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Differentiated Instruction Barbara Rowntree
Differentiated Instruction “Instruction that provides different avenues for students to have multiple options for acquiring content, making sense of that content and expressing what they learn.” Carol Ann Tomlinson- How to Differentiate Instruction in Mixed-Ability Classrooms Carol Ann Tomlinson explains.. Video Archive - Differentiation Central In simpler terms, differentiated instruction is teaching students in the classroom so that they can learn the material regardless of the differences in their abilities. Although students will require different approaches everyone will be learning the same content rich material.
Differentiated Instruction and CCS Common Core Standards work with differentiated instruction because although CCS have grade-specific standards students will use prior knowledge as building blocks and this will allow for teachers to teach what students need to know rather than what they already know. Differentiated instruction along with the CCS allow for teachers to delve deeper into the content to ensure all students can meet the CCS goals.
Proactive Approach Differentiated instruction is proactive—teachers know students have different learning needs and they plan a variety of ways to meet those needs. Teachers can assess these needs through conversations, class discussions, student work, even a learning styles inventory. Teachers then use that information to plan ways to tap into student potential and talents. It is not give the smartest student more work and the struggling student less work, it is not just modifications to work: it is adjusting the nature of the material to meet the students needs. Differentiated instruction is qualitative not quantitative.
Engaging Differentiated instruction must be engaging. If students are not engaged they are not learning. Jean Piaget states, “Motivation increases when there is interest in the items being learned.” Differentiated instruction builds new understanding on previous understanding and it must be appropriately challenging. According to Vygotsky, “Students learn best in their zone of proximal development—when the material is just a bit beyond their independence level.” Differentiated instruction is a collaboration between student and teacher—students must be responsible for their own growth. ILP’s or Individualized Learning Plans can be utilized in the differentiated classroom to assist students with recognizing their responsibility.
Areas to Differentiate Instruction Content– what students learn. Process—how they comprehend the new ideas. Product—how they show the teacher what they have learned. Differentiated instruction will match content, process and product to the readiness, interests, and talents of students.
Examples An overview of what a differentiated classroom will look like…..
Resources Ormrod, J. E. (2011). Educational Psychology Developing Learners. Boston, MA: Pearson Education Inc. Tilton, L. (2009). The Teachers Toolbox for Differentiating Instruction. Shorewood, MN: Covington Cove Publications Tomlinson, C. A. (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. Upper Saddle River, NJ. Pearson Education Inc. http://differentiationcentral.com/videos2.html http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx
