Transcript Differentiated Instruction

Differentiated Instruction
“When teachers recognize diversity in their students, in terms of how and what they
identify with and how they learn, and when this recognition is reflected in how
teachers teach, students are free to discover new and creative ways to solve problems,
achieve success, and become lifelong learners.”
(Ferguson et al., 2005)
Introduction
• students come individually packaged – we don’t buy in bulk
• although the curriculum is standard, the instruction doesn’t have to
be
• must attack teaching from all different perspectives – to ensure all
students needs, abilities and strengths are being addressed
• students also need different opportunities to demonstrate their
learning – hence D.A.
• choice is key – both in lesson delivery and assessment
• gradual release of responsibility – teach them how to learn in ways
that work for them
• focus on the process, not the product – the ‘how’, not the ‘what’
What is DI?
‘Differentiated instruction’ is . . .
“. . .effective instruction that is responsive to
student’s readiness, interests, and learning
preferences.”
Ministry Publication
Easy to remember . . .
Interests
R. I. P.
Readiness
Preferences
R.I.P. explained
Readiness
Interests
Preferences
Measuring the student’s prior knowledge
leading into the topic
What are the students interested in
learning about?
Different ways individual learners prefer to
acquire, process, and work with information
Is this making sense???
Consider these classrooms:
Classroom2:3:
Classroom
Classroom 1:
Ms.
Cassellishas
planned
her
year
around Rome.
aRome.
few
concepts
that
will reading
help
students
relate to,
organize,
Which
classroom
dokey
you
see
yourself
in?
Mr.
Appleton
is
teaching
about
ancient
His
students
are
the
textbook
in
Mrs.
Baker
also
teaching
about
ancient
She
gives
her
students
graphic
organizers
to use
and
retain
what
they
study
in
history.
She
has
also
developed
principles
or
generalizations
that
as they
readHe
the suggests
textbook chapter
andtake
goesnotes
over the
the class
so that
anyone
whogovern
class
today.
that they
of organizers
importantwith
details
as they
read.
When
or uncover
how
the
work.
Further,
for each of
unit,
she
has
a defined
set
of facts
missed
details
cananswer
fillconcepts
them
in.questions
She brings
in the
pictures
the
art
and established
the Students
architecture
of the
period
they
finish,
they
the
at
end
of
the
chapter.
who
don't
andtells
terms
that
are essential
for students
to be
and informed
about
topic.
She has
and
how
important
the Romans
weretothey
inknow
shaping
ourliterate
architecture,
language,
andthe
laws.
When
finish
must
do
so
at
home.
Tomorrow,
will
answer
the
questions
together
in
class.
listed
skillssome
for which
shetoand
theinstudents
area responsible
the yearsuggests
progresses.
Finally,
she
invites
students
dress
togas for
future class,assomeone
bringing
in she
foodhas
Mr.developed
Appleton likes toquestions
lecture to
and
worksherhard
to prepare
his lectures.
He expects
intrigue
students
and to
cause
themdo
to aengage
with herpuzzle
in a quest
so that they essential
can have a Roman banquet—and
they
do. One
day,
students
word-search
students
to takewords
notes.
Later,
heyou
willanother
give aday,
quiz
on
both the
notes
and
text.gladiators
He will
understanding.
Which
classroom
do
think
your
students
would
learn
best
in?
offor
vocabulary
about
Rome.
On
they
watch
a movie
clip
thatthe
shows
give
a study
before
test, "entertainment"
clearly spelling
what will
beMrs.
on the
test.
andstudents
the Colosseum
andsheet
talk about
thethe
favored
of out
the period.
Later,
Baker
Ms. Cassell's
master
list ofand
facts,
terms,talk
concepts,
principles,
andthey
skills
stems from
her6th
understanding
reads
aloud several
myths,
students
about the
myths that
remember
from
grade.
of
the
discipline
of
history
as
well
as
from
the
district's
learning
standards.
As
the
year
evolves,
When it's time to study for the test, the teacher lets students go over the chapter together, which Ms.
Cassell
the readiness,
learning profiles of her students and involves
they
like continually
much betterassesses
than working
at home interests,
alone, sheand
says.
them in goal setting and decision making about their learning. As she comes to understand her
students
and their
needstomore
fully, sheabout
modifies
her so
instructional
andprojects.
her instruction.
She
also wants
students
like studying
Rome,
she offers aframework
choice of 10
Among the options are creating a poster listing important Roman gods and goddesses, their roles,
and their symbols; developing a travel brochure for ancient Rome that a Roman of the day might
have used; writing a poem about life in Rome; dressing dolls like citizens of Rome or drawing
the fashions of the time; building a model of an important ancient Roman building or a Roman
villa; and making a map of the Holy Roman Empire. Students can also propose their own topic.
Why Differentiate?
Lecture (5%)
Reading
(10%)
Audio/Visual (20%)
Demonstration (30%)
Discussion Group (50%)
Practice by Doing (75%)
Teach Others
(90%)
Percentage of Retention (Hume)
Essentially . . .
“By attending at various times, to a learner’s
readiness, interests, and learning preferences, we
increase the likelihood that the students will be able
to build new learning through connection to existing
knowledge and preferred ways of working and that
they will be engaged in the learning.”
Ministry Publication
KEY COMPONENTS
Offering choice
• Differentiated instruction involves:
• Using assessment to gather information about students’
readiness, interests and learning preferences (e.g. KWL,
interest inventories, learner profiles . . .)
• Using this information to differentiate the learning
environment, instruction, and assessment and evaluation
(e.g. group work, graphic organizers, simulations,
learning stations, RAFT’s . . .)
• Selecting from a varied repertoire of strategies to meet the
particular needs of students
Where do I fit? A continuum . . .
Developing
Instructional
Routines and
Skills
Little Differentiation
Expanding
Instructional
Routines and
Skills
Developing the
Routines, Habits
and Skills for
Differentiated
Instruction
Sustaining a
Differentiated
Instruction
Culture in the
Classroom
Much Differentiation
How much DI?
80/20
Final thoughts. . .
• we have a moral obligation to teach students – not program
• we CAN manipulate the program to fit individual students’
needs
• focus on skill development – not just content
• put yourself in their shoes – how would you want to learn?
• DI is not catering to each learner every day – the goal should
be grouping based on learning preference/ability
• don’t offer too much choice either (2-4 options max.)
• 80/20
Special thanks to . . .
Matt Biggley – PD Co-ordinator
Chris Thomas – Co-facilitator
Karen Hume – DI PD Instructor
Educational Leadership (http://pdonline.ascd.org/pd_online/diffinstr/el199909_tomlinson.html)
Curriculum Services Canada – Differentiated
Instruction: Beginning the Conversation (Webcast)
And now. . .
DIFFERENTIATED
ASSESSMENT