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Differentiated Instruction

Differentiated Instruction. TEAMS . ART/BUSINESS ED -- DEFINE STUDENT READINESS AND STUDENT INTEREST AND PROVIDE EXAMPLES OF EACH ENGLISH -- DEFINE DIRECT INSTRUCTION FCS/TECH ED. -- WHAT ARE LEARNING PROFILES? SOCIAL STUDIES -- DEFINE CONTENT AND SUMMATIVE ASSESSMENT

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Differentiated Instruction

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  1. Differentiated Instruction

  2. TEAMS • ART/BUSINESS ED -- DEFINE STUDENT READINESS AND STUDENT INTEREST AND PROVIDE EXAMPLES OF EACH • ENGLISH -- DEFINE DIRECT INSTRUCTION • FCS/TECH ED. -- WHAT ARE LEARNING PROFILES? • SOCIAL STUDIES -- DEFINE CONTENT AND SUMMATIVE ASSESSMENT • SCIENCE--DEFINE PRODUCT AND FORMATIVE ASSESSEMENT • MATH --DEFINE PROCESS • MUSIC/AIM --DEFINE PRE-ASSESSMENT

  3. How do you prefer to learn? • Everyone has a preferred style of learning. In a classroom, there may be several styles of learners who require a different approach to ensure that the curriculum reaches them. Recognizing that students learn in different ways and at different rates is the first step in becoming an effective teacher.

  4. An Introduction • When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So, two-thirds of the children are wasting their time.” • Lillian Gatz

  5. What is Differentiated Instruction? • A way of thinking about effective teaching and how people best learn • Expert teachers teaching students the most important things in the most effective ways • A teacher’s response to learners’ needs

  6. What is Differentiated Instruction? • A way to meet students where they are and help them to achieve maximum growth as learners

  7. What is Differentiated Instruction? • A teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels

  8. What is Differentiated Instruction? • Ultimately, Differentiated Instruction means that teachers PROACTIVELY plan a variety of ways to “get at” and express learning

  9. Student Readiness • Refers to a student’s knowledge , understanding and skill as they relate to a particular sequence of learning • Readiness is also influenced by: • Prior learning • Life experiences • Attitudes about school • Learning styles and habits

  10. Student Readiness • Only when a student works at a difficulty level that is both challenging and attainable can learning take place • Therefore, as student readiness levels vary, so must the complexity and manner of curricular delivery

  11. Student Interest • Refers to those topics or pursuits that evoke curiosity and passion in a learner • Effective educators recognize that students bring to school interest in particular areas • Highly effective teachers attend to both developing interests and undiscovered interests as well

  12. Learning Profile • Refers to how students learn best • A variety of factors shape a learning profile: • Learning style • Preferences • Culture • Gender

  13. Learning Profile • If classroom teachers can offer or support different modes of learning, it is more likely that more students will learn efficiently

  14. Content • Facts, concepts, generalizations or principals, attitudes, and skills related to the subject, as well as materials that represent those elements • In a differentiated classroom the content remains constant, how students gain access to the core learning may vary • Programs, tape recorders, and videos as a way of conveying key concepts to varied learners

  15. Process • How the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject. (Activities) • Example: Providing varied options at differing levels of difficulty or based on differing student interests

  16. Products • The items a students can use to demonstrate what he or she has come to know, understand, and be able to do as a result of a period of study • Example: Mathematics student is given the option of researching real world applications of a unit of study

  17. Pre-Assessment • Used to determine students’ group and individual strengths, weaknesses, understandings, and misconceptions • Assessment is today’s means of understanding how to modify tomorrow’s instruction.

  18. Formative Assessment • In process stage of assessment to clarify and extend ideas prior to completion of a unit or product

  19. Summative Assessment • End – stage assessment to determine what the students’ know, understand, and are able to do

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