Differentiated Instruction 2
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This document discusses the principles of differentiated instruction. It defines differentiated instruction as a flexible teaching approach that adjusts the curriculum and instruction to meet the individual needs of students. The goals of differentiated instruction are to provide access to learning, increase student motivation and learning efficiency by recognizing differences in student backgrounds, readiness levels, interests and learning preferences. Effective strategies for differentiated instruction include ongoing assessment, clear learning goals, flexible grouping of students, and ensuring an appropriate level of challenge through respectful tasks.
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The document provides descriptions of 18 differentiated instruction strategies teachers can use in the classroom, including choral response, clothesline, fist of five, and four corners. It also lists exit cards, entrance cards, index card summaries, one minute essays, jigsaws, three minute pauses, idea spinners, and think-pair-share among other strategies. The strategies are designed to engage students, assess understanding, and check for learning in a variety of formats.
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The document describes an alternative teaching strategy called "Concept Review Game" where students work in pairs to review concepts and terms. Each pair is given a term written on a small slip of paper. The student must give a one-word clue to their partner, who tries to guess the term. If guessed correctly, the pair earns a point. The game continues until all terms have been reviewed, with the pair with the most points winning.
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This document discusses strategies for differentiated instruction in the math classroom. It describes tiering lessons based on content, process, or product. For each tier, teachers can differentiate based on student readiness, interest, or learning profile. Examples are given for tiering a lesson on graphing linear equations based on these three levels. Key recommendations include identifying the learning outcome, determining which part of the lesson to tier, choosing the type of tiering, and ensuring all tiers work toward the shared outcome. Resources for further reading and examples of implementing differentiated lessons are also provided.
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Differentiated Instruction in the Math Classroom
This document discusses differentiated instruction strategies for teaching math. It defines differentiated instruction as proactively planning to meet diverse student needs by focusing on learning outcomes and adjusting the content, process, or product based on student readiness, interests, and learning profiles. Examples of strategies discussed include using learning stations, the anticipation guide pre-assessment technique, and determining student learning styles. The "new math" approach emphasizes exploring problems, reflecting on different strategies, and having students explain their reasoning over traditionally teaching a single procedure.
Middle Level Lesson Plan for Math class – Secondary Education
The lesson plan is for a 7th grade math class on quadrants and reflections. Students will learn to place points in the four quadrants of a graph and identify and graph shapes after reflection along the x- and y-axes. The teacher will review quadrants and introduce reflections using a Frayer model. Students will then work in groups to graph original shapes and their reflections on poster boards. At the end, students will answer review questions on handheld devices to check understanding.
Differentiated instruction
Differentiated instruction is an approach to teaching that aims to meet the needs of diverse learners by providing multiple paths to learning. Teachers can differentiate the content, process, and products based on students' readiness levels, interests, and learning profiles. Key strategies for differentiation include tiered instruction, anchoring activities, flexible grouping, and compacting the curriculum. While differentiation aims to be fair to students, it is not about giving all students the same instruction or having many different lesson plans - it is about creating an instructional approach that best meets the needs of each learner.
Practical differentiation ideas for teachers
The document provides a variety of practical differentiation strategies for teachers, including using menu worksheets that allow students to start at their own level, peer teaching and assessment, scaffolding writing tasks, and giving students choice in how they demonstrate their learning through drawings or verbal explanations. Many of the strategies suggest ways to further challenge gifted students, such as asking them to add sections to compositions or design their own scaffolding templates.
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Differentiated instruction
Differentiated instruction is an approach to teaching that aims to meet the needs of diverse learners by providing multiple paths to learning. Teachers can differentiate the content, process, and products based on students' readiness levels, interests, and learning profiles. Key strategies for differentiation include tiered instruction, anchoring activities, flexible grouping, and compacting the curriculum. While differentiation aims to be fair to students, it is not about giving all students the same instruction or having many different lesson plans - it is about creating an instructional approach that best meets the needs of each learner.
Practical differentiation ideas for teachers
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Differentiation tiering
This document provides information about differentiated instruction through tiering. It defines differentiation as responsive teaching that varies approaches based on student needs, learning styles, and abilities. Tiering is described as providing parallel tasks at varied levels of complexity, depth, and abstractness to accommodate differences in student readiness and performance levels. Examples are given of how to tier graphic organizers, resources, and tasks to meet the range of student needs in a classroom. The goal of tiering is to challenge all students at their appropriate level and encourage continued growth.
Student centered mathematics
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1. The document discusses differentiation in the classroom, including definitions, brain research support, and examples of how it can be implemented through instructional strategies and lesson planning.
2. Differentiation is adapting instruction to meet varying student needs in readiness, interests, and learning preferences. It involves assessing students and designing lessons that engage them in understanding key concepts through different levels of complexity.
3. Examples of differentiation strategies discussed include choice boards, flexible grouping, and lessons that incorporate multiple activities for students to demonstrate their understanding at different levels of challenge. Maintaining a focus on the key ideas and skills being taught is important.
Alternative teaching strategies
This document discusses alternative teaching strategies including brainstorming, demonstration, class discussion, class debate, and presentation. Brainstorming generates discussion about puzzling issues and encourages creative thinking. Demonstration allows teachers to model skills and behaviors. Class discussion improves critical thinking and engagement. Class debate consists of speeches by opposing teams on pre-assigned topics. Presentation involves teachers clarifying lesson aims, using advanced organizers, presenting new information, and concluding.
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The document discusses different teaching strategies:
1. Class debates involve structured discussions where two sides of an issue are presented and argued.
2. Presentations involve a teacher clarifying aims, introducing a topic, presenting information step-by-step, and checking student understanding.
3. Role playing allows students to understand different perspectives by taking on roles in discussions or scenarios. Guidelines are provided for each strategy.
Math Di
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This document discusses differentiation in the classroom and provides tips for implementing it. It defines differentiation as tailoring instruction to students' individual needs, strengths, and learning styles. The document recommends differentiating across content, process, product, and learning environment. Specific strategies mentioned include using multiple intelligences, Bloom's taxonomy, flexible grouping, varied assessments, and collaborating with other teachers. The goal of differentiation is to encourage student mastery at each individual's own pace.
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This document outlines a lesson plan focused on teaching critical thinking and considering different perspectives. The lesson involves dividing students into groups to debate whether emigration from Morocco is positive or negative. Each group must provide arguments both for and against emigration and present their conclusions. The teacher acts as a facilitator, asking open-ended questions to stimulate discussion rather than directly instructing. By considering multiple viewpoints on this topic, the goal is for students to strengthen their critical thinking and argumentation skills. Feedback is provided through group presentations and recording arguments on a classroom chart. The lesson aims to move away from traditional teaching methods by giving students more opportunity to freely discuss issues and express their own opinions.
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The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
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1. The document provides an overview of differentiated instruction (DI), including definitions, key principles, and examples of how teachers can differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles.
2. It discusses theories of multiple intelligences and learning styles/modalities that form the basis for DI, which is a way of thinking about and planning instruction that aims to address student differences.
3. Examples are given of how teachers can differentiate instruction across various subjects and intelligences like linguistic, logical-mathematical, visual-spatial, and kinesthetic. Flexible grouping, formative assessment, and creating an inclusive learning environment are also emphasized.
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The Carousel strategy is used to share information or ideas with a group. Students are divided into groups that rotate between papers posted around the room, each containing a topic or question. At each stop, groups add their comments or answers before moving to the next paper. This allows all groups to contribute to every topic.
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1. The document discusses differentiation in the classroom, including definitions, brain research support, and examples of how it can be implemented through instructional strategies and lesson planning.
2. Differentiation is adapting instruction to meet varying student needs in readiness, interests, and learning preferences. It involves assessing students and designing lessons that engage them in understanding key concepts through different levels of complexity.
3. Examples of differentiation strategies discussed include choice boards, flexible grouping, and lessons that incorporate multiple activities for students to demonstrate their understanding at different levels of challenge. Maintaining a focus on the key ideas and skills being taught is important.
Alternative teaching strategies
This document discusses alternative teaching strategies including brainstorming, demonstration, class discussion, class debate, and presentation. Brainstorming generates discussion about puzzling issues and encourages creative thinking. Demonstration allows teachers to model skills and behaviors. Class discussion improves critical thinking and engagement. Class debate consists of speeches by opposing teams on pre-assigned topics. Presentation involves teachers clarifying lesson aims, using advanced organizers, presenting new information, and concluding.
Alternative teaching Strategies
The document discusses different teaching strategies:
1. Class debates involve structured discussions where two sides of an issue are presented and argued.
2. Presentations involve a teacher clarifying aims, introducing a topic, presenting information step-by-step, and checking student understanding.
3. Role playing allows students to understand different perspectives by taking on roles in discussions or scenarios. Guidelines are provided for each strategy.
Math Di
This document discusses strategies for differentiated instruction in math, including tiered assignments, compacting, interest centers, flexible grouping, learning contracts, and choice boards. Tiered assignments provide the same content at different levels of complexity. Compacting assesses student knowledge and allows them to work ahead. Interest centers and groups allow learning based on student interests. Flexible grouping changes group composition based on the task. Learning contracts specify skills and assignments negotiated between teacher and student. Choice boards offer various activity options for students to demonstrate their learning.
Formative Assessment
The document discusses formative assessment and its integration into curriculum. It provides background on formative assessment, describing how it originated in the 1960s-1980s and was further developed and promoted by researchers like Black and Wiliam in the late 1990s. The document also outlines five key characteristics of formative assessment, including clarifying learning intentions, eliciting evidence of learning, providing feedback, activating students as teachers for each other, and empowering student ownership. A variety of specific formative assessment strategies are presented for implementing these characteristics in the classroom.
Anchor activities
The document discusses anchor activities, which are pre-planned, meaningful activities for students to work on independently when they finish other assignments early. They are meant to extend learning rather than be "busy work". Anchor activities allow for differentiated instruction and flexible grouping. Teachers can differentiate instruction based on content, process, product, and student characteristics like readiness, interest, and learning profile. Implementing anchor activities involves explaining expectations, developing tasks that require time and thinking, and providing clear instructions. They benefit differentiation and student-centered learning.
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This document discusses active learning techniques that can be used in the classroom. It introduces think-pair-share, which involves students thinking individually, discussing in pairs, and sharing with the class. Variations include writing responses individually before pairing up. Think-pair-share benefits include engaging students and incorporating multiple perspectives. Other techniques discussed are numbered heads, three-step interviews where students take turns interviewing and reporting, and three-minute reviews where students summarize material in pairs. Active learning requires activities that motivate students to think and work in groups rather than just listening passively.
Jigsaw Activities
The document discusses differentiated instruction through the use of learning centers in two primary classrooms. In Mrs. Walker's classroom, students work in language arts centers with teacher-assigned and student-selected options. Ms. Cunningham's centers draw on differentiated principles, with students assigned to centers based on readiness and working with customized materials at their level. Both teachers incorporate sharing and discussion of center work into classroom activities.
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Bloom's Taxonomy classifies educational objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain contains six levels of objectives - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The Affective domain contains five levels - Receiving, Responding, Valuing, Organization, and Characterization. The Psychomotor domain involves physical skills and abilities. Effective teaching requires setting clear instructional objectives, engaging students, using varied teaching methods, and assessing student performance.
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This document discusses differentiation in the classroom and provides tips for implementing it. It defines differentiation as tailoring instruction to students' individual needs, strengths, and learning styles. The document recommends differentiating across content, process, product, and learning environment. Specific strategies mentioned include using multiple intelligences, Bloom's taxonomy, flexible grouping, varied assessments, and collaborating with other teachers. The goal of differentiation is to encourage student mastery at each individual's own pace.
Connecting classrooms project
This document outlines a lesson plan focused on teaching critical thinking and considering different perspectives. The lesson involves dividing students into groups to debate whether emigration from Morocco is positive or negative. Each group must provide arguments both for and against emigration and present their conclusions. The teacher acts as a facilitator, asking open-ended questions to stimulate discussion rather than directly instructing. By considering multiple viewpoints on this topic, the goal is for students to strengthen their critical thinking and argumentation skills. Feedback is provided through group presentations and recording arguments on a classroom chart. The lesson aims to move away from traditional teaching methods by giving students more opportunity to freely discuss issues and express their own opinions.
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Differentiating assessments by interest
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
Differentiated instruction
1. The document provides an overview of differentiated instruction (DI), including definitions, key principles, and examples of how teachers can differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles.
2. It discusses theories of multiple intelligences and learning styles/modalities that form the basis for DI, which is a way of thinking about and planning instruction that aims to address student differences.
3. Examples are given of how teachers can differentiate instruction across various subjects and intelligences like linguistic, logical-mathematical, visual-spatial, and kinesthetic. Flexible grouping, formative assessment, and creating an inclusive learning environment are also emphasized.
Engaged Learning Strategies
The Carousel strategy is used to share information or ideas with a group. Students are divided into groups that rotate between papers posted around the room, each containing a topic or question. At each stop, groups add their comments or answers before moving to the next paper. This allows all groups to contribute to every topic.
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This document discusses the principles of differentiated instruction, which is a model of teaching that requires teachers to have flexible approaches to instruction to meet the varied needs of learners. It emphasizes that students differ in their background knowledge, readiness, interests, and learning preferences. The goals of differentiated instruction are to maximize student growth and individual success by providing instruction tailored to students' levels. Key strategies mentioned include flexible grouping of students, ongoing assessment to inform instruction, and varying content, processes, products, and learning environments based on student profiles.
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This document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It defines differentiated instruction as proactively planning varied approaches to content, learning processes, and products based on student needs. The document provides examples of differentiation strategies like modifying content based on student interests and readiness levels, using flexible grouping, and assessing student growth over time rather than comparing students. It emphasizes differentiation is a philosophy, not just a set of techniques, and should be implemented along a continuum from minimal to extensive based on student needs.
Di bedford hs 2010
This document provides an overview of differentiated instruction strategies presented by educational consultants. It defines differentiated instruction as a set of teaching decisions that bring learning within reach of each student by providing varied learning options tailored to student needs. The document discusses how differentiated instruction is not one-size-fits-all and involves ongoing assessment to make learning meaningful through flexible content, processes, and products. Examples of differentiated instruction strategies are provided, such as graphic organizers, think-pair-share, and response cards to actively engage students.
LAYOUT
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
Differentiated Instruction in the Math Classroom
The document provides an overview of differentiated instruction according to Carol Ann Tomlinson. It defines differentiated instruction as a way to systematically plan curriculum and instruction to meet the individual needs of academically diverse students. The goals are to honor each student's learning needs and maximize their learning capacity. Teachers should differentiate content, process, and products based on students' readiness, interests, and learning profiles. Key aspects of differentiation include flexible grouping, ongoing assessment, and providing multiple options for students.
Differentiated instruction web one
This document provides information on differentiated instruction including:
1. Definitions of differentiated instruction emphasizing matching instruction to student needs and allowing different paths to learning content.
2. Strategies for differentiated instruction such as flexible grouping, learning centers, choice boards, graphic organizers, and tiered assignments.
3. Potential obstacles to differentiated instruction and ways to address them such as perceived lack of time, difficulty assessing varied work, and student readiness.
Wormeli differentiated instruction_may_2009_color_version
This document discusses differentiating instruction for students. It provides several questions teachers should ask themselves to determine if they are successfully differentiating, such as whether they understand their students' strengths and needs. It also outlines the key skills teachers need, like understanding formative assessments and applying cognitive science. Teachers are encouraged to have flexibility in their instructional methods and grouping of students.
Differentiated Instruction-An Overview-by Mark Walker
The document discusses differentiated instruction, which is a teaching approach that recognizes students learn in different ways and at different paces. It involves modifying instruction based on student needs using various techniques like flexible grouping, tiered lessons, and choice boards. Key aspects of differentiated classrooms include assessing student needs, providing multiple options for content, process and product, and creating an environment where students feel challenged but supported in their learning. The goal is to maximize each student's growth by meeting them where they are.
Differentiated Instruction Presentacion In Service Training 2009
Differentiated instruction is a teaching approach that aims to meet the diverse needs of students in the classroom. It involves modifying content, process, products, and the learning environment based on student readiness, interests, and learning profiles. Effective differentiated instruction involves flexible grouping of students, ongoing assessment to inform instruction, providing students with choices, and ensuring all students are engaged in challenging work. The document provides examples of how teachers can differentiate content, process, and products to address the varied needs of students.
Di udl.1.14.11 copy
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its three principles - providing multiple means of representation, action and expression, and engagement - align with differentiated instruction. It provides examples of how computer simulations can support UDL implementation. Overall, the document explores the relationship between differentiated instruction and UDL, arguing they are complementary frameworks for making curriculum more flexible and inclusive.
Di udl.1.14.11
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products based on students' readiness, interests, and learning profiles. The document then discusses UDL and how its three principles (multiple means of representation, expression, and engagement) align with differentiated instruction. It provides examples of how teachers can implement differentiated lessons using UDL frameworks. The document concludes that while more research is still needed, differentiated instruction shows promise as an effective classroom practice based on educational theory and research supporting its foundations.
Di udl.1.14.11
This document discusses differentiated instruction and its implications for implementing Universal Design for Learning (UDL). It begins by defining differentiated instruction and identifying its key components, including differentiating content, process, and products. It also discusses evidence that differentiated instruction can be an effective classroom practice. The document then introduces UDL and discusses how its principles align with differentiated instruction. It provides examples of how UDL and differentiated instruction can be combined in lessons using digital materials to increase flexibility and accessibility for all students.
Differentiated Instruction (1).ppt
The document discusses differentiating instruction to meet the individual needs of students. It defines differentiated instruction as modifying instruction based on student readiness, interests, and learning profiles rather than using a one-size-fits-all approach. The key principles of a differentiated classroom are that the teacher understands student differences and adapts content, process, and product to maximize growth for each student. Teachers can differentiate instruction through flexible grouping, assessment to guide instruction, and varying content, process, and products based on student characteristics. The goal of differentiation is to respect individual student differences while helping all students understand common human experiences.
differentiated_instruction_intro (1).ppt
This document provides an overview of differentiated instruction. It defines differentiated instruction as modifying instruction to meet students' varying needs in terms of readiness, interests, and learning profiles. The key principles of a differentiated classroom are that the teacher is clear on subject matter objectives, understands and builds on student differences, uses ongoing assessment to adjust instruction, and ensures all students are engaged in meaningful work. Differentiation involves varying content, process, and product. Research supports differentiation as it addresses how students learn best. While change can be difficult, differentiated instruction helps ensure all learners' needs are met. Effective leadership and administrative support are important for implementing differentiation successfully in classrooms and schools.
INTEGRATIVE DIFFERENTIATION IN THE 21ST CENTURY CLASSROOM
The topic addresses the importance and challenges of differentiated instruction from the point of view of a 21st Century teacher. It prescribes techniques that can be employed to integrate differentiated instruction, not as a failed concept, but a tool to enhance student learning, improve content delivery, meet learners needs and promote great teaching and learning experience .
diff101.ppt
This document discusses differentiation in education. It defines differentiation as providing instruction in various ways to meet the needs of diverse learners. Differentiation meets students where they are and maximizes their chances of success. The document outlines principles of differentiated classrooms, such as adjusting content, process and product based on student needs. It also notes that differentiation is not the same as individualized instruction or just modifying assignments. Advantages include helping teachers understand assessment and offering varied learning experiences. Both strengths and challenges of differentiation are discussed.
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Differentiated Instruction in the Science Classroom
The document provides an overview of differentiated instruction. It defines differentiated instruction as a systematic approach to planning curriculum and instruction that considers students' individual learning needs and maximizes their learning potential. The document discusses differentiating content, process, products, based on students' readiness levels, interests, and learning profiles. It provides examples of differentiation strategies teachers can use such as flexible grouping, varied assignments, and ongoing assessment.
3. Teacher's Guide to Differentiate Instructions
Differentiated instruction is an approach that assumes there is diversity among learners and aims to reach all students by using various teaching methods tailored to students' readiness levels, interests, and learning profiles. It involves modifying instruction, materials, student tasks, and assessments to address the needs of individual students. Effective differentiation requires teachers to understand the content, assess student knowledge and skills, and design interrelated activities at varying levels of difficulty using multiple materials and processes to help students master challenging content. While differentiation takes effort, it can help ensure equity in learning for all students when combined with other effective teaching practices.
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Differentiated Instruction 2
- 1. Differentiated Instruction Jennifer Luff August 11, 2008
- 5. A Garden of Growing
- 6. One size does NOT fit all!
- 14. See Figure 2.1-Source: Tomlinson, C. The Differentiated Classroom (1999); pg. 15 Learning Profile Interest Readiness Environment Product Process Content Teachers can Differentiate
- 21. Thank you for sharing your time today! Jennifer Luff [email_address]