Group4 mapping a route toward differentiated instruction

1. Mapping a Route toward
Differentiated Instruction
We must have a solid curriculum and instruction
in place before we differentiate them!!
*Different roads lead to the same destination!!!
Group 4: Sarah, Suki, Rabinder
25/11/2016

2. Looking inside two classrooms
Case study – learning ancient Rome
• Mr. Appleton
– Students read textbook, take note, answer
questions at the end of chapter
– Likes lecture, expects SS to take notes, give quiz &
give students a study sheet before test

3. Looking inside two classrooms
Case study – learning ancient Rome
• Ms. Baker
– Gives graphic organizers, brings examples, invites
students to dress in togas, students suggest to
bring food (Roman banquet).
– Word search puzzle, movie clips, offers a choice of
10 projects, students can propose their own
topics.

4. Thinking about the two classrooms
Elements of successful teaching:
(A) students’ understanding
(B) students’ engagement
• Mr. Appleton -> little understanding, and scant
opportunity for attending to students’ difference.
• Mrs. Baker  provides some engagement, little
understanding, and no meaningful
differentiation.

5. An Alternative Approach
• make teaching and learning work—teachers
must develop an alternative approach to
instructional planning beyond “covering the
text” or “creating activities that students will
like.”

6. Looking inside the Third Classroom
1 task
a. Assume role from ancient – soldier/ healer
b. Own interest
c. Choose a topic – video print or computer
d. Create a data to support

7. Looking inside the Third Classroom
2 task
a. Differentiate (to compare to the ancient roman
chart)
b. Add personal research / writing goals
c. Based on students’ readiness.
d. Small group sessions
e. Different level of questions asked.
f. Different media use to express their findings
g. Variety of graphic organisers.

8. The First Step is the Compass
• For fact-based curriculum (no key concepts,
guiding principles, or essential questions),
differentiating instruction is difficult.
• Without instructional clarify, merely different
– not differentiated.

9. • Plans for what students should know,
understand, and be able to do at the end.
• Dignifies each learner
• Invite students to wonder
• Differentiate instruction to facilitate the goal
• Differentiation  one piece of mosaic of
professional expertise, a way of thinking about
the classroom.

10. Differentiated Instruction
• Must dignify each learner with learning that is
“whole”, important, and meaning making.
• Differentiated will success if only we carefully
take the first step:
ENSURING A FOUNDATION OF BEST-PRACTICE
CURRICULUM AND INSTRUCTION!