differentiated_instruction abbas s
TRANSCRIPT
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Strategies to Make Differentiation Work
3. Compacting Curriculum assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content.
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Differentiated Instruction
The Basic Steps TowardsDifferentiating
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Let’s Define Differentiated Instruction
It means creating multiple paths
so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.
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The Rationale for Differentiated Instruction
Different levels of readiness
Different Interests
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Put always in mind that students have
Different Ability Levels
Different Cognitive Needs
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Teachers can differentiate according to ….
The content
The process
The product
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Differentiating Content Resource materials at varying
readability levels Audio and video recordings Highlighted vocabulary Charts and models
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Differentiating Process (making sense and meaning of content)
Use leveled activities Hands-on materials Vary pacing according
to readiness Allow for working
alone, in partners, triads, and small groups
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Differentiating Products(showing what is know and able to be done) Leveled product
choices use of technology
within products and presentations
Use related arts to help with student products
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Strategies to Make Differentiation Work
1. Leveled Instructionmeet the developmental needs of the
students involved.
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What Can We Adjust?
Level of complexity Amount of structure Pacing Materials
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Strategies to Make Differentiation Work
1.Anchoring Activities A student may do at any time when they have
completed their present assignment or when the teacher is busy with other students.
They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
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Strategies to Make Differentiation Work
2. Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
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Flexible Grouping
Homogenous/Ability -Clusters students of
similar abilities, level, learning style, or interest.
-Usually based on some type of pre-assessment
Heterogeneous Groups
-Different abilities, levels or interest
- Good for promoting creative thinking.
Individualized orIndependent Study -Self paced learning -Teaches time
management and responsibility -Good for remediation or
extensions
Whole Class -Efficient way to present
new content -Use for initial instruction
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What Differentiation Is … Student Centered
Best practices
Different approaches
3 or 4 different activities
Multiple approaches to content, process, and product
A way of thinking and planning
Flexible grouping
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What Differentiation Isn’t One Thing
A Program
The Goal
Hard questions for some and easy for others
35 different plans for one classroom
A chaotic classroom
Just homogenous grouping
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In Summary…..
What is fair isn’t always equal…
and
Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone
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BibliographyCampbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans
and More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.