An overview icluding basic principles and references. It was presented during a workshop on Differentiation for EFL teachers of the Alpha Athens School district. (There are problems with the content in the slides, which is not properly viewed. I don't have a clue why this is happening. Should I upload the file in a different format?). My sincerest apologies, anyway..
This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Best practices are defined as strategies, activities or approaches that have been shown through research and evaluation to be effective and / or efficient.
Benchmarking is the process of learning by making comparisons.
Differentiated Instruction in Online Environmentsjkchapman
by Gail Taylor
This forum will explore differentiated instruction (DI) in online environments. DI is a flexible, holistic approach to teaching and student learning that recognizes all students are not alike in terms of their learning styles and/or types of intelligences, among other related concepts. We will be exploring ways to make assessments of student learning styles and multiple intelligences as a way to identify teaching best practices for diverse groups of students in online environments.
H μέθοδος Project στο Ελληνικό Εκπαιδευτικό ΣύστημαNiki Nistikaki
Παρουσίαση σε προπτυχιακούς φοιτητές του Ο.Π.Α., στο πλαίσιο του μαθήματος "Eιδική Διδακτική Οικονομικών Επιστημών", με καθηγήτρια την κα Βασιλική Μπρίνια.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. Differentiation
It concerns…
•Exploring different ways to cater for
students’ diverse needs in learning.
•Recognizing and supporting
individuality while creating learning
opportunities for all (Combine grade
level expectations and individual
learning needs).
•It’s about Equity and Respect in the
learning process.
http://www.diffcentral.com/what-is-differentiated-
instruction.html
It does not
concern
planning
individualize
d lesson
plans for
every
student.
4. Why is it important?
•Ensures equal access to learning content
•Fosters strong connections between
teacher, learner and content
•Relieves conflict in the learning
environment
•Fosters independent, life-long learning
•Builds on students’ skills, strengths and
interests.
•Increases motivation and participation.
•Boosts self-confidence and feelings of
self-worth.
http://www.diffcentral.co
m/what-is-differentiated-
instruction.html
http://bcove.me/0r9eoeua
https://www.teachingchan
nel.org/videos/differentiat
ing-instruction
http://bcove.me/7qgzg87l
http://www.edutopia.org/s
tw-differentiated-
instruction-learning-
styles-video
http://www.youtube.com/
watch?v=PTWXt1Sl3GU
&feature=player_embedd
ed#at=91
8. Activities and Strategies
Tiered ⇨ using various
levels of difficulty to
address the same
content
Scaffold ⇨ working a
step further of what a
learner can do alone
(Zone of Proximal
Development)
Varied (Multi-
Flexible
grouping (
readiness,
interests,
learning
preference,
randomly)
Cooperative
learning
strategies
Setting
classroom
routines and
classroom
contracts
Multi-leveled
activities (texts,
questions)
Choice Boards
Web quests
Modified
Assessment
Methods
Re-teaching,
Reviewing,
Paraphrasing,
Rephrasing,
Retelling key
concept ideas.
Chunking
instruction into
shorter
segments or
Expanding
assignments
over longer
periods
(Variable
pacing)
Extending wait
time for
Activities Strategies
9. Flexible grouping ⇨ varied and
flexible grouping arrangement
Plenary,small
group,dyads,independent
work
Students work with a variety of peers either
as instructed by the teacher or by their own
choice.
The teacher can adopt different roles in the
process
(guide, monitor, supervisor, facilitator, mediat
or).
Groups can be formed by standards of
Readiness, Interests, Learning preference
or randomly.
Different techniques can be applied to group
students and manage the process.
http://www.learner.org/workshops/readingk2/se
ssion6/byw1.html
10. List of Activities to make key
content accessible and meaningful
Visual
Representatio
ns (
Graphs, Chart
s, Mind maps)
Role plays
Participating
in Group
Discussions
Drawing
Reading or
creating
Comic strips
Participating
in Drama
activities
Producing
Journal
entries
Pointing to
pictures, objec
ts
Describing
characters, sc
enes, objects
Summarizing
Providing
Examples
Engaging in
Hands-on
Activities (use
of
manipulatives)
Making
Speeches
Engaging in
Peer
Interviews
Filling in
Questionnaire
s
Conducting
Brainstorming
activities
Previewing
(text, video)
Video viewing
activities
(video casts )
Engaging in
Individual
reading/ Team
reading
Sessions
Responding to
Open, multiple
choice, True/F
alse, Yes/ no
Questions
Writing
Learning logs
Making Use of
word banks
Doing Follow-
up activities
( Enrichment
and reflection)
Reviewing
Expressing
emotions and
feelings
Sharing
opinions, prod
ucts, informati
on, materials
Thinkdots
Tic-tac-toes
Cubing
11. List of materials to engage
students and illustrate content
Different types of
Dictionaries (Picture
Dictionaries, Bilingual, Mon
olingual, Thesaurus et al)
Videos with or without
subtitles, transcripts
Picture files
Flashcards
Realia
(Newspapers, magazines, o
bjects)
Works of Art/ Graffiti
Encyclopedias
Screen projectors
Video Games
Crossword puzzles
Listening material
An infinite number of
digital products like
infographs and word
clouds.
Audio Recordings
Poems
Fiction
Songs
Rhymes
Plays
Fairy tales
Comic Strips
Story Books
12. Student Product-what students
Know, Understand, are able to
Do
Learning Preferences Readiness levels Interests
Student
Product-varied,
multimodal
13. Assessment ⇨ On-going, tightly
linked to instruction
Continual, accurate
Varied
Explorative
Precious feedback
provider to all
stakeholders
Guide to next steps or
actions to be taken
Encourages reflection
and dialogue
http://youtu.be/gFXbuE-
21I4
Formal
Standardized
Focused on outcomes
and end products
Takes place at the end
of a unit, term or
school year
Certifies and rates
according to
achievement
outcomes
Summative Assessment
Formative Assessment : A
roadmap to effective
instruction
14. Types of Assessment
Pre-
assessment
and
Formative/S
ummative
Assessment
types to
learn about
student
mastery of
content, read
iness
level, backgr
ound and
interests.
Initial skills assessment
End-of- year exams
Mid-term exams
Informal Tests
Diagnostic
tests/Placement tests
Individual student
performance notebooks
Portfolios
Questionnaires
Student surveys
Writing samples
Oral participation in
various activities ( e.g.
Classroom Discussion)
Responses to various
types of input
information
inventories
Teacher/ peer
Observation
Checklists
Self-assessment/ Group
Assessment docs
Student created products
Student reflection
(learning journal
entries, Exit slips
Technology tools to
assess levels of retention
and foster engagement
and expansion of content
15. Learning Environment in a
Differentiating Class
Physical arrangement of the classroom
Learning stations
Materials/tools available
Level of noise
Atmosphere, Classroom climate
Associations with community or state
bodies, educational institutions, experts, agents.
Mentor support
Classroom Aides
Student Services
Peer Support Systems
Available Resources
Use of technology to enhance enrichment of
information, creativity and collaboration (social
media, professional networks, technology co-
coordinators)
TEACHER-STUDENTS
16. Affect- the key to effective learningHOWSTUDENTSPERCEIVE
THEMSELVES,THEIR
PERFORMANCE,THEIR
CLASSROOM,THEIRLEARNINGASA
WHOLE
Engagement of senses and
emotions in the learning process.
The Learning environment is a
crucial factor either in hindering or
promoting learning.
Provides all interested parts with a
sense of community and self-worth.
Changes in value systems
(beliefs, ideas, attitudes) pace with
changes in the cognitive domain.
17. Asks crucial questions before setting off with the
process
1. Who am I teaching? Who are my students?
2. What do they need to learn and be able to do?
What is the key content about? How much is there
to know about the main concept/s of the lesson?
3. How are they going to achieve these goals?
4. What resources and tools shall I need to facilitate
and expand learning?
5. How will I know the choices made have worked?
Believes that all children can learn.
The teacher in the differentiating
process
18. Learning outcomes
Any knowledge, skill or attitude the student
exhibits at the end of a learning experience
Assessment
Action
Change Conclusions
19. Learning modalities theory-
Perceptual model (V.A.K.)
Despite being a popular, widely-accepted model in differentiating
instruction to cater for a variety of learner preferences, it should not
serve as set of criteria to categorize people. People learn through well-
designed learning programs using a variety of multi-modal
materials, instructional activities and assessment methods.
As quoted below: “..it is far more important to match the presentation
with the nature of the subject, such as providing correct learning
methods, strategies, and context; rather than matching individual
preferences” (Coffield, et. al., 2004).
Retrieved on 24/8/13 from:
http://www.nwlink.com/~donclark/hrd/styles.html
Learning
Styles
• Visual
• Auditory
• Kinesthetic
20. Auditory Learner-learns by Hearing
and Speaking
Use recordings of content
material instead of reading
through.
Read-out loud
(notes, assignments, texts)
.
Say new information out
loud.
Talk problems/new ideas
through with
teacher/peers/friends.
Use self-talk to process
and memorize information.
Suggested Activities Tips for Auditory learners
Listening to lectures,
audio scripts
Participating in
whole class/small
group discussions
Reciting information
Story-telling
Making speeches or
presentations
21. Visual learner-Learns by seeing
and visualizing information
Use various kinds of visual
organizers
(maps, graphs, charts, outline
s)
Visual brainstorming activities
Images, pictures, comic
strips, illustrations to illustrate
content and engage students
in the process
Digital mind mapping
software to organize concepts
and ideas.
Video clips and films with
subtitles
Well organized hand outs
Take detailed notes
Highlight key concept/main
ideas. Use color.
Write down new information
repeatedly to memorize it.
Observe speakers
closely, paying attention to
body language and facial
expressions.
Use visual organizers
extensively.
(maps, graphs, charts, outline
s, timetables, schedules, age
ndas, planners)
Use multimedia material to
enhance learning.
Suggested activities and
materials
Tips for visual learners
22. Kinesthetic Learner - Learns by
doing and touching
PHYSICAL ACTIVITIES
Dancing
Participating in Games (Action, Card,
floor games)
Writing on the Board
Acting-out
Role-playing
Making presentations
Operating multimedia Resources
EXPERIMENTS (Chemistry lab, physics
lab)
EDUCATIONAL VISITS ( museums,
galleries, institutions)
FIELD TRIPS (zoos, archaeological
sites, nature trails, theme parks,
castles)
ARTS AND CRAFTS
Image making and
editing
Drawing
Comic Creations
Advertisements
Book Cover Designs
Video production
Collages
Graffiti
Building Structures
23. Kinesthetic learner tips for the
teacher
Use
1. Practice a lot of team
work (seat
changes, movement)
2. Allow for frequent
breaks while studying
3. Encourage pacing or
moving around while
learning new material
4. Provide opportunities
to handle physical
objects
Avoid
1. Prolonged
seating, writing, liste
ning or reading
tasks
2. Assigning Tasks
without prior
explanation/guidanc
e/ modeling
3. Abstractions
4. Unstructured
lessons or
24. Small Tips for teachers
Get to know your students well before planning or
implementing anything.
Have a variety of tools in your “tool kit”.
Observe closely and reflect on things you have
spotted. It’s an effective way to learn about your
students and adapt instruction respectively.
Inform both students and parents of your
differentiated class. Share your ideas and
expectations.
Allow some time for energy-saving and tension
relief.
Build a support group of colleagues to learn from
and share with (physical school environment,
25. Food for Thought…
Mistakes are allowed, and ways to rectify things
are always there to trace and put into practice. In
fact, it’s a good way to learn.
Good intentions and understanding of the human
nature are valuable tools in your “big bucket”.
Learning is a dynamic process that changes the
world we live in. As it is, it leads to action and
progress. So, gather experience because….
“Experience is the teacher of all things”.
Julius Caesar
“Experience is not what happens to you; it's what
you do with what happens to you”.
Aldous Huxley
26. Conclusion…
“Differentiating instruction alone will not
automatically improve student performance.
Tomlinson (2000) points out that efforts to
differentiate are most successful when they
are combined with the use of a high-quality
curriculum, research-based instructional
strategies, well-designed activities that
address the needs and interests of
students, active learning, and student
satisfaction with the lesson.”
http://www.education.com/reference/article/Ref
27. Quotes to think about
"If a doctor, lawyer, or dentist had 40 people in his office at
one time, all of whom had different needs, and some of whom
didn't want to be there and were causing trouble, and the
doctor, lawyer, or dentist, without assistance, had to treat
them all with professional excellence for nine months, then he
might have some conception of the classroom teacher's job."
Donald Quinn (commercial artist and cartoonist)
“Tell me and I forget, teach me and I may
remember, involve me and I learn.”
― Benjamin Franklin
28. Resources and Credits
http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools for
Differentiating Instruction in the ESL Classroom
http://www.eduplace.com/science/profdev/articles/valentino.html Flexible Grouping
http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf Differentiated Instruction -
How to Ensure Success for All Students
http://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the Elementary
Grades-Carol Ann Tomlinson
http://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal development tools
http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&url=http%3A%2F%
2Feducation.alberta.ca%2Fapps%2Faisi%2Fliterature%2Fpdfs%2FFinal_Differentiated_Instruction.pdf&ei
=XV8kUr7dAqjR7Abt2oDADw&usg=AFQjCNF0ixuedDVIF3ItUSC0KgBWDoQyUw&sig2 Differentiated
Instruction: A Research Brief for Practitioners
http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipedia
http://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional Development
Tools on Differentiation including valuable videos.
http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boards
http://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Grouping
http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for building a positive
classroom climate
http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8 Lessons
Learned on Differentiating Instruction
http://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated instruction:
success for every student
http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation Planning for and
managing Differentiation
http://www.nldontario.org/articles/DifferentiatedClassroom.html Key Principles of a Differentiated
Classroom
29. Resources and Credits (con’t)
http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered
Lessons
http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/ Tiered Instruction
and Assessment Tiered Instruction and Assessment
http://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf
Steps to provide differentiated instruction
http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf
Differentiated Instruction - How to Ensure Success for All Students
http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication
_WEB%20ONLY_FINAL.pdf
Innovations in learning technologies for English language teaching
http://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf
Classroom strategies and tools for differentiated instruction in the Esl classroom
http://www.wida.us/ World class instructional design and assessment
http://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinking
http://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create-
independent-readers Predictograms Improve Reading Comprehension
http://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction:
Before You Watch
http://www.diffcentral.com/ Ann Tomlinson’s website
http://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the meaning
of differentiation.
http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to
Differentiating Instruction