Effective Differentiation BY LYLE AND HANNAH Differentiation is
Effective Differentiation BY: LYLE AND HANNAH “Differentiation is responsive teaching rather than one- size fits- all teaching” - Tom Linson
Activity # 1
Introduction �Research is revealing so much about how the brains learns - Need to find strategies for students to succeed �Differentiation is not a new idea in education Teachers need to incorporate different levels of instruction �*** TEACHING DIFFERENTLY AND SMARTER NOT HARDER *** �Shared responsibility between teachers and students
Objectives �By the end on this lesson you should have a clear understanding on what differentiation is and is not �Be able to understand how differentiation works within a classroom and can be implemented in a lesson �Be able to share effective differentiation strategies � Have a general understanding of how the brain works, in relation to differentiation
Differentiation � SOME CHILDREN MAY NOT LEARN THE WAY WE TEACH THEM, SO WE MUST TEACH THEM IN A DIFFERENT WAY
Teaching with a Focus on Learners �Students will engage more when the teachers proactively plan lessons based on their differences and similarities �Maximize student learning Builds between critical content and student interest �If a student can not learn teacher will look for other modes of learning
4 Parts to Effective teaching � 1. The environment must invite learning supportive � 2. Teacher should know what is essential knowledge � 3. Teacher should assesses student proximity know where their optimal learning is happening. � 4. Address the students needs
5 Key principals � 1. Work in differentiated classroom is respectful for students See every students work as engaging � 2. Curriculum and learning objectives are clearly stated as well as the goals and steps taken. � 3. Flexible grouping based on readiness, interest, and learning profiles. Some occasions teachers pick groups other times its random � 4. Teachers use ongoing assessment to inform their instruction Reassessment of student readiness, interest, and learning profile Throughout use formative assessment to test who is falling behind � 5. Positive learning environment attends to affective needs Begins with a teacher who values the worth of each learner
Highlights 4 Classroom Elements �Can modify in response to three categories of need � 1. Content what students will learn � 2. Process how they will “come to own” � 3. Product how they demonstrate knowledge � 4. Affect how students feel and their emotional needs.
Activity Two
Brain Research and Differentiation �The brain is uniquely organized (i. e. identical twins) �The brain makes patterns and searches for important information �The brain’s frontal lobe is referred to as the “executive center” This includes: Higher order thinking and solving problems. �Emotions are processed in the brain’s limbic system and plays an important role in pattern making. �Learning is a social and cognitive process. �Learning for retention requires focus and extended attention.
Differentiation is not… �Doing the same as before. �Substituting lessons but not enhancing the lesson. �Grouping children based on age. �Something you do every once and awhile. �Individualized instruction for each student. �Doing a lesson/activity only “one way”
Differentiation is… �Quality work. �Giving options that produce optimal learning results. �Mixture of whole group, small group, and individualized instruction. �Student-centered work. �Responding to individual needs in the classroom; focusing less on the class’s understanding as a whole. �Exposing students to new resources, technology, and materials. �A sense of freedom when learning.
Activity Three
VIDEO �https: //www. youtube. com/watch? v=t 7 kc. Fk. Rgi. V 4
- Slides: 17