By: Ashley Moscaritolo 8th Grade Science What parents need to know. Differentiated instruction is for the benefit of your child as no.
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Transcript By: Ashley Moscaritolo 8th Grade Science What parents need to know. Differentiated instruction is for the benefit of your child as no.
By: Ashley Moscaritolo
8th Grade Science
What parents need to know.
Differentiated instruction is for the benefit of your
child as no two students learn the same way.
Differentiation does not “single out” the gifted or
challenged learner, DI makes everyone feel welcome.
It provided a way for all students to be challenged at
an appropriate level.
“In differentiated classrooms, teachers begin where
students are, not from the front of a curriculum grade.”
– Carol Ann Tomlinson
Differentiated Instruction IS NOT
Chaotic
Teachers fear chaos. A DI classroom provides less
chaos because all students are engaged and
learning.
Homogeneous
Students learn more from those who are different
from themselves. DI allows for heterogeneous
groups to lean from each others strengths and
weaknesses.
Tailoring
Teachers in a DI classroom do not just modify
difficulty levels of assignments and assessments.
Differentiated Instruction IS
Practical
Not all students are alike, so not all students should be taught
the same.
Student centered
Students get more out of their learning when they take
responsibility for it.
Quality Based not Quantity based
Assigning more questions to a gifted student is not differentiating,
changing the quality of the questions is.
Multi-dimensional
DI provided several approaches to instruction, learning and
assessment.
Fluid
Di is not a strict set of rules set in stone, as the teacher learns more
about their students, their approach to DI should change with this
knowledge.
Why are teachers using DI?
Will Rogers once said, "Even a man on the right track
will get run over if he just stands there."
We have to be dynamic in our teaching, always learning,
always trying. There are students counting on us
everyday to provide the best experiences possible.
DI isn’t another educational fad, it is just a name put to
some of the best practices of teaching.
How does DI benefit students?
DI incorporates the multiple
intelligences theory more than
any “traditional” classroom
will allow.
DI takes each student’s
strengths and works with
them. “learners are more likely
to retsain motivation to learn
when their days allow them to
concentrate on tasks that are
relevant & make them feel
powerful” C.A. Tomlinson
(2005)
Examples of Low-prep DI
Homework options
Computer programs
Think-pair-share
Activities based on student interest
Game for practice
Different questioning levels
Choice of activity/assignment
Options for student expression
Now does DI sound so scary? You probably
already do some of these things in your
classrooms now!
Examples of High-prep DI
Tiered activities
Independent study
Organizers
Stations
Problem-based learning
Interest groups
Alternative assessments
Complex instruction
Although a bit more planning is involved,
with a little effort you can soon be creating
amazing DI lessons!
How do I get started using DI?
Many people are uncomfortable when
doing something that is new to them,
others find new approaches in the
classroom exciting and they dive in.
The best way to start implementing DI
is in a manner comfortable to you.
Start with low-prep activities, or highprep differentiated activities. JUST
START!
“If you're not already differentiating,
begin. Give yourself three years,
incorporating just one or two ideas
per month.” – Rick Woemeli (2006)
Online DI Resources
DI Rap http://youtu.be/Z9KKiNcXqKI?t=13s
Just for fun, three elementary ed majors rap about DI
Polk Public Schools. Differentiated Instruction.
http://www.polk-schools.com/differentiated.htm
A great source of useful links for DI
Read Write Think http://www.readwritethink.org
Teacher resources for implementing DI
teAchnology; How to differentiate instruction
http://www.teach-nology.com/tutorials/teaching/differentiate/
Teacher resources, information and more links
Resources (for this presentation)
Chapman, C. & King, R. (2005). Differentiated assessment
strategies. Thousand Oaks, CA. Corwin Press.
Polk Public Schools. Differentiated Instruction.
http://www.polk-schools.com/differentiated.htm
Tomlinson, C.A, (2001). How to differentiate in mixed
ability classrooms. (2nd edition) Alexandria, VA:
Association for Supervision and Curriculum Development.
Wormeli, Rick. (2006). Fair isn't always equal: Assessment
and grading in the differentiated classroom. Portland, ME:
Stenhouse.
Say goodbye to the ‘one size fits all’
approaches of the past and hello to
Differentiated Instruction!