This document discusses differentiated instruction and provides examples of strategies to differentiate based on student interests, learning styles, and readiness levels. It defines differentiated instruction as recognizing students learn differently and have different interests. Examples are given to activate intrinsic motivation, accommodate different interests and learning styles, and differentiate for different readiness levels. A sample lesson plan on travel in China incorporates differentiated strategies for multiple intelligences and Bloom's taxonomy levels. The document advocates giving students choices to address their needs for belonging, power, freedom and fun.
Project-Based Learning (PBL), Content-based Instruction (CBI), and CALL: A fr...Saint Michael's College
Christine Bauer-Ramazani will introduce Project-Based Learning as an approach in education that lends itself well to increased focus on content in English language teaching and learning while leveraging technology to accomplish the goals. Examples will be given.
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In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
This presentation summarizes the purposes of instructional media and its types. The pictures were taken from the Google images and from personal photos.
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Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Project-Based Learning (PBL), Content-based Instruction (CBI), and CALL: A fr...Saint Michael's College
Christine Bauer-Ramazani will introduce Project-Based Learning as an approach in education that lends itself well to increased focus on content in English language teaching and learning while leveraging technology to accomplish the goals. Examples will be given.
How to design Collaborative learning activitiesAndrew Brasher
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
This presentation summarizes the purposes of instructional media and its types. The pictures were taken from the Google images and from personal photos.
Workshop3 Teaching Strategies for ELL StudentsSheri White
Discussion and examples of ELL teaching strategies that help to develop vocabulary, promote interaction and discussion, check for understanding, and provide examples for hands-on learning.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Differentiation in education. How will we get there? Work setting needs. Goals and objectives. Strategies and plans. Assessment of activities. Resource requests. Session areas to be addressed. September session. October session. November session, December session. January session. February session. March session. April session.
Inspiring Students through Emotional IntelligenceQatar University
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Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
What differentiation is… and what it is not…
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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..
Designing Effective Learning Environments for Graduate Teacher Education Prog...Sue Watling
These are the slides used for the session on designing effective learning environments for the Graduate Teacher Education Programme, September 23 2014.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. “The goal of a differentiated classroom is to
maximize each student’s growth by recognizing
that students have different ways of
learning, different interests, and different ways
of responding to instruction.”
Diane Ravitch
3. Why we should differentiate instructions?
“Students learn better if task ignite curiosity or
passion in a student, and if the assignment
encourages students to work in a preferred
manner. Students learn better if tasks are a closer
match for their skills and understanding of a
topic.”
Carol Ann Tomlinson
4. adapted from Linda Holdorf, A treasure chest of
differentiation strategies, Nov. 2007
5. adapted from Linda Holdorf, A treasure chest of
differentiation strategies, Nov. 2007
6. Things to consider
Activate Intrinsic Motivation
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•
•
•
•
•
•
•
Give students a voice in classroom decision making
Provide students with choices
Teach to a variety of learning styles
Recognize and address different readiness levels
Use a variety of instructional strategies
Offer fun activities that inspire creativity and reduce stress
Teach students to work cooperatively with others
Provide opportunities for students personal growth
Dodge, Judith. (2005), Differentiation in Action, p. 51
7. The How To’s of Planning lessons in
a differentiated classroom
8. Accommodate Different student interests
Strategies that support Interest-Based Differentiation
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•
•
•
•
•
Student choice of tasks
Interest groups
Jigsaw
Independent study
Literature circles
Student-selected audiences
(Adapted from Tomlinson, 2001, p.59)
9. Think-Pair-Share
• Describe several ways you can incorporate
student interest in your classroom.
• Ideas of new strategies of interest-based
differentiation in your classroom
10. Accommodate different learning styles
Sensory Approaches to Learning
Auditory Activity
Visual Activities
Tactile-Kinesthetic
Teach a lesson
Create a web sit
Gather an artifact box
Give a speech
Crate a photo journal
Give a demonstration
Prepare recordings
Prepare a Power Point
presentation
Present a TV newscast
Conduct an interview
Design an advertisement
or poster
Make a videotape
Listen to a tape to
respond
Design a graphic
organizer
Play or create a game
Panel discussion
Gather a gallery of
pictures with subtitles
Group and categorize a
collection
Engage in a debate
Chart a visual timeline
Role-play with props
(Adapted from Judith Dodge, 2005, p.67)
13. Sample lesson plan
Unit: Travel in China
Pre-Learning Activities
Multiple Intelligence
Spatial
Knowledge
Activities
Present video of different tourist
attractions and historical sites in
China and elicit comments
http://www.youtube.com/watch?v=OIx1ek
g4EiI&list=PL6B220AAD056F341E
14. Sample lesson plan
Unit: Travel in China
Pre-Learning Activities
Multiple Intelligence
Bodily-Kinesthetic
Knowledge
Activities
Present Artifact Box containing
essential items needed for
traveling aboard
15. Unit: Travel in China
Sample lesson plan
During-Learning Activities
Multiple Intelligence
Verbal-linguistic
Logical
Analysis
Activities
Student create Concept Map for
key words found on travel
brochure
旅游
机票
行程
景点
16. Sample lesson plan
Unit: Travel in China
During-Learning Activities
Multiple Intelligence
Verbal-linguistic
Interpersonal
Application
Activities
Think-pair-share activities to
practice conversation
17. Sample lesson plan
Unit: Travel in China
During-Learning Activities
Multiple Intelligence
Verbal-linguistic
Intrapersonal
Analyze
Activities
Quick write to write summery
18. Sample lesson plan
Unit: Travel in China
Post-Learning Activities
Multiple Intelligence
Verbal-linguistic
Interpersonal
Application
Activities
Role play conversation to inquire
travel schedule and book tickets
19. Sample lesson plan
Unit: Travel in China
Post-Learning Activities
Multiple Intelligence
Verbal-linguistic
Musical
Creativity
Activities
Create a song or poem to
promote tourism of a city in
China
20. Sample lesson plan
Unit: Travel in China
Post-Learning Activities
Multiple Intelligence
Verbal-linguistic
Spatial
Application/Synthesis
Activities
Create a travel brochure to
introduce cities in China
21. Think-Pair-Share
• Describe several ways you can incorporate
student learning styles in your classroom.
• Ideas of new strategies of differentiation based
on learning style in your classroom
22. Accommodate Different student readiness
Strategies that support readiness-Based Differentiation
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•
•
•
•
•
•
•
K-W-L
Ongoing formative assessments
Grouping
Anchor activities
Cubing
Open-ended questions
Tiered instructions and assessments
Technology
(Adapted from Tomlinson, 2001, p.59)
23. Specified meaningful activities on
which students work independently
On going activities that engage and
motivate students to extend their
learning
24. To differentiate according to different
levels of student readiness, two or more
different cubes could be created with
the same commands but with tasks at
different levels of difficulty.
29. One small step a time…
Low Preparation
Use of reading buddies
Work alone or together
Flexible seating
Open-ended activities
Explorations by
Internet
• Varied support
materials
• Flexible learning
groups by readiness,
interest and learning
profiles
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•
•
•
•
High Preparation
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•
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•
•
•
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Stations
Tiered centers
Tiered activities
Tiered products
Independent study
Multiple texts
Think-Tac-Toe
Students are assessed in
multiple ways
adapted from Linda Holdorf, A treasure chest of
differentiation strategies, Nov. 2007
30. Think-Pair-Share
• Describe the different level of readiness in your
classroom.
• Ideas of new strategies of readiness-based
differentiation in your classroom
31. “When you allow students choices, you address
their four basic needs of belonging, power,
freedom and fun.”
Judith Dodge
32. Bibliography
• Dodge, J. (2005) Differentiation in action. New York: Scholastic
Teaching Resources.
• Tomlinson, C.A.(2001) How to differentiate instruction in mixedability classrooms. 2nd Edition. Pearson: Upper Saddle River, New
Jersey
• Ravitch, Diane (2007) EdSpeak: a glossary of education
terms, phrases, buzzwords, and jargon. ASCD: Alexandria, Virginia
• Holdorf, Linda (2007) A treasure chest of differentiation strategies.
AIMS: unkown.
• www.ascd.org/research-a-topic/differentiated-instructionresources.asp
• http://www.careernotes.ca/unit1/4-multiple-intelligences/
• http://morethanenglish.edublogs.org/files/2011/09/bloom-interactivepyramid-12ta9bt.jpg
• http://4.bp.blogspot.com/lZnKtfe6p2s/T8ohPzvnzDI/AAAAAAAAGWw/L94PIwY9ZXc/s1600/bl
ooms+taxonomy+for+ipad.png
Editor's Notes
In planning a differentiated lesson in respond to student readiness, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiated curriculum. We can learn by asking “what supports the instinct to differentiated instruction?” (Tomlinson, p.46)
In planning a differentiated lesson in respond to student readiness, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiated curriculum. We can learn by asking “what supports the instinct to differentiated instruction?” (Tomlinson, p.46)