Differentiated instruction marilyn toro


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Differentiated instruction marilyn toro

  1. 1. ... One Size Doesnt Fit All
  2. 2.  It is a method in which lesson planning andinstructions are offered to students with a vast rangeof techniques to increase their study skills. Wikipedia establishes that differentiated learninginvolves providing students with different avenues toacquire content; to process, construct, or make senseof ideas; and to develop  teaching materials so that allstudents within a classroom can learn effectively,regardless of differences in ability.
  3. 3.  All students are different./ Multiple Intelligences The teacher has to keep in mind each studentinterests, preferences, readiness, and needs. Teachers can structure learning environments thataddress the variety of learning styles, interests,and abilities found within a classroom. Students learn best when they make connectionsbetween the curriculum and their diverse interestsand experiences
  4. 4.  Differentiated instruction is a teaching theorybased on the premise that instructionalapproaches should vary and be adapted inrelation to individual and diverse students inclassrooms (Tomlinson, 2001) The intent of differentiating instruction is tomaximize each students growth and individualsuccess by meeting each student where he or sheis and assisting in the learning process. Students learn best when they make connectionsbetween the curriculum and their diverse interestsand experiences.
  5. 5.  Teachers DO: Provide several learning options, or different pathsto learning, which help students take ininformation and make sense of concepts andskills. Provide appropriate levels of challenge for allstudents, including those who lag behind, thosewho are advanced, and those right in the middle
  6. 6.  Students who are working below grade level andfor those who are gifted in a given area. Teachers using differentiated instruction matchtasks, activities, and assessments with theirstudents interests, abilities, and learningpreferences. 
  7. 7.  Get to know your students:◦ Administer a learning style inventory to determine howyour students best learn◦ Ask students to identify topics that interest them andactivities that occupy their non-school time. Identify areas of your curriculum that could beadapted to differentiated instruction.◦ Study the instructional goals and objectives for yoursubject established by your states department ofeducation◦ Brainstorm ideas for activities, tasks, and assessmentsthat address a specific concept or skill
  8. 8.  Examine your role as teacher in the differentiatedclassroom.◦ Brainstorm ways to vary your instructional deliverymethods. Target auditory, visual, and kinesthetic learnersin your approaches.◦ Identify alternative methods of assessing studentperformance and understanding. With differentiated instruction, classroom teachersplan what the students will need to learn, how theywill learn it and how they will demonstrate whatthey have learned.
  9. 9.  Flexible grouping is consistently used.◦ As one of the foundations of differentiated instruction,grouping and regrouping must be a dynamic process,changing with the content, project, and on-goingevaluations. Classroom management benefits students andteachers.◦ teachers carefully select organization and instructionaldelivery strategies
  10. 10.  Provide a balance between teacher-assigned andstudent-selected tasks. Build on what students know.  Teach skills for success◦ Reinforce learning skills that will help all students besuccessful learners, such as note taking, summarizing,research strategies, and collaboration. Engage multiple learning styles. 
  11. 11.  Differentiation can be accomplished in a numberof ways:◦ Content -What the students learn◦ Process -Activities used to assist the learning◦ Products- Demonstration of learning The methods you use should be based on thestudents needs:◦ Readiness -Student’s academic standing◦ Learning profile-How student learns◦ Student’s interest
  12. 12.  You may use a variety of techniques to pre-assesssuch as: KWL graphic organizer Thumb It  Yes/No Cards  Graffiti Fact 
  13. 13. Choices give students a feeling of independenceand ownership. Allow students to choose: Journal topics/writing topics- A great resource forjournal prompts is 5-Minute Daily PracticeWriting by Marc Tyler Nobleman (Scholastic) Reading books Varied graphic organizers Working alone or together Provide students with anchor activities
  14. 14.  Based on Content:◦ Utilize pre-tests to assess where individual studentsneed to begin study of a given topic or unit.◦ Encourage thinking at various levels of Bloomstaxonomy.◦ Use a variety of instructional delivery methods to addressdifferent learning styles.◦ Break assignments into smaller, more manageable partsthat include structured directions for each part.◦ Choose broad instructional concepts and skills that lendthemselves to understanding at various levels ofcomplexity.
  15. 15.  Based on Process:◦ Provide access to a variety of materials which targetdifferent learning preferences and reading abilities.◦ Develop activities that target auditory, visual, andkinesthetic learners.◦ Establish stations for inquiry-based, independent learningactivities.◦ Create activities that vary in level of complexity anddegree of abstract thinking required.◦ Use flexible grouping to group and regroup studentsbased on factors including content, ability, andassessment results.
  16. 16.  Based on Product:◦ Use a variety of assessment strategies, includingperformance-based and open-ended assessment.◦ Balance teacher-assigned and student-selected projects.◦ Offer students a choice of projects that reflect a variety oflearning styles and interests.◦ Make assessment an ongoing, interactive process.
  17. 17.  Group investigation: Cooperative work WebQuests: teacher designed Internet lessondeveloped with specific goals in mind. Teachergives individual or small groups of learners theopportunity to use research, problem solving, andbasic skills. WebQuest: http://questgarden.com/ Jigsaw: Cooperative strategy where students workin pairs to study one facet of a topic Literature Circles: Allow students to read on topicsof interest and share readings with others whoread the same material.
  18. 18.  http://www.youtube.com/watch?v=2qDjADmeQao&feature=related / DifferentiatedInstruction http://surfaquarium.com/MI/inventory.htm/ MultipleIntelligence Survey http://www.spannj.org/BasicRights/appendix_b.htm/ Multiple Intelligence Strategies in the Classroom http://people.usd.edu/~bwjames/tut/learning-style/styleres.html / Learning Styles