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Differentiated Instruction

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Differentiated Instruction

  1. 1. Differentiated Instruction Ross Winegardner EDIM 510 Web 2.0: Impacting Learning Environments
  2. 2. What is Differentiated Instruction? <ul><ul><li>Instruction tailored </li></ul></ul><ul><ul><li>to students’ needs </li></ul></ul><ul><li>   </li></ul><ul><ul><li>Varied assessments </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Student centered </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Mixture of instruction styles </li></ul></ul>
  3. 3. Benefits <ul><ul><li>Provides effective learning opportunities for all learners </li></ul></ul><ul><ul><li>Monitors the progression of all students </li></ul></ul><ul><ul><li>Connects content to students’ interests </li></ul></ul><ul><li>  </li></ul>
  4. 4. Challenges <ul><ul><li>Lesson planning </li></ul></ul><ul><ul><li>Grouping </li></ul></ul><ul><ul><li>Gathering materials </li></ul></ul><ul><ul><li>Professional development </li></ul></ul><ul><ul><li>Classroom management </li></ul></ul>
  5. 5. Differentiating Content <ul><ul><li>Concept-Based Teaching </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Varied Text and Resources </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Learning Contracts </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Mini-lessons </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Note-Taking Organizers </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Highlighted Print Materials   </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  6. 6. Differentiating Process <ul><li>Work in small groups or independently </li></ul><ul><li>Invite flexibility </li></ul><ul><li>Encourage responsive sense-making </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>Learning logs Journals Graphic organizers Creative problem solving Think-Pair-Share Cubing Learning Centers Interest Centers Literature Circles Jigsaw
  7. 7. Differentiating Product <ul><li>  </li></ul><ul><li>1. Knowledge, understandings, and skills </li></ul><ul><li>  </li></ul><ul><li>2.  Format </li></ul><ul><li>  </li></ul><ul><li>3.  Expectations of Quality </li></ul><ul><li>  </li></ul><ul><li>4.  Nature of the product </li></ul><ul><li>  </li></ul><ul><li>*Allow room for students' interests </li></ul>
  8. 8. Works Cited <ul><li>Gibson, V., & Hasbrouck, J. (2008). Differentiated instruction: grouping for success . New York, NY: McGraw-Hill Higher Education. </li></ul><ul><li>Coyne, M.D., Kame'enui, E.J., & Carnine, D.W. (2007). Effective teaching strategies that accommodate diverse learners . Saddle River, NJ: Pearson Education, Inc. </li></ul><ul><li>Tomlinson, C.A. (2004). How to differentiate instruction in mixed-ability classrooms . Alexandria, VA: Prentice Hall. </li></ul>
  9. 9. Works Cited <ul><li>C., B. (2007). Lit review has furthered my ocd. Retrieved from http://www.flickr.com/photos/bmcirillo/1795123501 </li></ul><ul><li>Hurst, M. (2009). Powerpoint presentation. Retrieved from http://www.flickr.com/photos/skewgee/3911933132/ </li></ul><ul><li>Mays, N. (2006). My empty classroom. Retried from http://www.flickr.com/photos/mnicolem/295019550 </li></ul><ul><li>Ramsey, K. (2010). Sport news. Retrieved from http://www.flickr.com/photos/rmgimages/4660619524 </li></ul><ul><li>Wheller, D. (2008). Music guitar. Retrieved from http://www.flickr.com/photos/doug88888/4542297929 </li></ul>

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