Basic Concepts on Differentiated Instruction.pptx

This is a presentation on Differentiated Instruction

1. Differentiated Instruction Mrs. Renelda M. Carbonilla Ms. Glore Vi Gungog

2. Objectives: Have a clear concept about differentiated instruction 3. Create UbD -DI plans 2. Integrate differentiated instruction in UbD plans

3. A Quick Quiz True or False Student learning differences are real. “Fair” means treating all kids alike. Intelligence is fixed. Students don’t learn what the teacher doesn’t directly oversee. Before we differentiate, we must diagnose student readiness, interest, and learning profile. Every student deserves to make continuous progress.

4. Why differentiate?

5. Why Differentiate All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum .

6. Quote “ What we share in common makes us human. How we differ makes us individuals.” ~ Carol Ann Tomlinson, 2001

7. Why Differentiate?

8. Who can Differentiate?

9. Foundations and Applications of Differentiating Instruction: Competencies Four and F ive HOW WE LEARN… DALE’S CONE OF EXPERIENCE

10. The movement toward inclusion has impacted classrooms by requiring teachers to respond to a broader range of academic needs. How can we possibly reach all the students in our classrooms when they are academically diverse, have special needs, are English as a Second Language (ESL) learners, or have some combination of any or all of these factors? The answer to this question is ……. Differentiated Instruction!

11. Principles of Differentiation Students differ in experience, readiness, interest, intelligences, language, culture, gender, and mode of learning. Educators must meet each student at his or her starting point and ensure substantial growth during each school term. Teachers that ignore student differences are unlikely to maximize potential in any student who differs significantly from the “norm.” ~ Carol Ann Tomlinson, 2001 The Differentiated Classroom: Responding to the Needs of All Learners , p. 24

12. Principles of Differentiation Teachers need to make modifications in instruction for students rather than assume students must modify themselves to fit the curriculum. Teachers should always keep in mind that human brains learn best when curriculum is highly interesting and highly relevant. ~ Carol Ann Tomlinson, 2001 The Differentiated Classroom: Responding to the Needs of All Learners , p. 24

13. Definition of Differentiation “At its most basic level, differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms , p. 1

14. Differentiation Continuum Not Differentiated Fully Differentiated Assessment is at the end. A single form of assessment is used. Teacher directs student behavior. Instruction is whole class. Coverage of texts and curriculum drive instruction. Intelligence is viewed narrowly. Single option assignments. Time is inflexible. Teacher solves problems. Grading is based on teacher-set, inflexible objectives. Assessment is ongoing. Diagnostic assessment is used. Teacher scaffolds self-reliant learning. Flexible grouping is practiced. Materials are varied. Multiple forms of intelligence are valued. Assignments offer multiple options. Time is flexible in terms of student needs. Teacher facilitates student problem-solving. Grading is determined by learning goals . Foundations and Applications of Differentiating Instruction:Competencies Four and Five

15. Teachers Can Differentiate Content Process Product According to Students Readiness Interest Learning Profile

16. When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself... What do I want my students to know, understand, and be able to do? What will I do instructionally to get my students to learn this? How will my students show what they know? Content Process Product

17. Readiness is a student’s entry point relative to a particular understanding or skill. To help a student to grow, we must begin where the child is. Some children, particularly those who have had early learning opportunities, begin school with well-developed skills and considerable understanding of various topics; other students arrive as true beginners and need basic instruction and additional practice. Carol Ann Tomlinson/ Diane Heacox

18. Carol Ann Tomlinson/ Diane Heacox Interest refers to a child’s affinity, curiosity, or passion for a particular topic or skill. The advantage to grouping by interest is that it allows students to attach what they have been learning in class to things that they already find relevant and interesting and appealing in their own lives.

19. Learning profile has to do with how students learn. Some are visual learners, auditory learners, or kinesthetic learners. Students vary in the amount of time they need to master a skill or learn a concept. How students learn can be shaped by environment, social organization, physical circumstances, emotional climate, and psychological factors Carol Ann Tomlinson/ Diane Heacox

20. Tips and Strategies for Effective Differentiation and Instruction

21. Content The differentiation of content is what the teacher plans for students to learn and how the student gains access to the desired knowledge, understanding and skills.

22. Differentiating Content Using reading materials at different reading levels Putting text on tape Using spelling or vocabulary lists at readiness level of students Presenting information through visual and auditory means Using reading buddies Meeting with small groups to re-teach ideas or skills for struggling learners or extend the thinking or skills of advanced learners Excerpted from Tomlinson, C.A. (August 2000) Differentiation of Instruction in the Elementary Grades, ERIC Digest, ERIC Clearinghouse on Elementary and Early Childhood Education

23. Process The differentiation of process or activity involves using an essential skill for understanding an idea and is clearly focused on a learning goal. Further, process gives students options of activities in order to achieve individual success.

24. Differentiating Process Using tiered activities--all learners working with same understandings and skills, but with different levels of support or challenge Creating interest centers that encourage students to explore parts of the class topic of particular interest to them Providing agendas--task lists containing whole class work and work addressing individual needs of students Providing manipulatives or hands-on materials Varying length of time to complete tasks Excerpted from Tomlinson, C.A. (August 2000) Differentiation of Instruction in the Elementary Grades, ERIC Digest, ERIC Clearinghouse on Elementary and Early Childhood Education

25. Products The differentiation of products refers to items used to demonstrate knowledge, understanding, and/or ability to apply or extend skills.

26. Differentiating Products Giving options on how to express required learning (make a mural, write a letter, create a puppet show, etc.) Using different rubrics to match and extend students’ skills levels Allowing students to work alone or in groups to complete product Encouraging students to create own product as long as it contains the required elements

27. Differentiation Strategies Use of computers/Programs Assessment & Diagnosis Adjusting Questions Learning Contracts Flexible Grouping Tiered Activities Anchor Activities Independent Study Differentiated Centers Curriculum Compacting Use of the Internet/Learning centers Graduated Task- Product-Rubrics Use of Multiple Texts and Supplementary Materials The teacher becomes a facilitator, assessor of students and planner of activities rather than an instructor.

28. Tiered Instruction One Size Doesn’t Fit All

29. When Can Tiered Instruction Be Used ? Used when the teacher wants all students to focus on the same essential ideas and key skills. Used to provide students with different learning needs a route to reach the essential ideas and key skills while being appropriately challenged.

30. What Can Be Tiered? Assignments Activities Homework Learning Centers Experiments Materials Assessments Writing Prompts

31. What are the steps for tiered instruction? There are 5 major organizational points to tiered instruction: 1. Choose a concept that students should know or understand and whether to tier according to readiness, interest, or learning profile. 2. Assess student's profile, readiness, and interest. 3. Create an activity or project that is clearly focused on the concept.

32. What are the steps for tiered instruction? There are 5 major organizational points to tiered instruction: 4. Adjust the activity to provide different levels of difficulty. 5. Match students to appropriate tiered assignment.