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Differentiation or Scaffolding :

Differentiation or Scaffolding :. What’s the difference?. Real world example:. Objective : Lead a healthier life by losing weight and eating healthier . Activity - Losing Weight : run 1 hour on the treadmill 5 times per week .

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Differentiation or Scaffolding :

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    1. Differentiation or Scaffolding : Whats the difference?

    2. Real world example:

    3. Differentiation vs Scaffolding Differentiation = Change Scaffolding = Add to Support

    4. Differentiation = Change To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively. (Hall, 2003) Three Ways to Differentiate: Change Material Change Activity Change Student Product Still meeting the same objective! Content Manner in which students gain access to important learning. Access to the content is key. Objective driven curriculum is easier to find the next step for learners who enter at varying levels. Instructional concepts should be broad Teachers must focus on the concepts, principles and skills The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners. Process flexible grouping is consistently used. Grouping of students is not fixed Regrouping is dynamic and changes with the content, the project, and by on-going evaluation Strive for lessons that are engaging. Products initial and on-going assessment is essential Students are active and responsible explorers Varying expectations and requirements for student responses Products allow for various means of expression Provide a balance between teacher-assigned and student-selected tasks Content Manner in which students gain access to important learning. Access to the content is key. Objective driven curriculum is easier to find the next step for learners who enter at varying levels. Instructional concepts should be broad Teachers must focus on the concepts, principles and skills The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners. Process flexible grouping is consistently used. Grouping of students is not fixed Regrouping is dynamic and changes with the content, the project, and by on-going evaluation Strive for lessons that are engaging. Products initial and on-going assessment is essential Students are active and responsible explorers Varying expectations and requirements for student responses Products allow for various means of expression Provide a balance between teacher-assigned and student-selected tasks

    5. Scaffolding = add to support Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler (Benson, 1997). Adding something to your instruction to assist learners who are having difficulty Support is withdrawn as students gain proficiency Scaffolding can occur alongside of differentiated instruction Still meeting the same objective!

    6. Objective: Students will identify rhyming words in a story, then draw a set of rhyming words Differentiation Material- Instead of book use: Sentence: This is my red bed. Set of words: bed, cake, red Activity- Instead of having students find the two rhyming words in the book by themselves: While reading the book, the teacher can ask the student which word rhymes with vines? Student Product Instead of drawing their own, students can find a pair of rhyming words from a set of picture cards

    7. Objective: Students will identify rhyming words in a story Scaffolding Teacher can do a think-aloud explaining what rhyming is: Rhyming words have sound the same at the end. When I listen to the story, Im going to listen to see which words have the same ending While reading the story, the teacher can stress the rhyming words

    8. Activity Break up into groups. Each group should focus on a different topic. Example Vocabulary Phonological Awareness Oral Language Comprehension Choose an objective Discuss how you can differentiate instruction Think of the materials, activity, product Discuss ways to scaffold Include scaffolding for differentiated instruction and the original activity

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