What’s the difference?

Objective: Lead a healthier life by losing weight and eating healthier

Activity - Losing Weight: run 1 hour on the treadmill 5 times per week

Activity - Eat Healthier: Eat a diet focusing on protein and limiting carbs

Everything is great!

Is a vegetarian!

Senior Citizen - bad

heart!

Has an ankle injury!

Differentiation = Change

Scaffolding = Add to Support

Vege

taria

n

Bad

Hear

t

Ankl

e In

jury

Instead of meat/fish/ chicken – eat nuts, beans, and protein shakes

Instead of treadmill, will use stationary bicycle for 1 hour, 5 times a week

Will be given a calorie counter to make sure she meets daily protein requirements

Will wear a heart rate monitor to make sure she is not over-exerting

“To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively.” (Hall, 2003)

Three Ways to Differentiate:Change ContentChange ProcessChange Student Product

Still meeting the same objective!

“Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).

Adding something to your instruction to assist learners who are having difficulty

Support is withdrawn as students gain proficiency

Scaffolding can occur alongside of differentiated instruction

Still meeting the same objective!

DifferentiationMaterial- Instead of book use:

Sentence: This is my red bed.Set of words: bed, cake, red

Activity- Instead of having students find the two rhyming words in the book by themselves:While reading the book, the teacher can ask the

student “which word rhymes with vines?”Student Product – Instead of drawing their

own, students can find a pair of rhyming words from a set of picture cards

In an old house in Paris that was covered with vinesLived 12 little girls in 2 straight linesThey left the house, at half past nine The smallest one was Madeline

DifferentiationMaterial- Instead of book use:

Sentence: This is my red bed.Set of words: bed, cake, red

Activity- Instead of having students find the two rhyming words in the book by themselves:While reading the book, the teacher can ask the

student “which word rhymes with vines?”Student Product – Instead of drawing their

own, students can find a pair of rhyming words from a set of picture cards

In an old house in Paris that was covered with vinesLived 12 little girls in 2 straight linesThey left the house, at half past nine The smallest one was Madeline

ScaffoldingTeacher can do a think-aloud explaining

what rhyming is:“Rhyming words have sound the same at the

end. When I listen to the story, I’m going to listen to see which words have the same ending”

While reading the story, the teacher can stress the rhyming words

In an old house in Paris that was covered with vines

Lived 12 little girls in 2 straight linesThey left the house, at half past nine

The smallest one was Madeline

Taxonomy of scaffolding strategies

MODELLING (the teacher offers examples that students can imitate or clearly demonstrates what they have to do)

BRIDGING (connecting new input with students’ previous knowledge, for example activating knowledge they already have from personal experience)

CONTEXTUALIZING (the teacher enhances learning with pictures, graphs, etc. or verbally with metaphors or analogies to make the input more comprehensible)

SCHEMA-BUILDING (the teacher helps students organize their thinking or knowledge by creating schemas that are mutually connected)

RE-PRESENTING (students change a text into another written or visual form, for instance a story can be changed into a dialogue)

DEVELOPING METACOGNITION ( students learn how to evaluate themselves and are taught strategies of thinking)

ELICITATION OF RESPONSES the teacher sets themes and elicits responses that draw students along a line of Reasoning, which leads to a metastatement, a kind of summary of what has been said.

ELICITATION OF RESPONSES THROUGH CUES the teacher elicits responses through cues in the form of questions (for instance “a term that starts with ‘a’...”)

ELABORATION AND REDEFINING OF AN ACTIVITY the teacher elaborates and redefines what the students should do in an activity.

SHOWING SHARED EXPERIENCE Using the pronoun “we”.

Break up into groups. Each group should focus on a different topic. ExampleVocabularyPhonological AwarenessOral LanguageComprehension

Choose an objective Discuss how you can differentiate

instructionThink of the materials, activity, product

Discuss ways to scaffoldInclude scaffolding for differentiated

instruction and the original activity