Differentiated Instruction

1
Differentiated Instruction

• All Kids Are Gifted
• April 5,2006
• Brenda Peterson and Claire Fugit
• Presenters

2
Come to the edge,He said, They said,
We are afraid.Come to the edge,He said,They
came,He pushed themAnd they flew!
3
What is Differentiated Instruction?

• Shaking up what goes on in the classroom so
  students
• have multiple options for taking in information
• making sense of ideas
• expressing what they learn
• Carol Ann Tomlinson

4
A differentiated classroom provides different
avenues

• to acquiring content
• to process or make sense of ideas
• to develop products so that each student can
  learn effectively

5
Differentiated instruction is not

• Individualized Instruction of the 1970s
• Chaotic
• Just another way to provide homogeneous grouping
• Just tailoring the same of clothes

6
Differentiated Instruction is

• Proactive
• More qualitative than quantitative
• Rooted in assessment
• Provides multiple approaches to content, process,
  product
• Student Centered
• Blend of whole class, group, individual
  instruction

7
Rational for Differentiated Instruction

• Effective learning requires the learner to make
  meaning of what is being taught.
• This is influenced by
• prior understandings interests belief
  system
• learning styles attitudes

8
Maximum learning occurs when

• learning is clearly organized
• students are active in learning process
• assessments are rich and varied
• students feel safe

• learner is pushed beyond his independence level
• students have a buy-in to what is being taught
  make connections to prior knowledge, interests,
  or experiences

9
Differentiated Instruction

• All Kids Are Gifted
• April 5,2006
• Brenda Peterson and Claire Fugit
• Presenters

10
Come to the edge,He said, They said,
We are afraid.Come to the edge,He said,They
came,He pushed themAnd they flew!
11
What is Differentiated Instruction?

• Shaking up what goes on in the classroom so
  students
• have multiple options for taking in information
• making sense of ideas
• expressing what they learn
• Carol Ann Tomlinson

12
A differentiated classroom provides different
avenues

• to acquiring content
• to process or make sense of ideas
• to develop products so that each student can
  learn effectively

13
Differentiated instruction is not

• Individualized Instruction of the 1970s
• Chaotic
• Just another way to provide homogeneous grouping
• Just tailoring the same of clothes

14
Differentiated Instruction is

• Proactive
• More qualitative than quantitative
• Rooted in assessment
• Provides multiple approaches to content, process,
  product
• Student Centered
• Blend of whole class, group, individual
  instruction

15
Maximum learning occurs when

• learning is clearly organized
• students are active in learning process
• assessments are rich and varied
• students feel safe

• learner is pushed beyond his independence level
• students have a buy-in to what is being taught
  make connections to prior knowledge, interests,
  or experiences

16
Powerful conclusions about teaching and learning

• Standard issue students comfortable but
  denies what we know about learning
• No substitute for high quality instruction
• We must build those cognitive bridges between the
  learner and learning

17
Powerful conclusions about teaching and learning

• Standard issue students comfortable but
  denies what we know about learning
• No substitute for high quality instruction
• We must build those cognitive bridges between the
  learner and learning

18
Advanced Learners

• Dont always achieve full potential
• become mentally lazy
• become hooked on the trappings of success
• may become perfectionists
• may fail to develop sense of self-efficacy
• may fail to develop study and coping skills

19
Working with Advanced Learners

• Learning experiences designed for them
• Continually raise the ceiling of expectation
• Clarity of excellence for them
• Raise the support system to match the level of
  expectation
• Create balance of rigor and joy in learning

20
Struggling Learners

• Look for the positives at-promise instead of
  at-risk
• Enhance strengths along with necessary
  remediations
• Make each day a compelling learning environment
• Go for power learning
• Teach up
• Use many avenues for learning