Differentiating Instruction: Making It Happen in Classrooms By Dr. Vicki Gibson Gibson Hasbrouck & Associates Wellesley, MA Differentiating Instruction: Making it Happen in Classrooms Identifying what literature and research report about differen- tiating instruction is critical to understanding how to make it happen in classrooms (Gibson & Hasbrouck, 2008; Marzano, Marzano, & Pickering, 2003). Numerous publications are avail- able that describe the character- istics of differentiating instruction or suggest curricula and activities that can be modified to address student variance (Evertson & Harris, 1999; Marzano, Marzano, & Pickering, 2003; Rothstein-Fisch & Trumbull, 2008; Tomlinson & Eidson, 2003). Those resources are important supports for teachers and admin- istrators who desire to understand the concept of differentiating instruction, and to identify resources for forming a plan of action. However, research-based methods are needed to carry out the plan, successfully implement change, monitor progress, and assess effects on teacher and student outcomes (Evertson, Emmer, & Wor- sham, 2003; Gibson, et. Al, 2008; McLeod, Fisher, & Hoover, 2003); Tomlinson & McTighe, 2006). At its simplest, differentiating instruction means teaching differently to address the diversity of stu- dents’ needs. It is contrasted to traditional prac- tices using whole-group lecture format where stu- dent learning and participation are more passive and unresponsive to individual needs. Increasing student variance, often described as disparity in skills and knowl- edge, presents huge challenges for teachers and administrators assigned the job of differentiating instruction. Many educators are wondering how to make differen- tiating instruction happen success- fully in classrooms? Teaching differently to address student variance is possible, but it requires changes in practice, which involves changing the behavior of teach- ing. In order to know where to begin the process of implementing changes in instructional delivery, teachers and administrators need to evaluate the following: • How instruction is currently delivered in class- rooms: using whole-class lecture or a combination of whole-class and small-group lessons • What is taught and whether pacing and cur- ricula are appropriate to address student needs (i.e., instructional and program effectiveness—the quality of the teaching and curricula) • What professional development training has been provided to prepare teachers for differentiat- ing instruction, including how to observe patterns of error and use data to inform practice, grouping for instruction, and aligning curricula to needs
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D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s
Differentiating Instruction:Making It Happen in Classrooms
By
Dr. Vicki GibsonGibson Hasbrouck & Associates
Wellesley, MA
D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s
Differentiating Instruction: Making it Happen in Classrooms
D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s
“ In order to differentiate teaching, changes must occur in lesson content
and selection of curricula and activities to ensure instruction and practice are aligned to student
D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s
D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s
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D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s D i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M sD i f f e r e n t i a t i n g i n s t r u c t i o n : M a k i n g i t H a p p e n i n c l a s s r o o M s
Dr.Gibsonisawell-respected,nationallyrec-ognizedauthorandspeakerondifferentiatinginstruction,earlychildhoodcurriculumdesignandmethodology,classroommanagement,andusingeffectiveinstructionalstrategiesforemergingandlow-performingstudents.Sheprovidesconsultationandconductsworkshopsforteachers,administrators,andparents.SheauthoredWe Can!,acompre-hensiveearlychildhoodcurriculum,asupple-mentalLanguageArtsprogramtitledLetter Sounds & Strokes,andapre-writingprogram,I Can Draw,allpublishedbySoprisWest.Dr.Gibsonco-authoredRoad to Reading,aReadingandCollaborationTrainingProgramforTeachersofAt-RiskReadersinGrades3–8.Sheco-authoredabookwithJanHasbrouck,PH.D.,titledDifferentiated Instruction: Group-ing for Success,publishedbyMcGraw-HillHigherEducation.Dr.GibsonisanauthorforTreasures,theK-6readingprogrampublishedbyMacmillan/McGraw-Hill.
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RD 08 W 6642
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