Differentiated Instruction Definitions of Differentiated Instruction DI refers

Differentiated Instruction

Definitions of Differentiated Instruction (DI) � refers to a systematic approach to planning curriculum and instruction for academically diverse learners. � It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity (Carol Ann Tomlinson)

In a DI class. . . �a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they will express what they have learned in order to increase the likelihood that each student will learn as much as he or she can.

The Goals of Differentiation � Every student will make continuous progress no matter how old she is or at what level her knowledge and skills are as she begins the unit of study. � Every student will become a lifelong learner, the long-term goal for all children and young people. -Julia A. Roberts and Tracy F. Inman

Purposes of DI According to Melanie Bailey-Bird, � To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. � It is a PROCESS to approach teaching and learning for students of differing abilities in the same class. � The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

How to start? � do a formative assessment � create an individual profile of each of his/her student in each class he/she is handling. BUT assessment should be ongoing and diagnostic for these assessments provides teachers a day-to-day data on their students.

Remember that Assessment is today’s means of understanding how to modify tomorrow’s instructions. � Using the results of the assessment, teachers can modify/differentiate content, process or product along with the learning area. � The differentiation should be based on the students’ Readiness, Interest and Learning Profile.

Interest �Interest refers to a child’s affinity, curiosity or passion for a particular topic or skill.

�Learning Profile profile has to do with how the students’ learn. �It may be shaped by intelligence, preferences, gender, culture, or learning style.

Content �Content is input. �It is what a student should come to know (facts), understand (concepts and principles), and able to do (skills).

Differentiating Content � Determine the Ability Level of Your Students › Survey Past Records, Look at Their Chums � Align Tasks and Objectives to Learning Goals � Survey Student Interests › Interest Inventories, Interview/ Conference, Respond to Open-Ended Questionnaire with Questions

Differentiating Content � What are Your Students Multiple Intelligences & Learning Styles? � What are Your Student’s Preferences and Motivators? � Instruction is Concept-Focused and Principle-Driven � What do Brain. Based Research say? � Ultimately, teachers need to Know THEIR Students.

Differentiating Content Sample Activities � Use Reading Materials at Buddies Varying Readability � Meet with Small Levels Groups to Re� Put Text Materials Teach an Idea or on ppt, mp 4 or mp 3 Skill for Struggling format Learners, or Extend the Learning � Use Spelling/Vocab. Tests at Readiness Levels of Students

�Process is the opportunity for students to make sense of the content. �Part of process is the activities in the lesson. They should be well-thought of.

How to differentiate Process � Flexible Grouping is Consistently Used. › Groupings are Not Fixed, and Should Be Dynamic in Process. › Teach Whole Class Introductory Discussions, then Follow with Small Group (or) Pair Work. � Direct Instruction � Inquiry-Based Learning � Cooperative Learning � Classroom Management and Teachers › Organization & Routines Benefits Students

Differentiating Process �Use Tiered Activities �Provide Interest Centers �Develop Personal Agendas for Completion of Work �Manipulatives (or) Hands on Supports �Varying the Length of Time �Memorization �KWL

Differentiating Process �Reciprocal teaching �Graphic organizing �Scaffolding �Webbing �Self Talk �Web Quests �Guided Notes

Effective ONLY if they. . . › have a clearly defined instructional purpose › focus students squarely on one key understanding › cause students to use a key skill to work with key ideas › ensure that students will have to understand (not just repeat) the idea › help students relate new understandings and skills to previous ones, and › match the student’s level of readiness.

Product � Product is a vehicle through which a student show (and extends what he or she has come to understand can do as a result of a considerable segment of learning. � It is something students produce to exhibit major portions of learning.

Product �These are culminating projects that ask the student to rehearse, apply, and extend what he/she has learned in a unit.

Remember. . . Initial and on-going assessment of student readiness and growth are Essential � Authentic Assessment is a must. � Students should be trained to be active and responsible explorers. � Teachers should vary expectations and requirements for student responses � For outcomes, teachers should consider each student’s multiple intelligences and learning styles �

How do we do that? � Give Students Options of How to Express Required Learning �Create a Puppet Show, Write a Letter, Develop Mural with Labels � Use Rubrics that Match Student’s Varied Skill Level �Use Rubi. Star. com � Allow Students to Work Alone (or) in Small Groups � Performance -Based Assessment � Student Portfolios � Knowledge Mapping

Keep in mind. . . Teachers should look at the level of readiness of their students as they differentiate content, process or product.

Students with less–developed readiness may need: � someone to help them identify and make-up gaps in their learning so they can move ahead; � more opportunities for direct instruction or practice; � activities or products that are more structured or more concrete, with fewer steps, closer to their own experiences and calling on simpler reading skills; or � a more deliberate pace of learning.

While advanced students may need: � to skip practice with previously mastered skills and understandings; � activities and products that are quite complex, open-ended, abstract, and multifaceted, drawing on advanced reading materials; or � a brisk pace of work or perhaps a slower pace to allow for greater depth of exploration of a topic.

Modify a curricular element only when �a student needs it and �modification increases the likelihood that the learner will understand important ideas and use the important skills more thoroughly as a result.

Let’s try this. . . � Group participants per learning area. � Assign a leader and a rapporteur. � For 5 minutes, discuss among yourselves what competency or lesson your group will cover. � Create a step-by-step plan to make a specific lesson that follows a DI format.

EVERY MAN is in certain respects a. like all other men, b. like some other men, c. like no other man. -Murray, H. A. & C. Kluckhohn, 1953