Diff erentiated InstructionStrategies

SUCCESS FOR ALL LEARNERS

Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they've learned.

The goal of a differentiated classroom is maximum student growth and individual success.

DIFFERENTIATION DEFINED

Not Diff erentiated

DIFFERENTIATION CONTINUUM

HighlyDiff erentiated

AssessmentLearning ProfileTiered ActivitiesCurriculum CompactingLearning ContractsIndependent StudyFlexible GroupingAnchor ActivitiesLearning Centers/StationsProblem-Based LearningProject-Based Learning

“One-Size-Fits-All”

Differentiation is a set of strategies.

Differentiation is group work.

“I already differentiate.”

Differentiated lessons have to be creative, cute, and fun.

Differentiation is just the next educational fad.

COMMON MISUNDERSTANDINGS

Providing choice = differentiation. Differentiation isn’t fair. Differentiation means “dumbing down” the

curriculum for less advanced learners. Differentiation only works when kids are well-

behaved. Preparing a differentiated lesson takes a huge

amount of time.

COMMON MISUNDERSTANDINGS

Identification of Common Learning Goals

Pre-AssessmentDifferentiated Activity

Every lesson should be designed with visual, auditory, and kinesthetic learners in mind.

Whole-Group DiscussionPost-AssessmentFurther Instruction

STEPS IN A DIFFERENTIATED LESSON

Looks Like …

Sounds Like… An inviting environment with tables as opposed to rows

Students helping students Teacher moving around

room Print-rich environment Student movement Different desk

configuration Positive focused energy Leader in each group Students working on the

floor Interactive and engaging Ongoing assessment

Noisy and on task Happy Background music Talking Respectful sounds Encouraging others Respectful feedback Less teacher talk—more

student talk Teacher facilitation Routines in place for

getting help Less discipline—more risk-

taking

A HIGHLY DIFFERENTIATED CLASSROOM

From Differentiating Instruction in a Whole-Group Setting, 3–8 © 2005 Crystal Springs Books.

VISUALAdvertisementCollagePosterFlowchartVenn diagramPaintingMapVideoStory mapTime line

AUDITORYAudiotapeNews broadcastSpeechDebateLectureGroup discussionInterviewRound table discussionBook reviewTeach others

KINESTHETICA modelPerformance of adance or skitSculptureMobileDioramaDramatizationExperimentPantomimeRole playDisplay

WRITTENBook reportLetterPoetryResearch paperStoryChecklistJournalEssayNewsletterSurvey

PRODUCT POSSIBILITIES

SHOW, DON’T TELL

Share the word with your group only.

Draw a visual of the word and figure out a motion for the word.

Show the visual and motion for the rest of the participants to guess your vocabulary word.

Definition: Fractions are part of a whole. They are made up of a numerator and denominator.

Non-example/Antonym: Fractions cannot be irrational numbers

Sentence/Picture:

Example/Synonym: Fractions can be converted into decimals

Fractions

VOCABULARY WEB

VOCABULARY SELF-AWARENESS CHART

SOMEBODY(character)

WANTED (goal/motivati

on)

BUT/BECAUSE (conflict/reaso

n)

SO (resolution)

Unpleasant stepmother

To stop Cinderella from going to the Ball

She wanted the prince for one of her daughters.

She made certain Cinderella had plenty of work and nothing to wear.

Lewis and Clark To find an all-water route to the Pacific Ocean

They ran into the Rocky Mountains.

They cross the mountains on foot and finally reached the Pacific via the Columbia River.

Odysseus To return to his home after defeating the Trojans

He was too proud of his heroics and angered the gods.

The gods punished him, leaving him to wander the Aegean Sea for 10 years.

SOMEBODY WANTED BUT SO

MIND MAP

Role Audience

Format Topic

Gingerbread Man

Our Class Oral Response I never should have listened to the fox

Water Heat A Love Letter You make me so steamy

Battery Loose Wire A Newspaper Article

Man has shocking experience

Multiplication Fact

Division Fact

Invitation to a Family Reunion

Here’s how we’re related

R.A.F.T.

WE HAVE, WHO HAS?

We have 20!

Who has half this?

We have 4!

Who has five times this?

CUBING

ANYBODY FEELING OVERWHELMED?

Not Diff erentiated

DIFFERENTIATION CONTINUUM

HighlyDiff erentiated

AssessmentLearning ProfileTiered ActivitiesCurriculum CompactingLearning ContractsIndependent StudyFlexible GroupingAnchor ActivitiesLearning Centers/StationsProblem-Based LearningProject-Based Learning

“One-Size-Fits-All”

Tomlinson, C. A. (2014). The Diff erentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Diff erentiated Instruction: Theory Into Practice. Peterborough, NH: Staff Development for Educators.

http://www.principals.in/uploads/pdf/educational_theory/Diff erentiated_Classroom.pdf

http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff _Instr_Handbook.pdf

http://nrcgtuva.org/presentations/DoAsIDo.pdfhttp://diff erentiationcentral.comhttp://www.tolerance.org/diff erentiated-instructionhttp://

tpri.wikispaces.com/Instructional+Strategies+that+Support+Diff erentiation

https://www.youtube.com/watch?v=kn8faeuQjE0

REFERENCES