This Personalization vs. Differentiation vs. Individualization (PDI) Report provides the details and back story of the elements of the PDI Chart,v3. We were asked many questions about the differences between these 3 terms from educators around world and we have provided an explanation here.
The document provides tips for teaching students with special needs and disabilities. It discusses being upfront about any learning disabilities or disorders a student may have so lessons can be tailored appropriately. It emphasizes keeping lessons simple, using repetition, praise, and variety to maintain engagement. Physical obstacles may require adaptive tools or modified instruments. Above all, teachers need flexibility to adjust their approach for each student's unique needs.
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
This presentation was used as part of the Digital Learning Connects webinar about Blackboard discussion boards. Half way through the presentation I went into a live demo, which you cannot of course see here. I'm sharing the slides more widely in case they are of use.
This presentation discusses the similarities and differences of two instructional design models: ADDIE MODEL & Dick & Carey Model, their history and their importance.
Differentiated instruction is a teaching approach that aims to address student diversity in the classroom. This presentation provides a brief overview of differentiated instruction and introduces several instructional strategies to support it, such as tiered lessons, flexible grouping, anchor activities, exit cards, response cards, think-tac-toe boards and cubing. The goal is for teachers to understand differentiated instruction principles and implement strategies to meet the varied readiness levels, interests and learning profiles of students. More information on differentiated instruction is available through the resources provided.
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.
This document outlines an ICTPD project that links information and communication technology (ICT) professional development with an assessment for learning (AFL) program. The project aims to promote effective teaching and learning through the use of ICT as a tool to enhance student learning. Teachers participate in ICT training over two terms and work with facilitators to integrate ICT into their AFL methodology. The goal is for teachers to use ICT to support constructivist learning principles and formative assessment strategies to improve practice and student outcomes.
The document discusses disruptive behavior in schools. It identifies several types of disruptive behavior including ADHD, ODD, CD, and PTSD. Potential causes can be internal factors like cognitive disorders or hormonal imbalances, or external factors like parenting styles, trauma, teaching styles, and peer influences. To address disruptive behavior, the document recommends remaining proactive, redirecting off-task behavior, reinforcing positive behavior, improving classroom management, and modifying the curriculum. It also suggests various institutional interventions and strategies for teachers to employ.
The document provides tips for teaching students with special needs and disabilities. It discusses being upfront about any learning disabilities or disorders a student may have so lessons can be tailored appropriately. It emphasizes keeping lessons simple, using repetition, praise, and variety to maintain engagement. Physical obstacles may require adaptive tools or modified instruments. Above all, teachers need flexibility to adjust their approach for each student's unique needs.
The document discusses inquiry-based learning, which is a constructivist approach where students explore topics through asking questions and investigating answers. It involves gathering information, analyzing data, generating solutions, and justifying conclusions. The teacher acts as a guide, gradually removing scaffolding as students develop skills. Inquiry learning helps develop skills like critical thinking, problem-solving, and lifelong learning. It can be applied to all disciplines by using specific methods to ensure integrity across topics. The key components of inquiry include activating prior knowledge, providing background information, defining learning outcomes, modeling project formats, and establishing topics for student research.
This presentation was used as part of the Digital Learning Connects webinar about Blackboard discussion boards. Half way through the presentation I went into a live demo, which you cannot of course see here. I'm sharing the slides more widely in case they are of use.
This presentation discusses the similarities and differences of two instructional design models: ADDIE MODEL & Dick & Carey Model, their history and their importance.
Differentiated instruction is a teaching approach that aims to address student diversity in the classroom. This presentation provides a brief overview of differentiated instruction and introduces several instructional strategies to support it, such as tiered lessons, flexible grouping, anchor activities, exit cards, response cards, think-tac-toe boards and cubing. The goal is for teachers to understand differentiated instruction principles and implement strategies to meet the varied readiness levels, interests and learning profiles of students. More information on differentiated instruction is available through the resources provided.
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.
This document outlines an ICTPD project that links information and communication technology (ICT) professional development with an assessment for learning (AFL) program. The project aims to promote effective teaching and learning through the use of ICT as a tool to enhance student learning. Teachers participate in ICT training over two terms and work with facilitators to integrate ICT into their AFL methodology. The goal is for teachers to use ICT to support constructivist learning principles and formative assessment strategies to improve practice and student outcomes.
The document discusses disruptive behavior in schools. It identifies several types of disruptive behavior including ADHD, ODD, CD, and PTSD. Potential causes can be internal factors like cognitive disorders or hormonal imbalances, or external factors like parenting styles, trauma, teaching styles, and peer influences. To address disruptive behavior, the document recommends remaining proactive, redirecting off-task behavior, reinforcing positive behavior, improving classroom management, and modifying the curriculum. It also suggests various institutional interventions and strategies for teachers to employ.
This document discusses strategies for effective classroom management and instruction. It begins by outlining goals of identifying characteristics of effective teachers, understanding student misbehavior, and learning techniques for organizing the classroom, lesson planning, and using resources. Next, it describes the characteristics of a well-managed classroom and effective teacher as one where students are engaged, there is little wasted time, and the environment is relaxed but task-oriented. The document then provides specific strategies for establishing classroom rules, schedules, physical space arrangements, gaining student attention, beginning and ending routines, managing student work, and developing an overall classroom management plan. It also offers suggestions for dealing with student anger and developing social skills. The document concludes by discussing designing lessons to enhance student learning and
This PowerPoint presentation discusses learning styles. It defines learning styles as the ways in which people receive and process information. There are several types of learning styles discussed, including visual, auditory, kinesthetic, and tactile learners. The presentation provides strategies for how each learning style can best process and retain information. It emphasizes that understanding one's own preferred learning style helps improve learning effectiveness.
Mrs. Goff outlines her detailed plans and procedures for the first day of class:
1) Students will find their seats and fill out an introduction form. The teacher will introduce herself and play a name game.
2) School policies and classroom rules and procedures will be explained. Copies will be sent home for parents to sign.
3) Students will receive handouts from the school and a parent communication form.
4) Books will be distributed while students journal, and pictures will be taken throughout the day. The detailed plans are designed to smoothly start the year.
This document discusses promoting inclusive classrooms through adopting Universal Design for Learning (UDL). UDL is an educational framework that provides flexibility in how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged. The three principles of UDL are providing multiple means of representation, multiple means of action and expression, and multiple means of engagement. UDL aims to reduce barriers in instruction by accommodating individual student differences and maintaining high expectations for all. When adopted in the classroom, UDL provides students with choices for how they learn and demonstrate their learning through flexible lesson content, methods, and assessments.
The document provides information about inquiry-based learning from the Department of Education. It defines inquiry-based learning as a student-centered pedagogy where students' questions and observations are central to the learning experience. The key aspects are learning stimulated by inquiry, student-centered approach, self-directed learning, and an active learning process. The document also discusses different levels of inquiry from limited confirmation to open inquiry. It introduces the 5E learning model for inquiry-based teaching comprising engage, explore, explain, elaborate, and evaluate stages.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
This document outlines the benefits of inclusion in classrooms. It states that inclusion creates a supportive learning environment where all students feel accepted. It provides quotes emphasizing that all children can learn with the right support. Benefits of inclusion for teachers include setting an example of acceptance, being creative, collaborating with others, and helping students with disabilities. Goals of inclusion are better instruction, engagement, monitoring, self-esteem, belonging, and risk-taking. Students with disabilities benefit from full participation, friendship, challenges, achievement, independence, and trying new things. Students without disabilities gain understanding and appreciation of diversity. The document advocates for inclusion as important for a democratic society.
This document discusses multi-sensory learning, which involves using two or more senses within the same activity. It defines multi-sensory learning and discusses its characteristics, including using visuals, auditory information, and kinesthetic/tactile experiences together. The document also explores why a multi-sensory approach is beneficial for learning, providing strategies for visual, auditory, and tactile learning. It notes the strengths of multi-sensory learning in increasing engagement and knowledge transfer, but also the limitations of cost and time required. The document concludes by stating multi-sensory learning is limited in Pakistan due to infrastructure costs and lack of resources.
Universal Design for Learning (UDL) is an instructional approach that uses flexible methods and digital media to meet the needs of all students. UDL originated as an architectural concept to make buildings accessible and has since been applied to education. UDL principles incorporate multiple means of representation, expression, and engagement based on how the brain learns best. By removing barriers through varied presentations, assessments, and engagement strategies, UDL creates inclusive classrooms for students with diverse abilities and learning styles.
Ppt on differentiated instruction by lisa westonliweston
This document provides an overview of differentiated instruction. It explains that differentiated instruction is necessary to meet the diverse needs of students in modern classrooms. Differentiated instruction involves tailoring instruction to students' readiness levels, interests, and learning profiles. The document outlines several differentiation strategies teachers can use, including tiered instruction, anchor activities, flexible grouping, and curriculum compacting. It defines tiered instruction as providing multiple levels of difficulty for the same essential ideas. Anchor activities are ongoing tasks students can work on independently. The goal of differentiation is to ensure all students have access to the curriculum.
The two most important variables for learning are time devoted to instruction and academic engaged time. Increasing either of these by as little as 5 minutes per day can significantly increase learning hours over the course of a year. Managing student behavior is more difficult in a group setting than individually due to having more students to manage and diverse needs. However, implementing proactive classroom management strategies like organizing the classroom, establishing clear rules and procedures, positive teacher-student interactions, and opportunities for student response and engagement can help increase instruction time and academic engagement to boost learning.
This document provides an overview of inclusive schools, including definitions, characteristics, and the role they play. Some key points:
- Inclusive schools recognize and accommodate diverse learning needs and styles to ensure quality education for all students. They build positive relationships and provide opportunities for participation.
- Characteristics include a supportive environment, feelings of competence, and treating all students equally. Inclusive schools improve learning outcomes and recognize that all students have special learning needs.
- The role of inclusive schools is to focus on student welfare, properly manage classrooms, engage relevant curriculum, and secure students' basic human rights. They stress interdependence and independence.
Universal Design for Learning: Differentiated InstructionDamian T. Gordon
The document discusses using the six thinking hats technique developed by Edward de Bono as a model for learning styles. It describes how each of the six hats - white, red, black, yellow, green and blue - can represent a different learning style dimension. For example, the white hat is likened to logical learners, while the green hat represents creative learners. The document also provides examples of learning style models that aspects of the six hats can be mapped to. It proposes using the six hats framework to form balanced groups and get different perspectives in teaching.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
An Introduction to Differentiated InstructionMelinda Kolk
Differentiated instruction is an approach to teaching that involves actively planning and modifying instruction based on students' needs, interests, and readiness levels. The document outlines steps to differentiate instruction, including getting to know students as individuals and learners through assessments and learner profiles. Key aspects of differentiation include ongoing formative assessment, recognizing diverse learners, flexible grouping, choice, and scaffolding instruction. Differentiation can be done through content, process, product, and learning environment based on factors like readiness, learning style, interests, and thinking style. The goal is to improve student learning by presenting material at appropriate levels and showing students that their teacher cares about them.
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
Peer tutoring , project based learning and personalization Mihaela Ursachi
This document provides information about personalization, differentiation, and individualization in education. It defines each term and describes how they differ. Personalization refers to instruction tailored to students' specific interests, needs, and preferences. Differentiation refers to instruction tailored to students' learning preferences and styles. Individualization refers to instruction paced to individual students' needs. The document discusses how objectives, technology use, assessment, and participation differ under each approach. Personalization is presented as the most student-centered method that allows for different objectives and active student participation in learning.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
This document discusses strategies for effective classroom management and instruction. It begins by outlining goals of identifying characteristics of effective teachers, understanding student misbehavior, and learning techniques for organizing the classroom, lesson planning, and using resources. Next, it describes the characteristics of a well-managed classroom and effective teacher as one where students are engaged, there is little wasted time, and the environment is relaxed but task-oriented. The document then provides specific strategies for establishing classroom rules, schedules, physical space arrangements, gaining student attention, beginning and ending routines, managing student work, and developing an overall classroom management plan. It also offers suggestions for dealing with student anger and developing social skills. The document concludes by discussing designing lessons to enhance student learning and
This PowerPoint presentation discusses learning styles. It defines learning styles as the ways in which people receive and process information. There are several types of learning styles discussed, including visual, auditory, kinesthetic, and tactile learners. The presentation provides strategies for how each learning style can best process and retain information. It emphasizes that understanding one's own preferred learning style helps improve learning effectiveness.
Mrs. Goff outlines her detailed plans and procedures for the first day of class:
1) Students will find their seats and fill out an introduction form. The teacher will introduce herself and play a name game.
2) School policies and classroom rules and procedures will be explained. Copies will be sent home for parents to sign.
3) Students will receive handouts from the school and a parent communication form.
4) Books will be distributed while students journal, and pictures will be taken throughout the day. The detailed plans are designed to smoothly start the year.
This document discusses promoting inclusive classrooms through adopting Universal Design for Learning (UDL). UDL is an educational framework that provides flexibility in how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged. The three principles of UDL are providing multiple means of representation, multiple means of action and expression, and multiple means of engagement. UDL aims to reduce barriers in instruction by accommodating individual student differences and maintaining high expectations for all. When adopted in the classroom, UDL provides students with choices for how they learn and demonstrate their learning through flexible lesson content, methods, and assessments.
The document provides information about inquiry-based learning from the Department of Education. It defines inquiry-based learning as a student-centered pedagogy where students' questions and observations are central to the learning experience. The key aspects are learning stimulated by inquiry, student-centered approach, self-directed learning, and an active learning process. The document also discusses different levels of inquiry from limited confirmation to open inquiry. It introduces the 5E learning model for inquiry-based teaching comprising engage, explore, explain, elaborate, and evaluate stages.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
This document outlines the benefits of inclusion in classrooms. It states that inclusion creates a supportive learning environment where all students feel accepted. It provides quotes emphasizing that all children can learn with the right support. Benefits of inclusion for teachers include setting an example of acceptance, being creative, collaborating with others, and helping students with disabilities. Goals of inclusion are better instruction, engagement, monitoring, self-esteem, belonging, and risk-taking. Students with disabilities benefit from full participation, friendship, challenges, achievement, independence, and trying new things. Students without disabilities gain understanding and appreciation of diversity. The document advocates for inclusion as important for a democratic society.
This document discusses multi-sensory learning, which involves using two or more senses within the same activity. It defines multi-sensory learning and discusses its characteristics, including using visuals, auditory information, and kinesthetic/tactile experiences together. The document also explores why a multi-sensory approach is beneficial for learning, providing strategies for visual, auditory, and tactile learning. It notes the strengths of multi-sensory learning in increasing engagement and knowledge transfer, but also the limitations of cost and time required. The document concludes by stating multi-sensory learning is limited in Pakistan due to infrastructure costs and lack of resources.
Universal Design for Learning (UDL) is an instructional approach that uses flexible methods and digital media to meet the needs of all students. UDL originated as an architectural concept to make buildings accessible and has since been applied to education. UDL principles incorporate multiple means of representation, expression, and engagement based on how the brain learns best. By removing barriers through varied presentations, assessments, and engagement strategies, UDL creates inclusive classrooms for students with diverse abilities and learning styles.
Ppt on differentiated instruction by lisa westonliweston
This document provides an overview of differentiated instruction. It explains that differentiated instruction is necessary to meet the diverse needs of students in modern classrooms. Differentiated instruction involves tailoring instruction to students' readiness levels, interests, and learning profiles. The document outlines several differentiation strategies teachers can use, including tiered instruction, anchor activities, flexible grouping, and curriculum compacting. It defines tiered instruction as providing multiple levels of difficulty for the same essential ideas. Anchor activities are ongoing tasks students can work on independently. The goal of differentiation is to ensure all students have access to the curriculum.
The two most important variables for learning are time devoted to instruction and academic engaged time. Increasing either of these by as little as 5 minutes per day can significantly increase learning hours over the course of a year. Managing student behavior is more difficult in a group setting than individually due to having more students to manage and diverse needs. However, implementing proactive classroom management strategies like organizing the classroom, establishing clear rules and procedures, positive teacher-student interactions, and opportunities for student response and engagement can help increase instruction time and academic engagement to boost learning.
This document provides an overview of inclusive schools, including definitions, characteristics, and the role they play. Some key points:
- Inclusive schools recognize and accommodate diverse learning needs and styles to ensure quality education for all students. They build positive relationships and provide opportunities for participation.
- Characteristics include a supportive environment, feelings of competence, and treating all students equally. Inclusive schools improve learning outcomes and recognize that all students have special learning needs.
- The role of inclusive schools is to focus on student welfare, properly manage classrooms, engage relevant curriculum, and secure students' basic human rights. They stress interdependence and independence.
Universal Design for Learning: Differentiated InstructionDamian T. Gordon
The document discusses using the six thinking hats technique developed by Edward de Bono as a model for learning styles. It describes how each of the six hats - white, red, black, yellow, green and blue - can represent a different learning style dimension. For example, the white hat is likened to logical learners, while the green hat represents creative learners. The document also provides examples of learning style models that aspects of the six hats can be mapped to. It proposes using the six hats framework to form balanced groups and get different perspectives in teaching.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
An Introduction to Differentiated InstructionMelinda Kolk
Differentiated instruction is an approach to teaching that involves actively planning and modifying instruction based on students' needs, interests, and readiness levels. The document outlines steps to differentiate instruction, including getting to know students as individuals and learners through assessments and learner profiles. Key aspects of differentiation include ongoing formative assessment, recognizing diverse learners, flexible grouping, choice, and scaffolding instruction. Differentiation can be done through content, process, product, and learning environment based on factors like readiness, learning style, interests, and thinking style. The goal is to improve student learning by presenting material at appropriate levels and showing students that their teacher cares about them.
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
Peer tutoring , project based learning and personalization Mihaela Ursachi
This document provides information about personalization, differentiation, and individualization in education. It defines each term and describes how they differ. Personalization refers to instruction tailored to students' specific interests, needs, and preferences. Differentiation refers to instruction tailored to students' learning preferences and styles. Individualization refers to instruction paced to individual students' needs. The document discusses how objectives, technology use, assessment, and participation differ under each approach. Personalization is presented as the most student-centered method that allows for different objectives and active student participation in learning.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
This document discusses different approaches to learning - personalized learning, differentiation, and individualization. It defines each approach and compares how they determine learner needs, how learners participate, how objectives are set, how technology is used to support learning, and how assessment and progression are handled.
Personalized learning starts with the learner, allows them to have a voice in designing their learning, and can have different objectives set for each learner. Differentiation starts with identifying groups of learners and their needs, while individualization starts with the needs of a single learner. Personalized learning is the most learner-driven approach.
The document discusses differentiated instruction, which is a teaching philosophy that involves adapting instruction to meet the varying needs of students. Key principles of differentiated instruction include adjusting the content, process, and product of instruction based on student readiness, interests, and learning profiles. Effective differentiation involves flexible grouping of students, ongoing assessment to inform instruction, and creating a classroom environment that respects all students. The document provides examples of strategies teachers can use to differentiate instruction, such as varying instructional approaches based on student learning preferences and allowing students choice in how they learn and demonstrate their understanding.
The document discusses the key aspects of a learner-centred curriculum. It states that learner-centred curriculum shifts the focus from teacher-centered learning to seeing learners as curious individuals with unique abilities and goals. The curriculum is customized for each learner by focusing on their interests, needs and dreams. In this approach, the teacher acts as a facilitator rather than instructor, and learners are empowered to shape their own learning path. The goals are to develop independent, active learners through collaborative learning opportunities.
Curriculum centered learning and curriculum overview of class 9th and 10th pr...Fakhra Muhabat
The document discusses learner-centered curriculum and frameworks. It begins with background on the shift from teacher-directed to student-centered learning in the 1980s. It then describes the key components of a learner-centered curriculum framework, including learner populations, objectives, learning models/theories, and required support services. The framework aims to design curriculum based on student needs and abilities. Effective implementation requires understanding diverse learners and allowing student voice, choice, and self-directed learning. Assessment in this model involves student participation. Application in higher education has shown student-centered approaches improve learning experiences and outcomes.
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.
Formative assessment is used during instruction to evaluate student understanding and provide feedback to improve learning. It identifies gaps in knowledge through techniques like quizzes, discussions, and observations. Teachers use formative assessment to adjust their instruction, provide feedback to students, and promote student involvement in the learning process. The goal is to continuously monitor progress towards learning objectives through techniques that are learner-centered and help close the gap between current and desired understanding.
This document discusses differentiated instruction, a teaching strategy that aims to meet the individual needs of students. It conducted research in Lebanon to determine if differentiated instruction improved student achievement and satisfaction. The research found that differentiated instruction based on learning styles, interests, and choice was most effective in boosting achievement and engagement. For education to be truly effective, it recommends that teachers understand each student's unique abilities and tailor instruction accordingly rather than using a one-size-fits-all approach.
The document discusses several barriers to effective teaching and learning including infrastructure issues, leadership problems, fractured relationships, and socioeconomic factors. It also identifies specific obstacles faced by poor students in South Africa such as physical inaccessibility of schools, poor quality of education, financial barriers, and gender issues. Another section of the report lists additional barriers like a lack of basic services, poverty, risk factors, attitudes, inflexible curriculum, language and communication problems, inadequate support services, lack of legislation/policy, lack of parental involvement, disability, and lack of human resource development.
This document outlines strategies for inclusion in education. It discusses identifying student needs, adapting curricula and instruction, and creating an inclusive classroom environment. Some key points:
- Inclusion involves bringing support services to students within general education classrooms rather than moving students to separate services or classrooms.
- Strategies for inclusion include modifying facilities, instruction, and resources to meet all students' needs. Collaboration between general and special educators is important.
- Assessing individual student strengths and needs, grouping students flexibly, and using different teaching methods can help create an inclusive learning environment. Teams like IST, child study committees, and IEP teams support students' education.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Differentiated instruction ten common questions and answersHildiana Sanchez
This document discusses differentiated instruction and answers common questions about its implementation. It begins by defining differentiated instruction as customizing lessons based on student assessment data to meet individual needs. It describes how a differentiated classroom looks, with students engaged in various individual and group activities tailored to their levels while the teacher facilitates learning. The document emphasizes using assessment data before, during and after lessons to plan instruction and group students flexibly according to their needs, using strategies like reteaching, on-level work, or enrichment. It provides examples of adjusting assignments and explains that differentiated instruction personalizes learning for all students.
Differentiated instruction involves adjusting the content, teaching methods, student products, or learning environment based on student needs, interests, and readiness levels. Teachers can differentiate in four ways: by content, process, product, or learning environment. Effective differentiation recognizes student diversity in areas like background, language, ability levels, and interests, and provides multiple paths for students to learn and demonstrate their understanding. Teachers must have a deep understanding of their students and be able to respond flexibly to meet varying needs.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Collaborative learning and cooperative learning.mineNoura Al-Budeiwi
This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
Similar to Personalization vs. Differentiation vs. Individualization Report-v3 (20)
Existe una diferencia entre personalización, diferenciación e individualización en el aprendizaje. La personalización se centra en el estudiante y su participación activa en el diseño de su aprendizaje, mientras que la diferenciación y la individualización se centran en el profesor y la adaptación de la enseñanza a grupos de estudiantes o estudiantes individuales, respectivamente.
Este documento compara personalização, diferenciação e individualização no ensino. Personalização centra-se no aluno orientar a sua própria aprendizagem, enquanto diferenciação e individualização centram-se no professor ensinar grupos ou alunos individuais, respetivamente. A tabela detalha como cada abordagem difere em termos de quem é responsável e como monitoriza a aprendizagem.
The Stages of Personalized Learning Environments (PLE), version 5 was updated while finishing our book, How to Personalize Learning that was published in the Fall 2016. Based on the feedback from educators that have been using the Stages of PLE, we included in how a learner uses voice and choice when they create their Learner Profile (LP) and Personal Learning Plan (PLP).
Crosswalk of the Elements of Learner Agency across the Stages of PLEKathleen McClaskey
The seven elements contribute to learner agency: voice, choice, engagement, motivation, ownership, purpose, and self-efficacy. This chart describes the 7 elements of learner agency across the Stages of Personalized Learning Environments (PLE).
The document outlines the stages of concern educators may experience when implementing personalized learning according to the Concerns Based Adoption Model (CBAM). It describes seven stages - awareness, informational, personal, management, consequence, collaborative, and refocusing - and strategies change agents can use to address educators' concerns at each stage to guide the transition to personalized learning. The stages range from an initial lack of awareness or understanding to actively supporting and leading the transformation to personalized, learner-driven models of instruction.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Personalization vs. Differentiation vs. Individualization Report-v3
1. Mid-‐Pacific
Institute
Learners
with
1:1
iPad
program
Personalization
vs.
Differentiation
vs.
Individualization
Report
(PDI)
v3
By
Barbara
Bray
and
Kathleen
McClaskey
Co-‐Founders
of
Personalize
Learning,
LLC
www.personalizelearning.com
2. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
2
The PDI Chart Explained
The positive feedback along with requests for the chart led to a report about the details of
the chart. The report included the following questions with answers that help clarify the
elements of the PDI chart and provide teachers, administrators, schools and organizations
with background information and resources to support discussions around the PDI chart.
♦ What does teaching and learning look like as they relate to these terms?
♦ How do we determine the learner’s needs?
♦ How does the learner participate in their learning?
♦ How are goals and objectives determined for the learner?
♦ How do learners support their learning and each other?
♦ How do you know if learning is meaningful?
♦ How do you assess learning?
What does teaching and learning look like as it relates to these terms?
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
drives their own learning. provides instruction to groups of
learners.
provides instruction to an
individual learner.
In a personalized learning environment, learning starts with the learner. The learner
understands how they learn best so they can become an active participant in designing
their learning goals along with the teacher. The learner takes responsibility for their
learning. When they own and drive their learning, they are motivated and challenged as
they learn so they work harder than their teacher.
When teachers differentiate instruction, learners are identified based upon their
challenges in a specific content area and skill levels. The teacher uses existing
differentiated curriculum or adapts instruction to meet the needs of different groups of
learners and select at-risk individual learners.
3. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
3
When a teacher individualizes instruction, the teacher identifies the learner’s needs
through evaluations based on their challenges or disabilities. The teacher reviews the
findings and recommendations from the evaluations with other professionals to adapt
materials and instruction for the individual learner who has cognitive or physical
challenges.
The Missing Piece
In traditional classrooms, the focus is on instruction, standards, and tests. The missing
piece in most of the conversations about teaching and curriculum is the learner. Consider
the classroom is a puzzle and the learner is one piece of the puzzle. That piece too often
gets left out of the discussions and decisions around teaching. The focus on teaching,
data, and test scores tends to leave out the most important piece: the Learner.
How do we determine the learner’s needs?
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
connects learning with
interests, talents, passions,
and aspirations.
adjusts learning needs for
groups of learners.
accommodates learning needs
for the individual learner.
4. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
4
In a personalized learning environment, teachers can determine each learner’s needs
and how they learn best. Universal Design for Learning (UDL) from CAST (Center for
Applied Special Technology) is about understanding the variability of how each learner
learns, their strengths, challenges, aptitudes, talents and aspirations. Most important for
teachers is to understand how learners can best access and engage with the content and
how they can best express what they know and understand. This approach provides the
foundation for all learners to take responsibility for their own learning.
With this information, the teacher and the learner become partners in learning. The
learner has a voice in how they prefer or need to acquire information, a choice in how
they express what they know and what ways they prefer to engage with the content.
When learners have ownership and take responsibility for their learning, they are more
motivated to learn and more engaged in the learning process.
Differentiation is responsive teaching where teachers proactively plan varied approaches
to what different groups of learners need to learn, how they will learn it, and how they
will show what they have learned. In a differentiated classroom, the teacher is developing
materials and resources to meet the needs of the different groups of learners. When a
teacher designs materials for the needs of different learners and even flips the classroom
with multiple resources for learners to choose from based on their needs, the teacher is
working harder than they ever have before.
Individualized instruction usually involves learners with special needs where they have
an Individual Education Plan (IEP). These learners have been evaluated to determine
their strengths and weaknesses in areas such as: reading, math, writing and other
cognitive challenges. From these evaluations, a set of measurable goals is determined
along with accommodations for the individual learner in an IEP. An agreement by the
IEP Team is needed to implement them. Implementation can include out of classroom
one-to-one instruction and tutoring plus classroom accommodations by the teacher with
frequent support by an instructional aide.
How does a learner participate in their learning?
5. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
5
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
actively participates in the
design of their learning.
designs instruction based on
the learning needs of different
groups of learners.
customizes instruction based on
the learning needs of the individual
learner.
owns and is responsible for
their learning that includes
their voice and choice on
how and what they learn.
is responsible for a variety of
instruction for different
groups of learners.
is responsible for modifying
instruction based on the needs of
the individual learner.
In a personalized learning environment, learners actively participate in their learning.
They have a voice in what they are learning based on how they learn best. Learners have
a choice in how they demonstrate what they know and provide evidence of their learning.
In a learner-centered environment, learners own and co-design their learning. The teacher
is their guide on their personal journey. When learners have choices to interact with the
content, discuss what they watched, read, and learned, they are actively participating as
learners. Encouraging learner voice and choice is the key difference to the other terms:
differentiation and individualization. When learners have a voice in how they learn and a
choice in how they engage with content and express what they know, they are more
motivated to want to learn and own their learning.
In a differentiated classroom, learners may be passive participants in their learning.
Teachers may use direct instruction and other methods that they differentiated based upon
the learning needs of individuals and different groups of learners in their classroom.
Some teachers may set up learning stations or use multiple ways of showing the same
content for different types of learners. If the teacher is designing the lesson and
differentiating activities to meet the different groups of learners, the teacher is directing
how learners learn and learners tend to still passively receive content and directions on
what and how to learn.
When you individualize instruction, learning is passive even though the instruction is
based on each learner’s needs. Teachers or para-professionals deliver instruction to
6. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
6
individual learners. The learner has no voice in the design of their instruction or choice in
what they learn in this environment.
How are goals and objectives determined for the learner?
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
identifies goals for their learning
plan and benchmarks as they
progress along their learning
path with guidance from teacher.
identifies the same
objectives for different
groups of learners as they do
for the whole class.
identifies the same objectives
for all learners with specific
objectives for individuals who
receive one-on-one support.
To personalize learning, the teacher and learner co-design objectives based on the
learner’s learning goals. Goals are identified from the learner’s interests, aspirations,
talents, and how they prefer and need to learn. Then the teacher works with the learner to
identify different objectives that scaffold the skills they need to meet their learning goals.
The learner follows these objectives, monitors their progress in meeting the objectives,
and reflects on their progress. The teacher is their guide facilitating the learner’s learning
process.
When differentiating instruction, a teacher identifies the same objectives for different
groups of learners. Teachers use and analyze data to identify and group the different
learners in their classroom. From this data, they can use, adapt, or create different lessons
and find resources about a concept around the same objectives they give to the whole
class based on the different group of learners.
When you individualize instruction, learners may have the same objectives as all the
other learners in the class. However, there can be specific objectives for learners who
may need one-on-one support. Teachers or para-professionals then support and provide
accommodations for individual learners to meet these specific objectives.
7. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
7
How do learners support their learning and each other?
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
develops the skills to select and
use the appropriate technology
and resources to support and
enhance their learning.
selects technology and
resources to support the
learning needs of different
groups of learners.
selects technology and
resources to support the
learning needs of the
individual learner.
builds a network of peers,
experts, and teachers to guide
and support their learning.
supports groups of learners who
are reliant on them for their
learning.
understands the individual
learner is dependent on them
to support their learning.
In a personalized learning environment, learners have acquired the skills to access
appropriate and relevant tools and resources to support their learning. They have critical
thinking skills so they can self select the tools they need to support any learning task,
whether at school or at home. Digital literacy is an essential skill in a personalized
learning environment. As 21st century learners, they collaborate, share, and learn with
their teachers, peers, experts, and other learners around the world. Being a connected
learner is also an essential skill in a personalized learning environment. Each learner
builds their personal learning network and connections based on the topic, resources, and
skill level. In a personalized learning environment, everyone can be an independent and
self-directed learner.
To differentiate instruction, the teacher selects the tools and resources for the groups of
learners based on the needs of each group and upon the activities or products that are
included in the lesson or project. The teacher also considers how appropriate a tool or
resource is for the different groups of learners. The learner may be able to choose content
or a resource based upon their reading or skill level.
To individualize instruction, tools and resources are selected by the teacher and are
sometimes recommended by an evaluator, special education professional or consultant.
The tools could include specialized software and hardware that supports the specific IEP
(Individual Education Plan) goals agreed to by the IEP Team. In the best cases, teachers
or para-professionals learn how to use theses specialized tools so that they can instruct
8. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
8
learners in the use of these tools to support their learning. If these tools are used
consistently, the learner then adopts them as part of their toolkit. If the teacher works
with individual learners in a Title I program, a Response to Intervention (RtI) program or
a one-to-one tutoring situation, the teacher chooses the tools based on the program they
are using for the task at hand.
How do you know if learning is meaningful?
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
demonstrates mastery of
content in a competency-
based system.
monitors learning based on
Carnegie unit (seat time) and
grade level.
monitors learning based on
Carnegie unit (seat time) and
grade level.
In a personalized learning environment, learners demonstrate mastery based on a
competency-based model not on seat time. In this learning environment, teachers are
expected to help all learners succeed in mastering skills. Competency-based pathways are
a re-engineering of our education system around learning. It is a re-engineering designed
for success where failure is no longer an option.
In individualized and differentiated environments, learners are awarded credit for
classes based on the Carnegie unit (time-based on seat time) that plays a powerful role in
managing transactions within the education system. First, it provides a unit of exchange
to allow different schools and institutions to relate to each other, especially the transition
from high school to college. Second, the Carnegie unit is based upon the amount of time
that a teacher is in front of a classroom and the time learners are in school. It doesn’t take
into account how effective the teacher is, how much time and effort the teacher
contributes outside the classroom, or how much time and effort learners contribute.
9. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
9
How do you assess learning?
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
becomes a self-directed,
expert learner who monitors
progress and reflects on
learning based on mastery
of content and skills.
uses data and assessments to
modify teaching and
provides feedback for groups
of learners and individual
learners to advance learning
uses data and assessments to
measure progress of what the
individual learner learned and did
not learn to decide next steps in
their learning.
Assessment AS and FOR
Learning with minimal OF
Learning
Assessment OF and FOR
Learning
Assessment OF Learning
Personalization involves assessment AS learning, FOR learning, and a minimal OF
learning. This is where teachers develop capacity so learners become independent
learners who set goals, monitor progress, and reflect on learning and assessments based
on mastery.
Differentiation involves assessment FOR learning and OF learning. This is assessment
that involves time-based testing where teachers provide feedback to advance learning.
Individualization involves assessment OF learning. This is where summative assessment
is grade-based and involves time-based testing which confirms what learners know. The
teacher can involve FOR learning to indicate the next steps in instruction based on what
individuals know and can do.
Defining Assessment OF, FOR, and AS Learning
Assessment OF Learning is summative in nature and is used to confirm what
learners know and can do so teachers concentrate on ensuring that they have used
assessment to provide accurate and sound statements of learners’ proficiency.
Assessment FOR Learning provides information about what learners already
10. Barbara
Bray
&
Kathleen
McClaskey
•
4
Arrow
Lane
•
Amherst,
NH
03031
•
617.444.9268
Email:
personalizelearn@gmail.com
•
www.personalizelearning.com
10
know and can do, so that teachers can design the most appropriate next steps in
instruction so the teacher and peers can offer feedback to the learner throughout
the learning process.
Assessment AS Learning is where the learner reflects on their own learning,
monitors their progress, and makes adjustments of their learning so that they
achieve deeper understanding.
Building a Common Language
It is crucial to build a common language around Personalized Learning so everyone in a
school or district has a shared meaning and understanding of Personalized Learning with
conversations around a similar vision, goals, and activities. When they have a common
language around Personalized Learning, they can build a community of practice that
grows with experiences, stories, what worked and what didn’t work. This is about
transforming an entire system that just does not happen overnight. A common language
helps in creating the conversations that build and sustain a personalized learning system.
The PDI chart and report were created to help you define personalized learning and for
you to use to build a common language.