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DIFFERENTIATED INSTRUCTION

DIFFERENTIATED INSTRUCTION. Belinda Chong Dawn Sng Hidaya Jermaine Vaness Quek. Definition.

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DIFFERENTIATED INSTRUCTION

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  1. DIFFERENTIATED INSTRUCTION Belinda Chong Dawn Sng Hidaya Jermaine VanessQuek

  2. Definition Differentiated instruction is the practice of modifying and adapting instruction, materials, content, student projects and products, and assessment to meet the learning needs of individual students.

  3. The teacher attends to student differences Humans’ basic needs By attending to different needs, we can address each basic needs and our experience, culture, gender, genetic codes and neurological wring affects how and what we learn

  4. The Teacher focuses on the Essentials. • Carefully uses instructions around the essential concepts, principles and skills of each subject. • The objective is for every student to have a firm grasp of those principles and skills. Teacher’s clarity Struggling learners focus on essential understanding and skills. Advanced learner focus on grappling understanding important complexities.

  5. Assessment and instruction are inseparable. • Its goal is to provide teachers day to day data on students’ readiness for particular ideas and skills, interests and learning profile. • Examples: • Small group discussions • Journal entries • Interest survey • Assessment is to help students grow, rather than cataloging their mistakes.

  6. The teacher modifies content, process and products. • The readiness example • Interest is child’s curiosity and passion for a particular topic • Learning profile is information on how we learn which is shaped by culture, gender, intelligence preferences and learning style • You may adopt one or more elements based on students characteristics. Only modify an element if you see a students need and when you think the change would help them.

  7. All students participate in respectful work. A teacher shows respect for learners by honouringboth their commonalities and differences, not by treating by alike.

  8. Beliefs in a DI setting • Respect the readiness level of each child • Expect all students to grow and support their continual growth • Offer opportunities to explore essential understanding and skills at different levels of difficulty that increase consistently to all • Offer all students tasks that look and are equally interesting, important and engaging

  9. Benefits of DI • Effective learning • Teacher is able to refine learners learning (immediate correction) • Helps the teacher to learn (using her expertise to help the child, ‘forced’ to embrace and learn knowledge of helping the child)

  10. Misconceptions • DI is just a set of instructional strategies. • it is a philosophy, a set of principles • DI is just about instruction. • it is about high quality curriculum, assessment, classroom management and positive learning environment. • DI is chaotic • Effective DI classroom involves purposeful student movement and purposeful student talking

  11. The teacher and students collaborate in learning. A differentiated classroom is student centered. Analyze success and failures Multiply success or learn from failures Set goals Monitor progress Plan

  12. The teacher balances group and individual norms. Two goals of a teacher in DI setting: • Accelerate the student’s skills and understanding as fast as possible with the application of skill with understanding and meaning. • The student and parents are aware of the child’s goals and growth and position in class.

  13. The teacher and students work together flexibly. • To work together, they use materials flexibly and employ flexible pacing. • Instructional strategies like learning contracts in targeting instruction and independent investigation • The goal is to link learners with essential understanding and skills at appropriate levels of challenge and interest.

  14. Two organizers for thinking about differentiation • Select moments in the instructional sequence to differentiate based on assessments • Select a time in her teaching plan to differentiate by interest for children to make connections on topic and what is important to them.

  15. Steps to make a change in content:

  16. How to make a change in the content?

  17. How to make a change in the content?

  18. How to make a change in the process?

  19. How to make a change in the process? Prepare a task list Show an overview of the lesson Circle Time Read a big book Draw , write or type your own ending to the story Take turns to talk about your drawing/writing Put your masterpiece on the notice board Choice Time

  20. How to make a change in the process?

  21. How to make a change in the process?

  22. Differentiated Instruction, What’s it got to do with theories?

  23. Part 1: Who am I in the lives of children? • AECES code of ethics

  24. Part 2: Theory and practice? In theory practice is simple… But is it simple to practice theory? TrygveReenskaug& AlexandreBoily

  25. Part 2: Theory and practice? (cont)

  26. Part 3: Theories OR

  27. Part 3: Theories (cont)Biological

  28. Part 3: Theories (cont)Biological +environmental influence Parke &Guavin (2009)

  29. Part 3: Theories (cont)Environmental influence

  30. Part 3: Theories (cont)Practices (by theorists)

  31. References  AECS (2012). Code of ethics. Retrieved on July 5, 2012, from http://aeces.org/code_of_ethics Boily, A. (2012). Quotes on theory vs practice. Retrieved July 14, 2012, from http://c2.com/cgi/wiki?QuotesOnTheoryVsPractice Feeny, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who am i in the lives of children?. (8th ed.). USA: Pearson. Parke, R. D., & Guavin, M. (2009). Child pscyhology a contemporary viewpoint. (7th ed.). New York : McGraw Hill. Reenskaung, T. (2012). Quotes on theory vs practice. Retrieved July 14, 2012, from http://c2.com/cgi/wiki?QuotesOnTheoryVsPractice Peterson, J. M. & Hittie, M. M. (2010). Inclusive teaching the journey towards effective schools for all learners. (2nd ed.). New Jersey: Pearson.

  32. DOLLARAIRE DOLLAR

  33. DIFFERENTIATED INSTRUCTION

  34. Question 1 • A learning environment that practices differentiated instruction is child-centered. TRUE FALSE

  35. Question 1 • A learning environment that practices differentiated instruction is child-centered. TRUE FALSE

  36. Question 2 • Differentiated Instruction is a strategy. TRUE FALSE

  37. Question 2 • Differentiated Instruction is a strategy. TRUE FALSE

  38. Question 3 • Differentiated instruction can only be manifested for one learner at a time in the classroom. TRUE FALSE

  39. Question 3 • Differentiated instruction can only be manifested for one learner at a time in the classroom. TRUE FALSE

  40. Question 4 • In Differentiated Instruction, the role of a teacher is both a facilitator and a collaborator. TRUE FALSE

  41. Question 4 • In Differentiated Instruction, the role of a teacher is both a facilitator and a collaborator. TRUE FALSE

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