Transcript Components of Differentiated Instruction

• Definition of Differentiated Instruction
• Quick Overview of DI with an SDA Perspective
• Some Stages to Implementation of DI
“Differentiation is simply a
teacher attending to the learning
needs of a particular student or
small groups of students, rather
than teaching a class as though
all individuals in it were basically
alike.”
—Carol Ann Tomlinson (2000)
Differentiated Instruction
is a teacher’s response to learner’s needs
guided by general principles of differentiation
such as
respectful
tasks
ongoing assessment
and adjustment
flexible grouping
Teachers can differentiate
Content
Process
Product
according to student’s
Readiness
Interests
Learning Profile
through a range of instructional and management strategies such as
Multiple intelligences
Taped material
Anchor activities
Varying organizers
Varied supplementary
materials
Literature circles
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Small-group instruction
Group investigation
Independent study
4MAT
Varied questioning
strategies
Interest centers
Interest groups
Varied homework
Compacting
Varied journal prompts
Allan, S.D. & Tomlinson, CA (2000). Leadership for Differentiating Schools & Classrooms. Alexandria, VA: ASCD
• CONTENT
• PROCESS
• PRODUCT
“Higher than the highest human thought can reach is
God’s ideal for His children. Godliness—godlikeness—is
the goal to be reached. Before the student there is
opened a path of continual progress. He has an object
to achieve, a standard to attain, that includes
everything good and pure and noble. He will advance
as fast and as far as possible in every branch of true
knowledge.” —Ed 18
• READINESS
• INTEREST
• LEARNING
PROFILE
“The teacher should carefully study the disposition and
character of his pupils, that he may adapt his teaching
to their peculiar needs. He has a garden to tend, in
which are plants differing widely in nature, form and
development…Those to whom was committed the care
of these plants left them to the mercy of
circumstances, and now the difficulties of correct
cultivation are increased tenfold.” —CT 231-232
“In all true teaching the personal element is essential.
Christ in His teaching dealt with men individually…The
same personal interest, the same attention to
individual development, are needed in educational
work today. The true educator, keeping in view what
his pupils may become, will recognize the value of the
material upon which he is working. He will take a
personal interest in each pupil and will seek to develop
all his powers.” —Ed 231-232
• Preassessment
• Formative
Assessment
• Summative
Assessment
“Before taking up the higher branches of study, let
them master the lower. This is too often neglected…
A thorough knowledge of the essentials of education
should be not only the condition of admission to a
higher course, but the constant test for continuance
and advancement.” —Ed 234
A Coach or mentor. An organizer of learning
opportunities! He or she gives students as much
responsibility as they can handle for learning.
Assess student readiness through a variety of
means. “Reads” and interprets students clues
interests and learning preference . Creates a variety
of ways for students to gather ideas an information.
Presents varied channels through which students
can express and expand information
—Carol Ann Tomlinson 2001
If you are in a multi-grade
classroom teacher, chances are
you Differentiate Instruction.
Fine tune it now. Learn the DI
Philosophy and its Components.
You can change, You can make a
difference!
In reality, no teacher teaches a
single grade. They just teach an
average age group. That is all!
BABY STEPS
• How are you already using Differentiated
Instruction?
• What is something new you learned
about DI today?
• What is one thing you could you do
tomorrow or next week to incorporate
DI in your room?
• Establish classroom management procedures
(without Classroom management you are lost/get
help!)
• Start using pre-assessment to find out students’
readiness level
• Begin using formative assessments
• Begin learning about students’ interests and
learning profiles
• Experiment with flexible grouping
SDE The Differentiated Instruction Continuum
A self Assessment for DI implementation 2009
• Use data from pre-assessments to design lessons
• Use data from formative assessments to guide
instruction
• Design activities to target students’ interest and
learning profiles
• Explore types of flexible grouping
• Begin using anchor activities
• Incorporate learning contracts for some students.
SDE The Differentiated Instruction Continuum
A self Assessment for DI implementation 2009
• Invite me
or another educator trained on
Differentiated Instruction to in-service your
conference and/or school.
For information email me at:
[email protected]
• Ask your conference to send you to a
DI Convention! Check out
http://www.sde.com/browse-events.asp
DIFFERENTIATION DOES NOT SUGGEST THAT A
TEACHER CAN BE ALL THINGS TO ALL
INDIVIDUALS ALL THE TIME.
IT DOES, HOWEVER, MANDATE THAT A TEACHER
CREATE A REASONABLE RANGE OF APPROACHES
TO LEARNING MUCH OF THE TIME, SO THAT
MOST STUDENTS FIND LEARNING A FIT MUCH
OF THE TIME.
—Carol Ann Tomlinson 2001
Differentiated Instruction is
outstanding teaching.
Teaching that cares for the
success of each individual
student as a whole person.
It is Christian Education
at its BEST!
—Martha Delapava Havens
• National Conference on Differentiated Instruction;
July 10 – 13, 2012; Las Vegas, Nevada; www.SDE.com/DI2012
Books:
• The Differentiated Classroom: Responding to the Needs of All
Learners. Carol Ann Tomlinson, ASCD, 1999.
• Leading and Managing A Differentiated Classroom. Carol Ann
Tomlinson and Marcia B. Imbeau, ASCD, 2010.
• Differentiating Instruction in the Regular Classroom: How to Reach
and Teach All Learners, Grades 3-12. Diane Heacox, Free Spirit
Publishing, 2002.
• Differentiation in Action. Judith Dodge, Scholastic, 2005.
• How to Differentiate Instruction in Mixed-Ability Classrooms. Carol
Ann Tomlinson, Pearson Merrill Hall, 2001.