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Differentiated Instruction

Differentiated Instruction. Responding to the Needs of EVERYONE! Part 1: An Introduction to DI Regina Rausch, MA Ed. Program and Training Specialist. “A differentiated way to learn is what the kids are calling for......

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Differentiated Instruction

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  1. Differentiated Instruction Responding to the Needs of EVERYONE! Part 1: An Introduction to DI Regina Rausch, MA Ed. Program and Training Specialist

  2. “A differentiated way to learn is what the kids are calling for...... All of them are talking about how our one-size fits all delivery system -which mandates that everyone learn the same thing at the same time, no matter what the individual needs- has failed them.” Seymour Sarason

  3. Agenda for Today…. • Introductions… • What Do You Already Know about DI??? • Why Do We Differentiate? • How Do We Differentiate? • Yes, But……….

  4. Partner Share • Turn to a partner • Share what you know about Differentiated Instruction. • Share what Differentiation looks like within the setting you teach.

  5. http://www.diffcentral.com/videos.html

  6. Differentiation is “making sure that the rightstudents get the right learning tasks at the right time.” (Earl) Differentiated Beliefs: • Every student is worthy of dignity and respect. • Diversity is inevitable and positive. • The classroom should mirror the kind of society in which we want our students to live and lead. • Most students can learn most things! (Tomlinson 2010)

  7. Differentiation is a Proactive Response to the Learner’s Needs Learning Profile Interest Readiness in Content Process Product Tomlinson

  8. Learning Profile- has to do with how we learn • Learning Profiles are shaped by four elements: • Gender • Intelligence Profiles • Learning Style • Culture (Tomlinson & Imbeau, 2010)

  9. Multiple Intelligences (MI)Gardner’s Eight Intelligences • Linguistic(word smart) • Logical mathematical (number smart) • Spatial (picture smart) • Bodily Kinesthetic (body smart) • Musical (music smart) • Interpersonal (people smart) • Intrapersonal (self smart) • Naturalist (nature smart)

  10. Using MI to Differentiate…. http://www.diffcentral.com/videos.html

  11. Differentiate by Interest?? • WHY? • Student Motivation • Choice/Empowerment • Identification with individuals • Stimulate New Interest • Match between school and learning • Connect between all learning • Uses familiar skills and ideas as a bridge • How? • Link interest with key components of the curriculum • Provide structure for success. • Share interest efficiently. • Invite student ideas. • Combine with form of differentiation. (DI Workbook p. 39)

  12. READINESS Readiness is a student’s entry point relative to a skill. Students with less readiness skills may need: • Helps closing gaps in their learning • Activities that are more structured, concrete, closer to their experiences • A more deliberate pace Students who are more advanced may need: • Skip practicing previously mastered skills. • Activities that are more complex • Brisk pace of work (Tomlinson, 1999)

  13. HOW DO WE KNOW WHERE TO BEGIN ANDWHERE WE ARE GOING? • DIFFERENTIATION IN RELATION TO FORMATIVE ASSESSMENT • http://www.diffcentral.com/videos2.html#assessment

  14. Content, Process, and Product • Content - this specifically deals with what students are learning about and where they are in their understanding of course content.Students can engage content in a variety of different formats that can appeal to the learning preferences of students.  Illustrations, graphs, pictures and videos will benefit the visual learner while podcasts, online conferences and audio books may benefit the auditory learner.  Interactive media and the manipulation of online models and simulations can provide the opportunity for kinesthetic learners to engage content

  15. Content, Process, and Product continued • Process - these are the ways that we help students learn and engage content through instruction and assessment. ex. Considering Multiple Intelligence Theory (Gardner), students who are visual/spatial may prefer to organize their thoughts and notes on a graphic organizer that can be maintained and accessed on a computer and/or online.  Students who are partial to the logical/mathematical intelligence may appreciate opportunities to chart, measure and/or record information using spreadsheet software. (student learning preference) • Product - these are the different ways that students demonstrate what they have learned (assessment and evaluation) ex. Creation of podcasts, presentations, videos, webpages, concept maps, etc. can all be used to provide a variety of choices for students to demonstrate their learning towards a specific learning objective.  These choices can connect upon a variety of interesting topics and/or provide options that appeal to the learning preferences of your students.

  16. How Do we Plan for DI? DI related to UBD http://www.diffcentral.com/videos2.html#assessment

  17. Yeah, but….. Common Misconceptions About DI…. http://www.diffcentral.com/videos.html

  18. References • Leading and Managing a Differentiated ClassroomTomlinson, C. A. & Imbeau, M. (2010) • The Differentiated Classroom: Responding to the Needs of all Learners (1999) • http://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128208 • http://www.diffcentral.com/videos2.html#profdev • Inclusive "Best Practices" Video Library - PaTTAN • http://www.pattan.net/Search?st=global&search=IDEA%202004 • http://www.governor.state.pa.us/portal/server.pt/community/pa_codes/7501/

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