Kingdom of Saudi Arabia Ministry of Education in Yanbu ...foreign-edu.com/wp-content/uploads/2014/01/New-Teaching-Strategi… · ifferentiation means getting the best out of every

Kingdom of Saudi Arabia Ministry of Education in Yanbu (girls)

Private and Foreign Education

Discuss this sentence: “one size fits all”

IFFERENTIATED

TEACHING

ifferentiation means getting the best out of every

pupil so that they are able to show what they

know, understand and what they can do .

Differentiated teaching is a process which

includes planning curriculum aims, teaching

strategies, resources, teaching methods and ways

of interacting with pupils while giving special

consideration to :

differentiation between pupils according to ability

the different ways pupils learn

the different speeds at which pupils learn

It must be understood that the abilities and needs of

every pupil are different and therefore teaching must

reflect that, so that a challenge is provided for

every pupil so that their learning is allowed to

progress

Teaching elements which can be differentiate

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Methods :

[]Balance of activities over time in lessons

[]Classroom organization suits the learning activity

[]Reinforcement techniques encourage pupils to move on

[]Vocabulary and linguistic requirements are relevant

(differentiation between pupils, suitable tasks and

support, readable materials, preparing suitable materials(

Expectations :

[]Explain what is required

[]An adequate level of challenge

[]Tasks which test pupils' understanding

of the materials

[]Opportunities to reinforce the lower

ability pupils

[]Extension activities to challenge the

more able pupils (effective questioning)

Interaction :

*Effective communication between teacher and

pupils

*Effective questioning to facilitate learning

*Pupil presentations to bring out understanding

(constructive marking - leading to improvement (

What Differentiated Instruction Means for Teachers

Teachers DON'T Teachers DO

develop a separate lesson plan for

each student in a classroom.

provide several learning options, or

different paths to learning, which

help students take in information

and make sense of concepts and

skills.

"water down" the curriculum for

some students.

provide appropriate levels of

challenge for all students, including

those who lag behind, those who

are advanced, and those right in

the middle.

Back to the

group work

Time for

group

work

Teacher dealing

with the class

Pair work

or

individual

What do you see in differentiated

classroom

Knowledge Comprehension

Application

Analysis

Synthesis

Evaluation

Recalling Facts Knowing What It

Means

Using What

Has Been

Previously

Learned

Disassembling

Whole to Part

Assembling

Part to Whole

Assessing

Value

arrange

define

label

list

order

memorize

classify

describe

explain

review

tell

identify

apply

illustrate

solve

interpret

choose

demonstrate

analyze

compare

contrast

diagram

diagram

sort and label

create

infer

draw

conclusions

formulate

<ASSEMBLE

< td>

assess

predict

criticize

rate

judge

support

Two things kill motivation?

1)Anxiety

2)Boredom

The suitable strategies for

differentiated teaching:

Learning centers

Flexible grouping

Compacting the curriculum

Learning contracts

Tiered activities

Anchor activities

The right

strategy objectives

Students’ characteristic

What we have

Time

Teacher ‘s talents in

using strategy

If you could transport yourself anywhere instantly, where would you go and why?

https://www.teachingchannel.org/videos/differentiating-in-math

/activities-http://www.pinterest.com/pgsain/anchor

What are anchor activities? specified ongoing activities on which students work independently

ongoing assignments that students can work on throughout a unit

self-directed

include aspects that can be completed on an ongoing basis

relate to the concepts and the content being learned

engaging, meaningful tasks, not busywork or packets of

worksheets

activities that everyone in the class will have a chance to do

What are anchor activities? specified ongoing activities on which students work independently

ongoing assignments that students can work on throughout a unit

self-directed

include aspects that can be completed on an ongoing basis

relate to the concepts and the content being learned

engaging, meaningful tasks, not busywork or packets of worksheets

activities that everyone in the class will have a chance to do

writing-text-www.teachingchannel.org/videos/analyzinghttps://

Group Size: 3-10 Resources: Whatever the participants

Duration: 5 mins per round are wearing. Pen & Paper

The leader must split the group down into even groups (3-4 groups

is best for ‘competition’). The first group stands in a line and the

other group have 30 seconds to look at them and memorise their

appearance. They then leave the room and make changes to their

appearance (swap clothes, remove jewellery etc). These changes

are then written down by the leader.

This group then returns to the room and the other groups then

have 2 minutes to spot as many changes as possible and write

them down on their sheet of paper. The group are then asked

what changes they made and the other groups mark their answer

sheets.

This process repeats itself until all groups have had a chance to

make changes.

Spot the Difference

-design-www.teachingchannel.org/videos/engineeringhttps://

lesson-stem-process

Differentiated instruction

Environment Evaluation Teaching

aids

The definition of physical environment is simply

the physical characteristics of the room. This refers to things like the

size of the room, how dark or light it is, what the temperature is like,

whether it has carpeting or just concrete, etc.

The major importance of the physical environment is that it can affect

students' comfort and, to some extent, their ability to learn. Students

who are uncomfortable are unlikely to learn as well as those who are

comfortable.

In addition, the environment can affect the morale of students. If they

feel their classroom is physically worse than those of richer kids, for

example, they might be discouraged and upset and less willing to

learn.

-www.teachingchannel.org/videos/achievehttps://

your-dream-job

1.Entry level (placement tests, diagnostic test)

before learning. What knowledge and skills do students already

possess? 2. Progress monitoring (formative, ongoing

continuous assessment) during learning. Are students making adequate towards achieving the goals?

3. Summative assessment- at the end of

learning. Have students achieved the goals?

Instruction

•Monitoring students progress while learning, not just

after learning

•Observing and note-taking during group work

•Meeting individually with students to give feedback and

guidance

•Students self-assessment and peer-assessment

•Providing opportunity for students to demonstrate their

skills and understanding in various ways, not just written

test worksheets (presentation, role-play, drawings,

projects etc)

-differentiation-www.teachingchannel.org/videos/contenthttps://

science

http://www.aber.ac.uk/~mflwww/DiffSEN/difflearn1.html

http://www.newhorizons.org/strategies/cooperative/front_cooperative.htm

http://teaching.berkeley.edu/bgd/collaborative.html

http://www.inspiration.com/vlearning/index.cfm

http://www.teachingenglish.org.uk/think/methodology/visualisation.shtml

http://www.disabilitystudiesforteachers.org/index.php?id=Differentiated

Instruction

http://tools4sucessnotes.wikispaces.com/Differentiating+Instruction+Using

+Technology

:المراجع العربية استراتيجيات التدريس في القرن الحادي والعشرين []

References:

English references