Transcript DIFFERIENTIATING INSTRUCTION


Today's classrooms are becoming more
academically diverse in most regions of the
United States (and elsewhere, for that
matter). Many, if not most, classrooms
contain students representing both genders
and multiple cultures, frequently include
students who do not speak English as a first
language, and generally contain students with
a range of exceptionalities and markedly
different experiential backgrounds. These
students almost certainly work at differing
readiness levels, have varying interests, and
learn in a variety of ways?
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Psychologists tell us that a student learns only
when a task is a little too hard for that student.
When a student can do work with little effort, and
virtually independently, that student is not
learning, but rather rehearsing the known. When a
student finds a task beyond his or her reach,
frustration, not learning, is the result. Only when a
task is a bit beyond the student's comfort level,
and the student finds a support system to bridge
the gap, does learning occur. This optimum degree
of difficulty for learning is referred to as a
student's zone of proximal development.
Considering today's diverse classrooms, it is
unlikely that a teacher will be consistently able to
develop one-size-fits-all learning experiences that
are in the zones of proximal development of all
students in a particular class.
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Culture has an important bearing on how
individuals learn. While it is clearly not the case
that all members of a given culture learn in similar
ways, it is the case that learning environments
and procedures that are comfortable for many
members of one cultural group may not be so to
many members of other cultural groups. Students
whose classrooms are a cultural misfit often do
poorly in school In classrooms where varied
cultural groups are represented, a single
approach to teaching and learning is unlikely to
serve all students well. In fact, because students
in any cultural group also vary, even classrooms
that are more culturally homogeneous would
benefit from multiple approaches to teaching and
learning.
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Student motivation and task persistence increase
when students can work with topics that are of
personal interest. Modifying instruction to draw on
student interests is likely to result in greater student
engagement, higher levels of intrinsic motivation,
higher student productivity, greater student
autonomy, increased achievement, and an improved
sense of self-competence. Encouraging students to
link required learning to that which is personally
interesting to them seems an important modification
for teachers in most classrooms.
The opportunity to learn in ways that make learning
more efficient is also likely to make learning more
effective. Attention to a student's preferred mode of
learning or thinking promotes improved
achievement.
What is Differentiated Instruction? -video
Differentiated Instruction is an instructional
concept that maximizes learning for ALL students
regardless of skill level or background. It's based
on the fact that in a typical classroom, students
vary in their academic abilities, learning styles,
personalities, interests, background knowledge
and experiences, and levels of motivation for
learning. When a teacher differentiates instruction,
he or she uses the best teaching practices and
strategies to create different pathways that
respond to the needs of diverse learners.
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 Differentiated
instruction (sometimes
referred to as differentiated learning) is a
way of thinking about teaching and
learning. It means using a variety of
instructional strategies that address
diverse student learning needs. It places
students at the center of teaching and
learning and student needs drive
instructional planning. Differentiated
instruction is a way to enhance learning
for all students by engaging them in
activities that respond to particular
learning needs, strengths, and
preferences.
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The goals of differentiated instruction are to
develop challenging and engaging tasks for each
learner (from low-end learner to high-end
learner). Instructional activities are flexible and
based and evaluated on content, process and
product. Teachers respond to students’
readiness, instructional needs, interests and
learning preferences and provide opportunities
for students to work in varied instructional
formats. In a nutshell, a classroom that utilizes
differentiated instruction is a learner-responsive,
teacher-facilitated classroom where all students
have the opportunity to meet curriculum
foundational objectives. Lessons should be on
inquiry based, problem based and project based
instruction.
 Step
1- Know Your Students
 Determine
the ability level of your students.
This can be done by surveying past records of
student performance to determine capabilities,
prior learning, past experiences with learning,
etc.
Learning Styles
Survey student interests.
It is also important to get to know your students
informally. This can be done by an interest
inventory, an interview/conference, or asking
students to respond to an open-ended questionnaire
with key questions about their learning preferences
(depending on the age group).
 Is behavior management a problem?
This is key when planning for activities that require less
structure. However, it is still important to determine
learning
styles and preferences for students who may have a hard
time controlling their behaviors. Sometimes knowing
preferences can help to motivate students to attend to any
tasks that are presented
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Step 2- Have a Repertoire of Teaching Strategies
Because "one size does not fit all," it is imperative
that a variety of teaching strategies be used in a
differentiated classroom. Among many teaching
strategies that can be considered, there are four
worth mentioning: direct instruction, inquiry-based
learning, cooperative learning, and information
processing models.
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 Direct
Instruction
This is the most widely used and most
traditional teaching strategy. It is teacher
centered and can be used to cover a great
amount of material in the amount of time
teachers have to cover what students need to
learn. It is structured and is based on mastery
learning. More information can be found on:
 http://www.teachnology.com/teachers/methods/models/
Inquiry-based Learning
Inquiry-based learning has become very
popular in teaching today. It is based on the
scientific method and works very well in
developing critical thinking and problem
solving skills. It is student centered and
requires students to conduct investigations
independent of the teacher, unless otherwise
directed or guided through the process of
discovery. For more information, go to:
 http://www.teachnology.com/currenttrends/inquiry/
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Cooperative Learning
Probably one of the most misunderstood strategies for
teaching is "cooperative learning." Yet, if employed
properly, cooperative learning can produce
extraordinary results in learning outcomes. It is based
on grouping small teams of students heterogeneously
according to ability, interest, background, etc.
However, one of the most important features of
cooperative learning is to pick the best strategy that
will be used to assign the task for students to accomplish.
The more popular strategies include Jigsaw, STAD-Student
Teams, or Group Investigation. For more information, go to:
 http://www.teachnology.com/currenttrends/cooperative_learning/
Information Processing Strategies
Teaching students "how to" process information is a
key factor in teaching students how to
strategically organize, store, retrieve, and apply
information presented. Such strategies include,
but are not limited to, memorization, KWL,
reciprocal teaching, graphic organizing,
scaffolding, or webbing. More information on this
topic can be found at:
 http://www.teachnology.com/teachers/methods/info_processing/
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 Informal
and formative as opposed to
summative
 Classroom assessment is ongoing through
personal communications:
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Questioning: try to question all students – level
the question to ability and aim at higher order
thinking
Observation: move around the room, have a
room chart and make notes
Observation II (class management): you should
know when you have lost “them”
Discussion: with the whole class, group, or
individual
Remember wait time
 Provide at least three seconds of thinking time
after a question and after a response
 Utilize "think-pair-share"
 Allow individual thinking time, discussion with a
partner, and then open up the class discussion
 Ask "follow-ups" (Why? Do you agree? Can you
elaborate?)
 Tell me more. Can you give an example?
 Withhold judgment
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Respond to student answers in a nonevaluative
fashion
 Ask for summary (to promote active listening)
"Could you please summarize John's point?"
 Survey the class "How many people agree with the
author's point of view?" ("thumbs up, thumbs
down")
 Allow for student calling "Richard, will you please
call on someone else to respond?"
 Play devil's advocate
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Require students to defend their reasoning against
different points of view
Ask students to "unpack their thinking"
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"Describe how you arrived at your answer." ("think
aloud")
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Call on students randomly. Not just those with raised
hands
Student questioning. Let the students develop their
own questions.
Cue student responses. "There is not a single correct
answer for this question. I want you to consider
alternatives."
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 Designed
to provide different levels of
complexity, abstractness, and openendedness. The curricular content and
objective(s) are the same, but the process
and/or product are varied according to the
student’s level of readiness
 Interest
centers are set up so that learning
experiences are directed toward a specific
learner interest. Allowing students to choose
a topic can be motivating to them. The
teacher may select a variety of topics or
areas that students or groups can select.
 Students
work as part of many different
groups depending on the task and/or
content.
 Groups assigned:
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Readiness
Assigned by teacher
Randomly
Chosen by students
 Allows
students to work with a wide variety
of peers and keeps them from being labeled
An agreement between the student and the teacher
(they may or may not be written, but written often
works better)
 Teacher specifies the necessary skills
 Student identifies the methods for completing the
ask (there may or may not be debate on establishing
and there may or may not be amendments)
 Allows students to:
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Work at an appropriate pace
Target their learning style
Helps students work independently
This is an excellent way for students to understand
what is EXPECTED of them.
Other Differentiation Strategies
1.
Acceleration
2.
Flexible Grouping
3.
Literature Circles
4.
Mentoring
5.
Contracting
6.
Independent Study
7.
Learning Centers
8.
Tiered Instruction
9.
Tic-Tac-Toe Choices
10. Differentiated Assessment
11. Learning
12. Collaborative Learning
13. Project Based Learning
14. Inquiry Based Learning
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TIC-TAC-TOE
Activities
What is Tiered Instruction? Tiered instruction is a
means of teaching one concept and meeting the
different learning needs in a group.
 What are the steps for tiered instruction?
There are 5 major organizational points to tiering
instruction:
1. Choose a concept that students should know or
understand and whether to tier according to
readiness, interest, or learning profile.
2. Assess student's profile, readiness, and
interest.
3. Create an activity or project that is clearly
focused on the concept.
4. Adjust the activity to provide different levels
of difficulty.
5. Match students to appropriate tiered
assignment.
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 3-5
Example
http://www.saskschools.ca/curr_content/best
practice/tiered/examples2.html
 6-8 Example
http://www.saskschools.ca/curr_content/best
practice/tiered/examples3.html
Tiered
Lesson Plan