Differentiated instruction 04162014

DIFFERENTIATEDINSTRUCTION

22 April 2014

DEPARTMENT OF EDUCATION

OBJECTIVES:

1. Explain the Differentiated Instruction (DI).

2. Provide activities for DI.

3. Make plans on how to transform the classroom into a DI classroom.

4. Recognize the importance of DI in responding to individual differences of students.


ACTIVITY(20 minutes)

Follow strictly the instructions written in the sheets or given to

each group.


ANALYSIS

1. How do you feel the activity? Why?

2. Were the tasks given of you congruent to your strengths or talents?

3. What helped/blocked your group in performing better?

4. What did you discover about yourself? About others?


ANALYSIS

5. What is telling us about addressing individual needs?

6. What insights have you gained from the activity?


• It refers to a systematic approach to planning curriculum and instruction for academically diverse learners.

• It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity

(Carol Ann Tomlinson)

Definition of Differentiated Instruction (DI)


According to Melanie Bailey-Bird,

• To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

Purposes of Differentiated Instruction

• It is a PROCESS to approach teaching and learning for students of different abilities in the same class.


• The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

Purposes of Differentiated Instruction


• a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they will express what they have learned in order to increase the likelihood that each student will learn as much as he or she can.

In a DI class,


Principles of Differentiation * Students differ in experience, readiness, interests, intelligences, language, culture, gender, and mode of learning.

* Teachers must meet each student at his or her starting point and ensure substantial growth during each school term.

* Teachers that ignore student differences are unlikely to maximize potential in any student who differs significantly from the “norm.”

Carol Ann Tomlinson, 2001 The Differentiated Classroom: Responding to the Needs of All Learners, p. 2


Principles of Differentiation

* Teachers need to make modifications in instruction for students rather than assume students must modify themselves to fit the curriculum. * Teachers should always keep in mind that human brains learn best when curriculum is highly interesting and highly relevant.

Carol Ann Tomlinson, 2001


Learning Cycle and Decision factors Used in Planning and Implementing Differentiated Instruction


Fully Differentiated Not Differentiated

Assessment is ongoing.

Diagnostic assessment is used.

Teacher scaffolds self-reliant learning.

Assessment is at the end

A single form of assessment is used

Teacher directs students behaviour



Flexible grouping is practiced

Materials are varied

Multiple forms of intelligence are valued

Instruction is whole class

Coverage of texts and curriculum drive

instruction.

Intelligence is viewed narrowly



Assignments offer multiple options

Time is flexible in terms of students’needs

Teacher facilitates student’s problem solving

Grading is determined by learning goals

Single option assignments

Time is not flexible

Teacher solves problems

Grading is based on teacher-set, inflexible objectives


So, how to start?

• create an individual profile of each of your students in each class you are handling.

Remember,

• the differentiation should be based on the students’ Readiness, Interest and Learning Profile.


• Learning profile has to do with how the students’ learn.

• It may be shaped by intelligence, preferences, gender, culture, or learning style.

LEARNING PROFILE

DIFFERENTIATED INSTRUCTION

CONTENT PROCESS

PRODUCT


WAYS TO DIFFERENTIATE

How it is taught How it is done

How to demonstrate knowledge



WAYS TO DIFFERENTIATE : CONTENT

• Content is input. • It is what a student should come to

know (facts), understand (concepts and principles), and able to do (skills).



WAYS TO DIFFERENTIATE : CONTENT

• Use Reading Materials at Varying Readability Levels

• Put Text Materials on ppt, mp4 or mp3 format

• Use Spelling/Vocab. Tests at Readiness Levels of Students

• Use Reading Buddies

• Meet with Small Groups to Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning


CONTENT


WAYS TO DIFFERENTIATE

How it is taught

TEACHER or STUDENT Centered

* Whole Class Instruction

* Small Group Instruction* Stations* Cooperative Groups



WAYS TO DIFFERENTIATE: PROCESS

• Process is the opportunity for students to make sense of the content.

• Part of process is the activities in the lesson. They should be well-thought of.




• Flexible Grouping is Consistently Used.– Groupings are Not Fixed, and Should Be Dynamic

in Process.– Teach Whole Class Introductory Discussions, then

Follow with Small Group (or) Pair Work.• Direct Instruction• Inquiry-Based Learning• Cooperative Learning• Classroom Management Benefits Students

and Teachers– Organization & Routines




• Use Tiered Activities • Provide Interest Centers • Develop Personal Agendas for

Completion of Work• Manipulatives (or) Hands on Supports• Varying the Length of Time• Memorization• KWL




• Reciprocal teaching• Graphic organizing• Scaffolding• Webbing• Self Talk• Web Quests • Guided Notes




PRocessHow it is done

* Traditional Pencil/Paper* Cooperative Groups

* Stations* Compacting* Independent Contacts

* Choice Opportunities


WAYS TO DIFFERENTIATE: PRODUCT

• Product is a vehicle through which a student show (and extends what he or she has come to understand and can do as a result of a considerable segment of learning.

• It is something students produce to exhibit major portions of learning.



• These are culminating projects that ask the student to rehearse, apply, and extend what he/she has learned in a unit.


PRoduct



How to demonstrate knowledge

* Traditional Assessments

* Written Reports/Papers* Art/Video Projects* Oral Reports/Presentations* Powerpoint Presentations

* Skits/ Songs/ Dances


• Group participants per learning area.• Assign a leader and a rapporteur.• For 5 minutes, discuss among

yourselves what competency or lesson your group will cover.

• Create a step-by-step plan to make a specific lesson that follows a DI format.

APPLICATION


EVERY MAN is in certain respects a. like all other men,

b. like some other men,c. like no other man.

-Murray, H. A. & C. Kluckhohn, 1953

Differentiated instruction 04162014

Education

students readiness

differentiated classroom

students growth

students problem

students behaviour

valued instruction

learning process

readiness levels of