Adaptive Dimension

“Diversity has become the norm among the students in the classrooms of today” (Johnson, 1990)      Languages Families Cultural backgrounds Economics Experiential background

Student Diversity       Aptitude Achievement Interest Motivation Needs Ability

Paradigm Shift in Education: Curriculum

Traditional

   Major focus on content Content acquisition Lock step progress

Evolving

   Content & process balance Learning to learn Continuous progress

Traditional

Instruction

Evolving

    Teacher-centred Single textbook Single instructional approach Passive learning     Child-centred Resource-based learning Multiple approaches to instruction Active learning

Environment

Traditional Evolving

    Competitive System level management Supervision of learners Hierarchical structures     Cooperative School-site management Empowerment of learners Professional/collegial structures

Students need to become …      Independent Active Self-organizing Responsible Empowered

Adaptive Dimension “The concept of making adjustments in approved educational programs to accommodate diversity in student learning”

Key Points     Point of reference is always the approved curriculum Foundational objectives are NOT modified Adaptations are made so that the objectives can be achieved Enrich, Extend, Reinforce

Principles of the Adaptive Dimension     Designed for all students Student diversity a key consideration in planning Assess, plan, and facilitate appropriate learning experiences for all students Recognizes that students approach learning in multiple ways

Variables to be adapted  Curriculum - as a guide, resource based learning, theming  Instruction -variety of instructional approaches  Learning environment -small groups, individual, space, time

Adaptations in …    Content Process Product

Content      Multiple texts Varied time Contracts Compacting Group investigation

Differentiated Classroom: What is it?

“It is a classroom that provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively.” Carol Ann Tomlinson

Process       Tiered Learning centers Multiple intelligences Graphic organizers Simulations Learning logs

“Differentiated instruction means up shaking what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” Carol Ann Tomlinson

Product        Tiered product Independent study Community–based projects Multiple intelligence-based orientations Presentations Arts Multimedia

“Differentiated instruction is not a strategy to be used from time to time, not a bag of tricks approach. It’s a way of thinking about teaching and learning.” ~ Carol Ann Tomlinson~

Routes to a Differentiated Classroom  Readiness – varied texts, tiered tasks, flexible time, small group, compacting  Interest – student choice, interest groups, independent study  Learning Profile – organizers, multiple intelligences

Select a few low-prep strategies        Group work Flexible groups Varied materials Open-ended activities Jigsaw Interest explorations Questioning techniques

Add one high-prep per term        Learning contracts Varying organizers Tiered activities Literature circles Learning stations Choice boards Problem-based learning

Robert Marzano    Nine instructional strategies Based on research to increase student achievement Help students of all ages and learning levels to achieve more in a wide variety of subjects

Similarities & Differences Marzano’s Strategies Summarizing & Note Taking Reinforcing Effort Homework & Practice Setting Objectives & Providing Feedback Nonlinguistic Representation Generating & Testing Hypothesis Cooperative Learning Cues, Questions, & Advance Organizers

Similarities & Differences     Comparing Classifying Metaphors Analogies

Note-taking     Strategies Student outlines Webbing Combination notes

Non-linguistic Representations     Graphic organizers Physical models Manipulatives Drawing

A New Direction “Teachers guide students down many paths to a common destination” Mary Anne Hess

“If children can’t learn the way we teach, we should teach them the way they learn.”