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.
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
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.
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
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.
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
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.
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
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.
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
You may use a variety of techniques to pre-assesssuch as: KWL graphic organizer Thumb It Yes/No Cards Graffiti Fact
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
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.
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.
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.
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.
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