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6 Differentiation F14 Canvas
6 Differentiation F14 Canvas
6 Differentiation F14 Canvas
Differentiation and
Collaboration for Inclusive
Teaching
Session 6
Differentiating Instruction
EDUC 3270
Differentiation and Collaboration for Inclusive Teaching
Opening Activity
Individual
On the post-it notes, write your ideas and thoughts on the
topic of Differentiation (one idea per note)
Whole group
Walk around the room and look at each groups poster.
What was similar and what was different?
Definition I
Differentiated instruction is a process through which
teachers enhance learning by matching student
characteristics to instruction and assessment.
Differentiated instruction allows all students to
access the same classroom curriculum by providing
entry points, learning tasks, and outcomes that are
tailored to the students needs.
Definition II
In differentiated classrooms, teachers begin where
students are, not the front of a curriculum guide.
They accept and build upon the premise that learners
differ in important ways.
Thus, they also accept and act on the premise that
teachers must be ready to engage students in instruction
through different learning modalities by appealing to
differing interests, and by using varied rates of
instruction along with varied degrees of complexity.
(Carol Ann Tomlinson)
Definition III
In differentiated classrooms, teachers provide specific
ways for each individual to learn as deeply as possible
and as quickly as possible, without assuming one
student's road map for learning is identical to anyone
else's.
These teachers believe that students should be held to
high standards.
They work to ensure that struggling, advanced, and inbetween students think and work harder than they
meant to; achieve more than they thought they could;
and come to believe that learning involves effort, risk,
and personal triumph.
PROACTIVE
QUALITATIVE rather than quantitative
Rooted in ASSESSMENT
Provides MULTIPLE APPROACHES to content, process,
and product
STUDENT CENTERED
A BLEND of whole-class, group, and individual
instruction
ORGANIC
The product
The environment
In response to students .
Readiness
Interests
Learning style
Content
How to?
Determine the ability level of your
students:
Survey past records and cumulative
files
Give pre-tests, screening tests
Examples:
Use reading materials at
varying readability levels
Put text materials on tape
Use spelling/vocab. tests at
readiness levels of students
Use reading buddies
Meet with small groups to
re-teach an idea or skill for
struggling learners, or extend
the learning
How Do We Plan?
Determine a Focus Area:
Four Ts
Teaching Objective
Target
Blooms Taxonomy
Text/Materials
Instructional strategies
Learner engagement
Effective presentations
Learning environment
Based on Research:
Good instruction should:
Have active engagement
Have reading and writing
strategies
Address the auditory,
kinesthetic, visual and tactile
learners
Be developmentally
appropriate
Process
How to process information, organize, store
retrieve and apply information?
How to?
Flexible grouping:
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
Examples:
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
Reciprocal teaching
Graphic organizing
Guided Notes
Scaffolding
Webbing
Self Talk
WebQuests
http://www.youtube.com/watch?v=W26
Cre9I5k4
Products
Culminating projects that ask the student to rehearse,
apply, and extend what he/she has learned in a unit
How to?
Initial and on-going
assessment of student
readiness and growth are
essential
Authentic assessment
Vary expectations and
requirements for student
responses
Consider each students
multiple intelligences and
learning styles
Examples:
Give students options of how to
express required learning:
Create a puppet show, write a letter,
develop a mural with labels
Learning Environments
The way the classroom works and feels
How to?
How is the classroom
organized?
What classroom behavior
management system is in
place (PBIS)
Procedures
Consequences
Positive Interventions
Examples:
Places in room free of
distractions
Places that invite student
collaboration
Materials that reflect a variety
of cultures and home settings
Clear guidelines for
independent work
Established routines
Eduscapes.com
http://eduscapes.com/library/index.htm
Meaningfulness
Points to Remember:
Strategies:
Utilize WebQuests
Real life
Interests
Learning styles
Multiple Intelligences
Currency
Points to Remember:
Strategies:
https://www.n2y.com
Discover
Kidsnewsroom.org
National Geographic Kids
News Hour Extra from PBS
Time for Kids
Washington Post for Kids
http://www.weeklyreader.com/
eduscapes.com
Practice
Points to Remember:
Some students do
well with a brief
overview of a topic,
and a single example.
Other students need
lots of practice.
Strategies:
Create a list of interactive activities students can
use to practice or review specific skills
FunBrain
National Geographic Games
Yahooligans Games
Discovery School Brain Booster
bbctype
Starfall.com
Raz-kids.com
Softschools.com
Factdash.com
News2you.com
Reading Level
Points to Remember:
In most classrooms, students
read at a wide range of reading
levels.
Be sure that you are selecting
resources for a variety of
levels.
Look for websites that provide
leveled reading resources.
eduscapes.com
Strategies:
Create an activity and
provide online readings at 3
different reading levels:
News2you.com
Starfall.com
Readinga-z.com
Raz-kids.com
Enchantedlearning.com
Edhelper.com
Rosetta Stone
Steck-Vaughn
Authenticity
Points to Remember:
Students enjoy working with real
facts, numbers, and documents.
Rather than watered down
resources found in workbooks,
look for the real thing online.
Use real-world data
eduscapes.com
Strategies:
Locate a photograph,
document, or piece of data
that would bring a
classroom topic to life.
Some Good Sites:
American Memories
Learning Page
National Archives Classroom
Stevens Institute
Teacher Tap
Active Participation
Points to Remember:
Students need to be active
Many students are motivated
by interactive resources that
ask them to create, build,
design or make decisions.
They also like to make
decisions and participate in
polls and surveys.
eduscapes.com
Strategies:
Online and Offline Tools:
Inspiration
Timeliner
Timeline builder
KidPix
PowerPoint
Microsoft Publisher
Create a graph
Teacher Tap: Interactive
Websites
Teacher made WebQuests
Experience
Points to Remember:
Some students lack basic
experiences such as visiting
a city or a farm.
Use the Internet to help
students make a connection
and develop prior
knowledge.
Strategies:
Use Virtual Field Trips,
when you cant take them
to far off places.
Google Earth
http://www.google.com/ear
th/learn/beginner.html#tab
=moon-in-google-earth
eduscapes.com
Motivation
Points to Remember:
Strategies:
E-cards
Jan Brett
http://www.janbrett.com/index.ht
ml
Enature cards
http://natureecards.com/
Teacher Tap: Electronic Postcard
Starfall.com
Microsoft Publisher
Newsletter
Brochure
Flyer
Microsoft PowerPoint
Create stories using animation and
sounds
Realism
Points to Remember:
Strategies:
Locate a class and write
emails to the class or assign
for homework
Online projects:
KidsLearn
ePals
Kids Space Connection
Tiggly Wigglys Pen Pal List
eduscapes.com
Challenge
Points to Remember:
Strategies:
Evaluating
Critiquing
Creating.