Differentiated Instruction Rodney Robinson, Dept Head. Armstrong High School AP US History and Government VA/US History www.mrrobinsonahs.wikispaces.com @RodRobinsonRPS on Twitter [email protected] [email protected]
Jan 17, 2016
Differentiated Instruction
Rodney Robinson, Dept Head.Armstrong High School
AP US History and GovernmentVA/US History
www.mrrobinsonahs.wikispaces.com@RodRobinsonRPS on [email protected]@richmond.k1.va.us
Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom.
The teacher consistently and proactively create different pathways to help all your students be successful.
The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom.
What is DI?
Teachers who differentiate instruction recognize that students differ in many ways, including prior knowledge and experiences, readiness, language, culture, learning preferences, and interests.
They realize they must change the way they teach in order to reach all students. Through differentiated instruction, students will get to the same place, but take different paths
What is DI?
Reaches out to Multiple Learning styles Increases Student Engagement Promotes Solid Social Behavior Creates a Positive Environment for Learning Promotes Self Discipline and Control
Advantages of DI
Creates a culturally responsive education system grounded in the belief that all culturally and linguistically diverse students can excel in school when their culture, language, heritage and experiences are valued and used to facilitate their learning and development
Advantages of DI
When assignments are the same for all learners, but the level of difficulty of assignments is varied for certain students than others, and students who finish early play games for enrichment – the class is not differentiated (Tomlinson 1995).
Differentiated instruction has nothing to do with “dumbing down” or “watering down” instruction or the standards to make it easier for some students.
Differentiated instruction also is not individualized instruction, which proposes to design materials and tasks for the particular needs of each student. Differentiated instruction suggests teachers look at “zones” in which students cluster so they can offer three or four routes to a goal on a given day
What is NOT DI?
Student Engagement Questioning Flexible Grouping Assessments
4 Necessities of DI
Student engagement is the most important piece of Differentiated Instruction
The purpose of differentiating instruction is for the student to take an active roll in his or her learning
Teachers can control how a student is engaged by controlling the 4 elements in a classroom
Student Engagement
Content – what the student needs to learn or how the student will get access to the information
Process – activities in which the student engages in order to make sense of or master the content
Products – projects that ask the student to demonstrate what he or she has learned in a unit
Learning Environment - the way the classroom works and feels.
Teacher controls in Student Engagement
Questioning
Bloom’s Taxonomy
Questions should be varied and prepared in advance according to Bloom’s Taxonomy
All Answers are provisional and deserve respect
The higher the levels of questioning, the more wait time is needed for response
Give all students the opportunity to engage and activate prior knowledge before questioning
Ask students to generate their own questions
5 Characteristics of Quality Questioning
Flexible Grouping
Grouping students according to their learning needs and the goals of the particular lesson
Once the needs of all learners are met, the group dissolves and students move on
Groups are formed and reformed as appropriate for particular activities
Flexible Grouping
Whole Groups◦ Most effective for new concepts, leading a
discussion, having a debate, or demonstrating a how to assignment
Small Group – Heterogenous◦ Most Effective when students need to work
collaboratively to learn from one another
Types of Groups
Small Group – Homogenous◦ Most Effective when students have similar levels
of readiness in a skill or subject Independent Work
◦ Most effective for summative assessments, projects, or papers
Types of Grouping
Assessments
3 Types◦ Pre, Formative, Summative
Pre Assessments◦ Activates a students prior knowledge of a
particular subject and gives teachers blueprints of what he/she must teach
Assessments
Formative Assessments◦ Tracks student progress and gives them
opportunity to track their own growth◦ Used to create a student’s learner profile – how
an individual student learns best◦ Process is On going and daily◦ Helps teacher plan differentiation
Summative Assessment◦ Making sure students have reached the goals set
by teacher/division/state dept of ed
Assessments
Lesson Examples
21 Questions
Get with your 9 o clock appointment Each Group will be handed a Famous Picture
from US History Examining the picture, groups need to
figure out what time period the picture was taken.
Student must form 21 questions to answer about the picture using various levels of blooms taxonomy
Each section of blooms must have at least three questions
21 Questions
Civil War Experience
Students get 2 minutes to read their letter. Each student will get 1 minute to share the
content of their letter with other members of the group
Students will then form new homogenous groups of the same letter
Civil War
In Homogenous groups, students will write ten adjectives to describe the letter
In Homogenous groups, students will write ten facts from the letter
Students will share out with the class. Get with your 3 o clock appointment and
write a response to their letter using your knowledge of the war.
Civil War