Differentiation: On-Going Assessment and Adjustment
  22. 22. “Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.” Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl Corwin Press, Inc. – 2003 – pp.86-87
  23. 23. On-Going Assessment and Adjustment • Determining student readiness to work with essential knowledge, understanding and skill as a unit begins (pre- assessment), as a unit progresses (formative or on-going assessment), and as a unit concludes (summative assessment). • Assessment is also key to understanding and attending to student interest and learning profile needs. • Assessment provides direction to teachers on who needs particular kinds of readiness support in particular areas of study to grow and succeed.
  24. 24. On-Going Assessment and Adjustment Using frequent formative assessment is the only way we will be able to gauge if our curriculum and instruction is . . . . . . providing our students with the proper degree of support and Challenge . . . acting as a source of Affirmation . . . allowing them to make a real Contribution . . . providing them with a sense of Power . . . providing them with a sense of Purpose

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