Transcript WHAT IS DIFFERENTIATED INSTRUCTION???? Know your students. Know your curriculum. Know your options. From Dr.

WHAT IS DIFFERENTIATED
INSTRUCTION????
Know your students.
Know your curriculum.
Know your options.
From Dr. Haim Ginott
“I have come to the frightening conclusion that I am
the decisive element in the classroom. It is my
personal approach that creates the climate. It is
my daily mood that makes the weather. As a
teacher, I possess tremendous power to make a
child’s life miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all situations
it is my response that decides whether or not a
crisis will be escalated or de-escalated and a child
humanized or dehumanized. I am part of a team
of educators creating a safe, caring and positive
learning environment for students and teaching
them in a manner that ensures success because
all students are capable of learning.”
Differentiated Instruction is NOT a new
concept! Good teachers have always
done it:
• Teachers rephrase a question if someone didn’t
understand it the next time
• Allowing for “re-dos” and “re-takes”
• Extending deadlines when a project is not going
according to plan
• Standing next to students who need to have their
attention focused
• Regrouped the class according to interest or
ability
• Giving choices when assigning final projects
DEFINITION
Differentiated Instructions is:
• Doing what is fair for students
• Collection of best strategies strategically
employed to maximize student learning
• Giving students the tools to understand their own
learning style and to independently handle
anything that is not differentiated
• Doing different things for different students some
or a lot of the time when the general classroom
approach is not meeting student needs.
LEFT BRAIN vs RIGHT BRAINED
Organized, rational, scientific, righthanded, language/number skills, precise
More disorganized, creative, “artsy”, lefthanded, musical, like surprises, emotional
STRATEGIES:
• Flash cards
• Outlines
• Memorization
• Breaking big ideas into
“chunks”
• Taking notes on facts
• Having a friend quiz them
• Choosing tasks with a
“right” answer
STRATEGIES:
• Picturing information
• Graphic organizers
• Mnemonic songs or actions
• Connecting ideas with
feelings or past experiences
• Getting a sense of “big
idea”
• Think time
DIFFERENT INTELLIGENCES
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LINGUISTIC
LOGICAL-MATHEMATICAL
SPATIAL
BODILY-KINESTHETIC
MUSICAL
INTERPERSONAL
INTRAPERSONAL
NATURALIST
BLOOM’S TAXONOMY OF SKILLS
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KNOWLEDGE: recall facts
COMPREHENSION: show understanding
APPLICATION: use what was learned
ANALYSIS: examine critically
EVALUATION: determine worth or value
SYNTHESIS: put together in a new way
SIX WAYS TO TIER ACTIVITIES
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CHALLENGE
COMPLEXITY
RESOURCES
OUTCOME
PROCESS
STUDENT CHOICE
CHALLENGE
EXAMPLE:
Assigned: Project on Advertising
Application Level: Review the ads in a teen
magazine and make a collage/poster of the
propaganda techniques you find
Analysis/Evaluation Level: Review ads in a teen
magazine. Examine the characteristics of the
“ideal” girl or guy. Create a collage/poster to
share your conclusions about advertisers
portrayal of ideal teens
COMPLEXITY
Example: Math Problem: Susie starts her evening with $22.18. She wants
to keep track of how much she spends. She and three friends go to the
school dance. After the dance, they go out for pizza. Then, on the way
home, Susie buys a CD.
TEAM #1
• 7% sales tax
• Dance ticket $2.50
• Pitcher of soda $2.99
• Pizza $6.99
• Split cost evenly and include
tax and 20% tip
• CD $15.00 (1/3 off)
TEAM #2
• 6.5% sales tax
• Dance ticket $2.50
• Pitcher of soda $2.99
• Pizza $6.99
• Split cost evenly and include
tax and 15% tip
• CD $15.00 (25% off), include
tax
RESOURCES
• Allow for different materials with different
levels of reading
• Mark specific web sites
• Set up person to person interviews
OUTCOMES
Example: After reading and discussing Martin
Luther King’s “I Have a Dream” speech:
• Basic: Think about Dr. King’s dream for social
justice as presented in his speech. Create a visual
representation of his ideas
• Advanced: Think about the US today. What other
dreams of social justice do you believe have
surfaced in response to new issues and concerns?
Create a visual representation of your ideas.
PROCESS
Question: How do consumers make wise decisions
based on relevant criteria?
Basic: Choose a product such as an MP3 player and
review consumer information about it in
publications. Identify relevant criteria for
deciding what you should look for when
purchasing this product.
Advanced: Choose a product such as an MP3 player
and interview at least 3 people who have bought
it. Identify the criteria these people used in
making their decision.
PRODUCT
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Skit
Song
Poster
Bulletin Board
Essay
Video
STUDENT CHOICES
Examples:
Question Options: Choose a country from a specific region in Africa.
Choose one activity for each of the following questions:
1. Who are the people of your country and what are their beliefs:
a. Explain what the people of your country look like
b. Explain what a typical family is like.
c. Explain the kind of art the people produce.
2. How has the society changed over time?
a. Identify people, symbols and events associated with the heritage
of the people.
b. Discuss changes that have occurred in ways of living and judge the
effects of these changes on the lives on people.
c. Explain how the people of your country transmit their values,
beliefs and customs.
STUDENT CHOICES
(continued)
CONTRACTS:
Pick 6 of the following options for your poetry portfolio:
• Create a rhyming wheel with spelling words
• Write a poem that sounds like Shel Silverstein
• Write an acrostic poem with alliteration
• Write a cinquain
• Use clip art to illustrate a simile or metaphor
• Use a good descriptive poem that helps tell something important
about you
• Interpret “How to Eat a Poem”
• Research a famous person and write a clerihew
• Find a poem that you like and illustrate it
• Come up with a different idea and present it to the teacher.
Differentiation of Instruction
Is a teacher’s response to learner’s needs
Guided by general principals of differentiation such as:
Respectful
tasks
Flexible
grouping
Teachers can differentiate
Content
Process
According to students’
Readiness
Ongoing
assessment
Product
Interests Learning Profile
Through a range of instructional strategies such as:
Multiple intelligences
Varied Texts
Independent Study
Tiered Lessons
Group Arrangement
Interest Centers
Anchor Activities
Contracts
Literature Circles