Differentiated Instruction

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Differentiated Instruction
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TEAMS

• ART/BUSINESS ED -- DEFINE STUDENT READINESS AND
  STUDENT INTEREST AND PROVIDE EXAMPLES OF EACH
• ENGLISH -- DEFINE DIRECT INSTRUCTION
• FCS/TECH ED. -- WHAT ARE LEARNING PROFILES?
• SOCIAL STUDIES -- DEFINE CONTENT AND SUMMATIVE
  ASSESSMENT
• SCIENCE --DEFINE PRODUCT AND FORMATIVE
  ASSESSEMENT
• MATH --DEFINE PROCESS
• MUSIC/AIM --DEFINE PRE-ASSESSMENT

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How do you prefer to learn?

• Everyone has a preferred style of learning. In a
  classroom, there may be several styles of
  learners who require a different approach to
  ensure that the curriculum reaches them.
  Recognizing that students learn in different ways
  and at different rates is the first step in
  becoming an effective teacher.

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An Introduction

• When a teacher tries to teach something to the
  entire class at the same time, chances are,
  one-third of the kids already know it one-third
  will get it and the remaining third wont. So,
  two-thirds of the children are wasting their
  time.
• Lillian Gatz

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What is Differentiated Instruction?

• A way of thinking about effective teaching and
  how people best learn
• Expert teachers teaching students the most
  important things in the most effective ways
• A teachers response to learners needs

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What is Differentiated Instruction?

• A way to meet students where they are and help
  them to achieve maximum growth as learners

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What is Differentiated Instruction?

• A teaching philosophy based on the premise that
  teachers should adapt instruction to student
  differences. Rather than marching students
  through the curriculum lockstep, teachers should
  modify their instruction to meet students
  varying readiness levels

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What is Differentiated Instruction?

• Ultimately, Differentiated Instruction means that
  teachers PROACTIVELY plan a variety of ways to
  get at and express learning

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Student Readiness

• Refers to a students knowledge , understanding
  and skill as they relate to a particular sequence
  of learning
• Readiness is also influenced by
• Prior learning
• Life experiences
• Attitudes about school
• Learning styles and habits

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Student Readiness

• Only when a student works at a difficulty level
  that is both challenging and attainable can
  learning take place
• Therefore, as student readiness levels vary, so
  must the complexity and manner of curricular
  delivery

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Student Interest

• Refers to those topics or pursuits that evoke
  curiosity and passion in a learner
• Effective educators recognize that students bring
  to school interest in particular areas
• Highly effective teachers attend to both
  developing interests and undiscovered interests
  as well

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Learning Profile

• Refers to how students learn best
• A variety of factors shape a learning profile
• Learning style
• Preferences
• Culture
• Gender

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Learning Profile

• If classroom teachers can offer or support
  different modes of learning, it is more likely
  that more students will learn efficiently

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Content

• Facts, concepts, generalizations or principals,
  attitudes, and skills related to the subject, as
  well as materials that represent those elements
• In a differentiated classroom the content remains
  constant, how students gain access to the core
  learning may vary
• Programs, tape recorders, and videos as a way of
  conveying key concepts to varied learners

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Process

• How the learner comes to make sense of,
  understand, and own the key facts, concepts,
  generalizations, and skills of the subject.
  (Activities)
• Example Providing varied options at differing
  levels of difficulty or based on differing
  student interests

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Products

• The items a students can use to demonstrate what
  he or she has come to know, understand, and be
  able to do as a result of a period of study
• Example Mathematics student is given the option
  of researching real world applications of a unit
  of study

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Pre-Assessment

• Used to determine students group and individual
  strengths, weaknesses, understandings, and
  misconceptions
• Assessment is todays means of understanding how
  to modify tomorrows instruction.

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Formative Assessment

• In process stage of assessment to clarify and
  extend ideas prior to completion of a unit or
  product

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Summative Assessment

• End stage assessment to determine what the
  students know, understand, and are able to do