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This document discusses differentiated instruction and how to teach for learner differences. It is divided into sections covered by different groups. Group 1 defines differentiated instruction and discusses what it is and is not. Group 2 explains why teachers should differentiate to prepare students for life after high school and accommodate different learning styles. Group 3 identifies content, process, and product as elements that can be differentiated, and lists characteristics of a differentiated classroom. Group 4 discusses a video on differentiated instruction. Later groups discuss the role of technology, how to manage differentiated instruction, and what a differentiated classroom looks like.
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Assessment & Evaluation Leads To Differentiated Instruction
Assessment & Evaluation Leads To Differentiated Instruction
Differentiation Activities in the Chinese language classroom
Differentiation Activities in the Chinese language classroom
Slow learners, socially maladjusted and emotionally disturbed students
Slow learners, socially maladjusted and emotionally disturbed students
Notebook Correction/Exercise Book Correction Methods
Notebook Correction/Exercise Book Correction Methods
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Sped 6334 project
This document describes plans for an elementary school that will be designed based on Universal Design for Learning (UDL) principles. The school will house kindergarten through 4th grade students. It will have accessible features like ramps, wide doors, and accessible bathrooms. The playground will include equipment for students with disabilities. Classrooms will have natural light, adjustable desks, and UDL-trained coaches to support teachers. Classes will be heterogeneous with flexible grouping. Instruction will utilize the three UDL principles of multiple means of representation, engagement, and action/expression. Teachers will receive UDL training and collaborate weekly on lesson planning.
LAYOUT
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
Differentiation.PPT
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
Differentiation.PPT
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
Differentiation
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material, pacing, and support for each student.
3) When differentiating, teachers consider essential learning goals and design instruction, such as tiered assignments, to help students develop understanding in ways that consider their unique abilities and styles. Assessment guides teachers to adapt and provide students multiple paths to demonstrate their knowledge.
OFSTED& J ELEY
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
Differentiated Instruction.pptx
This document discusses differentiated instruction, which refers to teaching techniques that allow educators to effectively instruct diverse students with different learning needs. It provides strategies for differentiating content, process, product, and assessment based on students' readiness, interests, and learning profiles. These include modifying lessons, using various teaching materials and methods, and continuous, flexible assessment. The document emphasizes that differentiated instruction is a principle that requires training teachers to understand students' differences and upgrading systems to have the greatest impact on student learning.
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This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
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Inclusion is a commitment to educate students with special education needs in the same schools and classrooms as their peers without disabilities by bringing necessary support services to them, rather than separating them, and providing special education in the least restrictive environment possible. It involves assessing students' needs, making classroom environments and lessons more accessible and meaningful through individualized plans and adaptations, and using strategies like cooperative learning and peer tutoring to support individual student requirements.
Ped 117 7 domains
Teachers in Philippine schools are committed to providing high-quality classroom instruction and ensuring student learning outcomes. They are dedicated to serving students and communities while accounting for cultural diversity. The document discusses the 7 domains of teaching performance: social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing, and reporting; community linkages; and personal growth and professional development. Each domain contains several strands that define the desired teaching skills and responsibilities.
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creating inclusive spaces for all children.pptx
This document discusses principles and strategies for creating an inclusive learning environment. It defines inclusion in education as providing equitable opportunities for all students to learn, participate and succeed, regardless of their abilities or backgrounds. The main difference between inclusion and mainstreaming is that inclusion provides assistance to students with disabilities to help them keep up with their peers, while mainstreaming does not provide assistance. The principles discussed are establishing an inclusive class climate, setting explicit expectations, selecting diverse content, designing accessible course elements, and reflecting on teaching practices to maximize commitment to inclusion. Strategies include using diverse literature, guest speakers, flexible seating, assistive technology, peer support programs and obtaining feedback to improve inclusion. The overall goal is to recognize each student's strengths and needs
COURSE TUTOR
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
Differentiated instruction
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
Differentiated Instruction (1).pptx
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
Assistive Technology Presentation
Effective teaching requires flexibility and creativity to meet the diverse needs of students. The document outlines several strategies for teaching students with disabilities inclusively and effectively. These include incorporating diversity into the curriculum, utilizing universal design for learning principles to accommodate different learning styles, differentiating instruction based on content, process and product, using evidence-based practices like direct instruction, and leveraging assistive technologies to improve functional capabilities. The overarching goal is to maximize each student's growth and success.
Differentiation Debate For Class
This document discusses differentiation strategies that teachers can use to meet the diverse needs of students in their classroom. It defines differentiation as modifying instruction to address each student's readiness, interests, and learning profile. The document outlines ways to differentiate content, process, product, affect, and environment based on principles of how the brain learns best. Specific strategies described include tiered assignments, compacting, interest centers/groups, flexible grouping, learning contracts, choice boards, and various instructional techniques.
Differentiating Instruction Through The Implementation of UDL
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
Teaching Enrichment Series: Incoporating Universal Design - Handouts
Teaching Enrichment Series: Incoporating Universal Design - HandoutsCenter for Teaching & Learning - University of Minnesota
The document discusses universal course design and inclusive teaching strategies to benefit all learners. It provides Frank Coffield's definition of learning as significant changes in capability through experience. It then lists characteristics of learners versus students, including learners being motivated by understanding value and accomplishing goals, rather than just grades. Examples are given of professors implementing flexible instruction methods, assessments, and classroom setups to engage diverse learners. The nine principles of universal design for instruction are outlined to minimize the need for accommodations.Similar to Ticl cohort 2_presents (20)
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- 1. TICL Cohort 2 Presents TEACHING FOR LEARNER DIFFERENCES
- 3. Differentiated Instruction is not...
- 5. More info on what DI is....
- 13. Characteristics of a Differentiated Class, According to Tomlinson: GRP 4 http://www.youtube.com/watch?v=6P-XVPFXL4I&feature=related&safety_mode=true&persist_safety_mode=1&safe=active
- 24. How Much More Work is Required? Keep it simple Make one change at time Build each time you teach it Divide up the work with grade level, team or department Don't differentiate everything - choose 1: process, product, or content
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- 31. Video
- 33. Video