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- 1. What is Differentiation? (Koschmeder, 2012) What is the History and Theory behind Differentiation History Theory O Differentiated instruction dates back to 19th century one-room schoolhouses. In these schools, they had multiple grades in one room, and the teacher had to accommodate all the different levels of learning in the one class (Sousa, & Tomlinson, 2011). O Students are not all the same, and so teachers need to know their students, and focus their lessons on the learners to maximize their potential (Sousa,
- 2. & Tomlinson, 2011). Question: How does differentiated instruction look different from traditional instruction approaches? Traditional O The classroom community is a teacher- centered environment, with a one-size fits all approach to teaching. O The teacher will employ a direct teaching model, which would require the students to sit quietly and absorb material from the teacher. O Students would spend the majority of their time preparing for high-stakes assessments, and attempt to retain material for these tests by
- 3. memory repetition. Differentiation O The classroom community is a teacher-centered environment, with a one- size fits all approach to teaching. O The teacher will employ a direct teaching model, which would require the students to sit quietly and absorb material from the teacher. O Students would spend the majority of their time preparing for high-stakes assessments, and attempt to retain material for these tests by memory repetition What are the characteristics of a diverse student? O Visual: This type of learner prefers to
- 4. see material illustrated on the broad or in text. They also benefit from multi- media presentations and visual stimulants displayed around the classroom. O Audio: This type of learner prefers to listen to material being delivered from the instructor by lecture or in a group reading session. O Hands-on: This type of student prefers a little of both visual and audio, along with the ability to put hands on a project and solve problems with a physical mechanical process. Every student is different, and no one learns the same way. We like to break our learners into three different styles of learners What are the characteristics of a diverse student? O Interests: It is a good idea to understand what interest your students, for example: Do they like to play sports, do they like to draw/paint/sculpt, or maybe your student is a gamer. O Background: Most students come from very different backgrounds that consist
- 5. of household racial make-up, and socioeconomically different make-up. O Ethnicity: In today’s classroom, our students have a variety of racial and religious backgrounds. As a teacher and parent, we need to be sensitive to other student’s religious and ethnic beliefs. There are a number of other factors that play a role as well; and should be considered when working with our students. The Benefit of Differentiation in the Classroom O In the world of classroom education it is important to understand that each student has a different style of learning. It is the teacher’s responsibility to evaluate their students and determine the needs of each student. During the course of a unit, the teacher can implement multiple methods of teaching to address these different styles of learning of their students (Estes, Mintz & Gunter, 2011).
- 6. Negative Outcomes of Differentiation O The only down side to differentiation is the time it takes for a teacher to prepare class lessons. This is why differentiation is not a main stream concept. For this concept to be affective, it is imperative that the teacher take the time to prepare detailed and multiple lesson plans; using many different form of teaching models (Estes, Mintz & Gunter, 2011). Classroom Mindset O Students and teachers need to have a growth or fluid mindset. This means Students must be ready and willing to grow and succeed. Teachers must be encouraging, and push students to advance (Sousa, & Tomlinson,
- 7. 2011). Let’s Build a Winning Team (Castañeda, 2012) References Text Estes, T.H., Mintz, S.L., & Gunter, M.A. (2011) Instruction: A models approach. Boston, MA: Pearson. Siegle, D. (2014). Technology. Gifted Child Today, 37(1), 51. doi:10.1177/1076217513497579. (Ashford University Library). Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.
- 8. References Video Castañeda, R. (2012, July 10). Building a community [Video file]. Retrieved from https://www.youtube.com/watch?v=d13vl4WIN_I Koschmeder, C. (2012, June 11). What is Differentiated Instruction? Retrieved June 2, 2015, from https://youtu.be/YAWKxpCv1Fw https://www.youtube.com/watch?v=d13vl4WIN_I https://www.youtube.com/watch?v=d13vl4WIN_I https://youtu.be/YAWKxpCv1Fw References Google Search Engine Image citation URL’s: http://www.iloveourchurch.com/images/ZZ7AB30FD9.jpg
- 13. 9b987179.jpg https://s-media-cache- ak0.pinimg.com/originals/12/71/58/127158b385efb3c3a97cbb75 9b987179.jpg https://s-media-cache- ak0.pinimg.com/originals/12/71/58/127158b385efb3c3a97cbb75 9b987179.jpg https://s-media-cache- ak0.pinimg.com/originals/12/71/58/127158b385efb3c3a97cbb75 9b987179.jpg https://s-media-cache- ak0.pinimg.com/originals/12/71/58/127158b385efb3c3a97cbb75 9b987179.jpg https://s-media-cache- ak0.pinimg.com/originals/12/71/58/127158b385efb3c3a97cbb75 9b987179.jpg http://www.brainology.us/images/sales/diagram.jpg http://www.returnofkings.com/wp- content/uploads/2013/03/commitment.jpg http://www.returnofkings.com/wp- content/uploads/2013/03/commitment.jpg http://www.returnofkings.com/wp- content/uploads/2013/03/commitment.jpgParent MeetingSlide Number 2What is the History and Theory behind DifferentiationQuestion:�Is it based on research, or it is it just
- 14. another “educational fad”?Question:�How does differentiated instruction look different from traditional instruction approaches?TraditionalDifferentiation�What are the characteristics of a diverse student?What are the characteristics of a diverse student?Question:�My child is a “regular” student – why do you say he/she is diverse?The Benefit of Differentiation in the ClassroomQuestion:�Will my special education student / gifted student benefit from differentiation?Negative Outcomes of DifferentiationClassroom MindsetQuestion:�It seems like so much work for the teacher to differentiate – can you comment on this idea?Let’s Build a Winning TeamReferencesReferencesReferences Yama’s Kidz Korner June 2, 2015
- 15. Word of the week: Differentiation Differentiation vs Tradition There is no contradiction between effective standards-based instruction and differentiation. Curriculum tells us what to teach:
- 16. Differentiation tells us how. Thus, if we elect to teach a standards-based curriculum, differentiation simply suggests ways in which we can make that curriculum work best for varied learners. In other words, differentiation can show us how to teach the same standard to a range of learners by employing a variety of teaching and learning modes (ascd.org) History and Theory Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom. The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom. (Tomlinson, 1995, 1999a; Hall, 2002). Teachers who differentiate instruction recognize that students differ in many ways, including prior knowledge and experiences, readiness, language, culture, learning preferences, and interests. They realize they must change the way they teach in order to reach all students (nyu.edu).
- 17. Teaching with Diversity Diversity encompasses many characteristics including ethnicity, socio-economic background, home language, gender, special needs, disability, and giftedness. Teaching needs to be responsive to diversity within ethnic groups, for example, diversity within Pakeha, Māori, Pasifika and Asian students. We also need to recognize the diversity within individual students influenced by intersections of gender, cultural heritage(s), socio-economic background, and talent. Evidence shows teaching that is responsive to student diversity can have very positive impacts on low and high achievers at the same time (educationcounts.govt.nz). Classroom Learning Environment The ideal learning environment includes a balanced student population, appropriate grade and program placement, priority
- 18. seating based on student needs, has a reasonable class size, practices positive discipline, arranges furniture to promote group work, uses flexible grouping, and has adequate teaching supplies (nyu.edu). Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: (1) Content–what the student needs to learn or how the student will get access to the information; (2) process–activities in which the student engages in order to make sense of or master the content (3) products–projects that ask the student to demonstrate what he or she has learned in a unit; and (4) learning environment – the way the classroom works and feels
- 19. (nyu.edu) Reference Cultural Responsive Differentiated Instructional Strategies retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Cultu rally%20Responsive%20Differientiated%20Instruction.pdf Reconcilable Differences? Standards-Based Teaching in Differentiation retrieved from http://www.ascd.org/publications/educational_leadership/se pt00/vol58/num01/Reconcilable_Differences%C2%A2_Standa rds-Based_Teaching_and_Differentiation.aspx Quality Teaching for Diverse Students in Schooling retrieved from http://www.educationcounts.govt.nz/publications/series/251 5/5959