This presentation includes the following: - History and Essentials of Differentiated Instruction - Traditional vs. Differentiated Instruction

1. Differentiated
Instruction
Prepared by:
Ms. Ma. Irene G. Gonzales

4. Prior
Educational
Experiences
Skills
Interests
Readiness
Levels

5. • The biggest mistake of
past centuries in teaching
has been to treat all
children as if they were
variants of the same
individual and thus to feel
justified in teaching them
all the same subjects in the
same way.
-Howard Gardner

7. How do we successfully
meet the needs of the diverse
learners in our classroom?

9. Differentiated Instruction
►

10. Differentiated Instruction
►
–
–
–

11. Differentiated Instruction
►

12. Differentiated Instruction

13. Differentiated Instruction

14. Differentiated Instruction

15. Differentiated Instruction

16. Differentiated Instruction

X

17. Differentiated Instruction

18. Differentiated Instruction

19. Differentiated Instruction

20. Differentiated Instruction

21. Differentiation of Instruction
♦
♦
♦

22. Traditional vs. Differentiated Instruction
Assessment is most
common at the end
of learning to see
“who got it”
Assessment is on-going
and diagnostic to make
instruction more
responsive to learners’
needs

23. Traditional vs. Differentiated Instruction
A relatively narrow
sense of
intelligence prevails
Focus on multiple
forms of intelligences is
evident

24. Traditional vs. Differentiated Instruction

25. Traditional vs. Differentiated Instruction
Coverage of
curriculum guides
drives instruction Student readiness,
interest, and learning
profile shape instruction

26. Traditional vs. Differentiated Instruction

27. Traditional vs. Differentiated Instruction

28. History
•
•
•

29. History
•
•

30. History
•
•

31. Essentials of Differentiated Instruction
• Knowledge of students’ readiness to work with
concepts, their interests and their learning
preferences and seeing all preferences as equally
valid.
• Teachers use a repertoire of instructional and
assessment strategies to meet the needs of
different learners.

32. Essentials of Differentiated Instruction
• All differentiated instruction activities are
equally engaging and respectful and take
approximately the same amount of time.
• Students are assessed before, during and after
their learning. Assessments inform next steps for
both teacher and student.

33. Essentials of Differentiated Instruction
• Even if students have choices in the ways that
they demonstrate their learning, teachers are
able to use a common assessment tool (e.g., a
rubric) so that all student work is judged against
the same assessment criteria.

34. Essentials of Differentiated Instruction
• A defining characteristic of a differentiated
classroom is flexibility. Students work in short-
term, flexible learning groups and educators are
flexible in creating and altering instructional
plans in response to learners.

35. Examples of Research Support for Differentiated
Instruction
• “When teachers recognize diversity
in their students, in terms of how
and what they identify with and
how they learn, and when this
recognition is reflected in how
teachers teach, students are free
to discover new and creative ways
to solve problems, achieve success,
and become lifelong learners.”
(Ferguson et al., 2005)
Differences in how
students learn have a
significant impact on
achievement.
D.I.
Principle 1

36. Examples of Research Support for Differentiated
Instruction
• “We know that learning happens best
when a learning experience pushes
the learner a bit beyond his or her
independence level. When a student
continues to work on understanding
and skills already mastered, little if any
new learning takes place. On the other
hand, if tasks are far ahead of a
student’s current point of mastery,
frustration results and learning does
not.” (Howard, 1994; Vygotsky, 1962)
Learning begins
from a student’s
point of readiness.
D.I.
Principle 2

37. Examples of Research Support for Differentiated
Instruction
• “We know that learning happens best
when a learning experience pushes
the learner a bit beyond his or her
independence level. When a student
continues to work on understanding
and skills already mastered, little if any
new learning takes place. On the other
hand, if tasks are far ahead of a
student’s current point of mastery,
frustration results and learning does
not.” (Howard, 1994; Vygotsky, 1962)
Learning begins
from a student’s
point of readiness.
D.I.
Principle 2

38. Examples of Research Support for Differentiated
Instruction
• “We know that learning happens best
when a learning experience pushes
the learner a bit beyond his or her
independence level. When a student
continues to work on understanding
and skills already mastered, little if any
new learning takes place. On the other
hand, if tasks are far ahead of a
student’s current point of mastery,
frustration results and learning does
not.” (Howard, 1994; Vygotsky, 1962)
Learning begins
from a student’s
point of readiness.
D.I.
Principle 2

39. Examples of Research Support for Differentiated
Instruction
• “A student’s ‘functioning’ in
school is inextricably linked
with his or her sense of
belonging and connection to
the school environment and
his or her relationships with
peers and teachers within
it.” (Schonert-Reich, 2000)
A safe, non-threatening
and respectful learning
environment is vital to
student achievement.
D.I.
Principle 3

40. Examples of Research Support for Differentiated
Instruction
• “A student’s ‘functioning’ in
school is inextricably linked
with his or her sense of
belonging and connection to
the school environment and
his or her relationships with
peers and teachers within
it.” (Schonert-Reich, 2000)
A safe, non-threatening
and respectful learning
environment is vital to
student achievement.
D.I.
Principle 3

41. Examples of Research Support for Differentiated
Instruction
• “When goals are clear,
feedback relevant, and
challenges and skills are
in balance, attention
becomes ordered and
fully invested.”
(Csikzentmihalyi, 1997)
High expectations of success
by all are matched by tasks
that provide a high degree of
challenge for the individual.
D.I.
Principle 4

42. Examples of Research Support for Differentiated
Instruction
• “When goals are clear,
feedback relevant, and
challenges and skills are
in balance, attention
becomes ordered and
fully invested.”
(Csikzentmihalyi, 1997)
High expectations of success
by all are matched by tasks
that provide a high degree of
challenge for the individual.
D.I.
Principle 4

43. Examples of Research Support for Differentiated
Instruction
• “When goals are clear,
feedback relevant, and
challenges and skills are
in balance, attention
becomes ordered and
fully invested.”
(Csikzentmihalyi, 1997)
High expectations of success
by all are matched by tasks
that provide a high degree of
challenge for the individual.
D.I.
Principle 4

44. Examples of Research Support for Differentiated
Instruction
• “One is struck by the superior
findings reported for visual and
dramatic instruction over verbal
instruction in terms of the
percentage of information
recalled by students one year
after the completion of the
unit.” (Marzano, 2003, reporting
on research by Nuthall)
Essential concepts can
be effectively
presented in a variety
of forms.
D.I.
Principle 5