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Differentiating Instruction
- 1. DifferentiatingDifferentiating InstructionInstruction Kathryn Atkins, KejuanaArrington, and Katrina Shy MTE/533 Dr. Sylvia Hill May 12, 2014
- 2. Differentiated Instruction Differentiated instruction isan approach that helps teachers adjust their curriculum and instruction to maximize the learning and learning opportunities for all students, regardless of their learning needs or ability level. Differentiated instruction, however, is not a single strategy but, rather, a framework that teachers can use to implement a variety of strategies, many of which are evidence based.
- 3. Differentiated Instruction Cont. Usingeffective classroom management procedures Grouping students for instruction Assessing student readiness Teaching to the student’s zone of proximal development the point just beyond which a student can complete an instructional task independently
- 4. Choice Boards Using choiceboards allows students to make their own decisions about meeting requirements. The teacher prepares an organizer, like a folder, which has different activities for the students to complete. A choice board in a science classroom might contain a list of activities they can complete to learn about air pollution.
- 5. Choice Boards Cont. Research air pollution in your city. Write one paragraph detailing what contributes to the air pollution and ways to fix this. Choose three ways to help air pollution decrease. Compare and contrast in a chart. Find three articles about air pollution in the United States. Write a short summary of each article.
- 6. Flexible Grouping Teachers whouse flexible grouping will have students work in different groups. Students can be grouped according to specific goals for each student, individual skills, or activities that each student will be completing. Groups can be teacher-led or student led.
- 7. Flexible Grouping Cont. •In the math classroom, after learning about multiplying and dividing fractions, groups can be assigned based on understanding of the concept. A student who can help students who do not understand can be assigned to each group.
- 8. FOSS (Full Option ScienceSystem) The Full Option Science System (FOSS) has evolved from a philosophy of teaching and learning at the Lawrence Hall of Science that has guided the development of successful active- learning science curricula for more than 40 years ("Foss", 2014). Bridges research and practice by providing tools and strategies to engage students Leeds to a deeper understanding of material Created specifically to provide students and teachers with meaningful learning experiences through participation in scientific practices ("Foss", 2014).
- 9. Tiered Assignments In theselessons, each student has the same materials and objectives, but they may reach these objectives in different ways. You must first determine what the students already know before you can assign the correct lesson assignments to each students. In a science classroom tiered instruction may include students using the internet or textbook to research certain plants. Other students may listen to a teacher lecture on plants. Further, additional students may walk around the school grounds to see what kind of plants are on campus. In a math classroom, tiered instruction can
- 10. Instructional Issues Timerestraints Individual planning Keeping student’s interest Student choices Developing each student individually Dealing with large class sizes Managing classroom behavior
- 11. Differentiated Lesson Plan Outlinefor Choice Boards• Lesson plan title - What’s on the menu? • Objectives • Practice/active learning -Dinner menu • Review - Revisit objectives • Assessment - Authentic assessment
- 12. Outline continued Students willbe given a “dinner menu” •The menu will contain four parts: 1.Appetizer-everyone participates in a single question 2.Main menu- pick one topic 3.Side dish- pick two topics 4.Desert- optional if there is time
- 13. References Edutopia.(2014).Differentiated Instruction allows studentsto succeed. Retrieved from http://www.edutopia.org/blog/differentiated- instruction-student-success FOSS. (2014). Retrieved from http:// www.fossweb.com/introduction
Editor's Notes
- #3 Differentiation is the deliberate act of modifying instruction or an assignment in order to customize the effect to match the particular developmental level and skills of a student or group of students. The ideal is to provide equivalent learning activities that cater to the students' strengths but bring all of the students to the same learning objective.
- #5 Students choose from the activities as part of a lesson. Inside the folder would be a form that lays out the options students have. To create a choice board identify the goals of the lesson. An assignment that reflects the goals of the lesson should then be created. Students will complete an option in order to meet the requirements and reach the goal .
- #7 After introduction of the material, the students could be placed into groups based on student ability. If a student needs further instruction, the teacher may do one-on-one instruction. Teachers may lead the whole class, small groups of students, or participate in one-on-one instruction. Leading the whole class is best for introduction of new units or concepts. In the science classroom, the teacher could present a lesson on photosynthesis to the whole class. After the initial presentation, the students could assemble groups based on: student characteristics (who takes good notes, who likes to be a leader, etc.,), who wants to work together, or by student ability (who will understand the material versus who will need additional instruction).
- #9 Science is a creative and analytic enterprise, made active by our human capacity to think. Scientific knowledge advances when scientists observe objects and events, think about how they relate to what is known, test their ideas in logical ways, and generate explanations that integrate the new information into understanding of the natural and designed worlds ("Foss", 2014).
- #10 Tiered instruction can take more work than non-tiered instruction. Pre-assessments must be conducted before instituting tiered assignments. The teacher has to plan more than one assignment in order to reach each student at the correct level. Students will all focus on essential concepts and skills, your goals, but they will be working at a level that allows maximum learning and minimum frustration. Some students may work in small groups with an instructional assistant to master math concepts and others may work individually or listen to a lecture/explanation.
- #11 While it is important for teachers to differentiate their instruction there are some instructional issues that may be encountered. Some of the issues that may transpire is not having enough time to effectively reach each group. Making plans that list each individual’s goals and levels of growth, so that they may continue to move forward in their learning. Also, it is important to reach each student’s learning style and keep them interested in the lesson. Some lessons may seem boring, but the teacher has to try top spark the student’s interest. Having a very large class size may interfere with differentiating your instruction. It may be several different groups, and the teacher may not be able to effectively reach each group. It also may be difficult to keep up with where every one is. Finally, when differentiating your instruction it is important to watch out for disruptive behavior and students not staying focus on their task at hand. The student to student interaction may get out of hand, but having great classroom management skills would be beneficial in this area.
- #12 The lesson will start with the objectives being shown to the class. The objectives will be projected or written on the board so that they are visible at all times. The “dinner menu” activity sheet will be passed out. Students will be placed into groups so that they can complete the “appetizer” portion. Once this is complete, students may return to their individual seats and complete the “main menu” and “side dish” topics. The teacher will be circling the room as this happens to observe and ask questions. When everyone is finished, revisit the objectives. Assess students on their chosen options through authentic assessments.
- #13 The dinner menu approach to choice boards will allow for students to participate as a class, on their own, and work on supplemental topics once they have completed the main options. The appetizer section allows for group work. The main menu section allows students to pick a main idea topic to learn. The side dish option adds two more additional topics that usually are supported by the main menu option. Lastly, if there is still time remaining students can pick a desert topic. This will allow for supplemental work to be done if the students are completely finished with their main work.