Transcript Differentiated Instructional Strategies

Differentiated Instruction
Harlingen Learning Community
Our nation’s schools today are educating the largest, most
diverse student population than ever, to higher learning
standards then ever before.
This is the reason why the need for
differentiated instruction is so important.
• A philosophy and way of teaching that respects the different
learning needs of students and expects all students to
experience success as learners.
• Differentiated instruction is
responsive teaching rather than
one-size-fits-all instruction.
(Tomlinson, 2005)
• “It means teachers proactively plan varied
approaches to what they need to learn,
how they will learn it, and/or how they will
show what they have learned in order to
increase the likelihood that each student will
learn as much as he or she can, as efficiently
as possible.”
Differentiating instruction means……
“Shaking up” what goes in classroom so that students
have:
• Multiple options for taking in information
• Flexibility in order to make sense of ideas
• Options for expressing what they learn.
(Sholom Fried, 2010)
What Differentiated Instruction Means for
Teachers
Teachers DO:
Teachers DON’T:
Provide several learning options, or different
paths to learning, which help students take
in the information and make sense of
concepts and skills
Develop a separate lesson plan for each
student in the classroom
Provide appropriate levels of challenge for all “Water down” the curriculum for some
students, including those who lag behind,
students
those who are advanced, and those right in
the middle
.
Copyright © 2000-2005 Glencoe/McGraw-Hill
Key Principles of a Differentiated Classroom
• The teacher is clear about what matters in subject matter.
• The teacher understands, appreciates, and builds upon student
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differences.
Assessment and instruction are inseparable.
The teacher adjusts content, process, and product in response to student
readiness, interests, and learning profile.
All students participate in respectful work.
Students and teachers are collaborators in learning.
Goals of a differentiated classroom are maximum growth and individual
success.
Flexibility is the hallmark of a differentiated classroom.
Assessment in a Differentiated Classroom
• Assessment drives instruction.
• Assessment information helps the teacher map next steps for
varied learners and the class as a whole.
• Assessment occurs consistently as the unit begins, throughout the
unit, and as the unit ends.
• Teachers assess student readiness, interest, and learning profile.
• Assessment is part of “teaching for success.”
What Can Be Assessed?
Readiness
• Skills
• Content
Knowledge
• Concepts
Interest
• Interest Surveys
• Interest Centers
• Self-Selection
Learning Profile
• Areas of Strength
and Weakness
• Work Preferences
• Self Awareness
On-going Assessment: A Diagnostic Curriculum
(Feedback and Goal Setting)
Preassessment
(Finding Out)
Pre-test
KWL
Checklist
Observation
Evaluation
Questioning
Formative Assessment
(Keeping Track & Checking Up)
Conference
Peer Evaluation
Observsation
Talk Around
Questioning
Exit Card
Portfolio Check
Quiz
Journal Entry
Self-Evaluation
Summative Assessment
(Making Sure)
Unit Test
Performance
Task
Product/Exhibit
Demonstration
Portfolio Review
What is Cubing?
• An instructional strategy to help students think about a topic or idea from many
different angles.
• Cubing includes 6 commands (one on each of its 6 faces).
• Tasks on cubes vary according to the levels of the various groups.
• Cubing is an engaging strategy for tactile/kinesthetic type learners.
Source: http://2differentiate.pbworks.com/w/page/860043/Cubing
How Are Cubes Used?
Step 1: Identify the concept or targeted skill.
Step 2: Create commands for the cubes aligned to the key concept or skill.
Step 3: Make sure students understand the commands and direction of the
tasks.
Step 4: Group students according to readiness, interest, or learning profile.
Step 5: Students take turns rolling the die. To provide choice, allow the
student to roll again if he/she does not want to do the first command. Each
student rolls the die and completes their given task.
Source: http://2differentiate.pbworks.com/w/page/860043/Cubing
Cubing Example
• Describe It
Look at the subject closely and tell about it. (Use your senses.)
• Compare It
What is it similar to? What is it different from?
• Associate It
What does it make you think of? What comes to your mind when you think of it? Who/what does it
remind you of?
People? Places? Things? Feelings?
• Analyze It
Tell how it is made. If you really don’t know, use your imagination.
• Apply It
Tell what you can do with it. How can it be used?
• Argue for It or Against It
Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.
Blank Cube Template
Describe
It
Apply
It
Are you
for or
against it?
Analyze
It
Associate
It
Compare
It
Design, cut out, laminate for durability, fold along lines, glue tabs inside box, tape for extra strength.
Find more educational templates and fun activities at MommyNature.com!
Differentiating with Learning Menus &
Choice Boards
• https://www.teachingchannel.org/videos/differentiating-instructionstrategy#
• http://youtu.be/dGbulODMVgM
Why Implement Choice Boards & Learning
Menus
It is an approach to teaching and learning for
students of differing abilities in the same class.
Students who are working at various levels can learn
key concepts and be engaged in tiered learning
activities simultaneously.
Learning Menus & Choice Boards
Students are empowered through choice in
their learning day when given the opportunity
to select activities that recognize background
knowledge, readiness, language, preferences,
and interests.
Meeting Students’ Needs
Utilizing choice boards and learning menus helps to
maximize each student’s growth and individual
success by meeting each of their needs with activities
that are ideal for instructional level.