Differentiated Instruction - UNC Charlotte

Differentiated Instruction Meeting the needs of all learners Your Differentiated Classroom Is differentiated instruction new? Think of the one room school house. Can you remember how your elementary teachers differentiated instruction? What isnt differentiated

instruction.. DI is not Writing to an IEP Letting students randomly choose what they wish to do Teaching/grouping without knowing student differences on the objective you are teaching Chaos Tracking students Making the curriculum too easy or too hard Now that you know what it

is not, how would you define diffentiated instruction? I think differentiated instruction is.. Definitions A differentiated classroom is one in which the teacher responds to the unique needs of students. Gregory/Chapman Differentiationis providing the opportunity for every student to succeed and reach his or her potential. Gregory/Herndon Differentiated instruction makes it possible to

maximize learning for all students. It is a professional and responsive mind-set where the teacher is proactively planning for the needs of diverse learners. SDE What do teachers differentiate? Content Assessment methods Strategies Products Teachers of effective classrooms

recognize the similarities and differences in students and proactively PLAN for the needs of diverse learners. Differentiation does not happen without planning How do students differ? How they learn best

What interests them Readiness for the content We tend to teach according to our learning preferences. What are your learning preferences? Is this obvious in your choices of activities? Learning Styles

Your students have different learning style preferences. All lessons should address the learning modalities: visual, auditory, and tactile/kinesthetic. How do your students learn best? What interests them?

Interest inventories Learning styles inventories Observations by the teacher Parent/teacher collaboration

How will you determine how each of your students learn best? Readiness for the content Preassessment is key. Determine how to preassess the objective. When students miss questions, determine the reason. Design your instruction to meet the readiness needs of your students.

Did anyone master the objective ? Students that master the objective need to move on to a more challenging objective. This is curriculum compacting. Occasionally, a student is close to mastering the objective and is not best served by following the unit of instruction as

planned. You can find ways to help this student fill in the missing pieces and master the objective at the pace s/he needs. Now that you know where your students are (readiness), you can determine what strategies you will use to teach them. Think about how they learn Instructional Strategies These are key to your success in teaching

the lesson. Choose strategies carefully. Ask yourself, Does this strategy ... . Meet the readiness levels of the students, . learning modalities of the students, . Motivate students to learn (no one learns when they are bored)?. Examples of instructional strategies for differentiating lessons Focus activities KWL

Graphic organizers Think-pair-share Role-playing Four Corners Pass the question White Boards Tiered assignments ABCD cards Jigsaw Pass the Question Agree / Disagree Cards Projects Flexible grouping Centers

And a million more.. What is formative assessment? Frequent and ongoing assessment, completed en route to mastery; ongoing assessment could be considered as checkpoints on students progress and the foundation for feedback given the most useful assessment teachers can provide for students, and for their own teaching decisions. Rick Wormelli, Fair is Not Always Equal.

Importance of formative feedback Giving students feedback while they are doing the task or very shortly thereafter is instrumental to their understanding of the objective. This feedback has the greatest impact on their success. Do not give assignments without watching what they are doing, helping them as they learn, and correcting their

errors in process. Returning an assignment with errors and not giving feedback can have a negative impact on their learning. Dont miss the opportunity to teach after the test. Formative Assessment

As you teach, are you always checking to make sure each student understands? If a student does not understand, what do you do? Sometimes it is not the content that is too difficult, but the modality or strategy in which you are presenting the content. Summative Assessments

When do you give a summative assessment? Only when your formative data shows you that the student is ready. Remember, the assessment is only summative if the student masters the objective(s). If they did not, you now have an additional formative assessment. You need to determine your next steps. Differentiated Instruction Continuum

Stage 1 Begin learning about students interests and learning profiles Establish classroom management procedures for a DI classroom Start using pre-assessment to find out students readiness levels Begin using formative assessments (to drive instruction) Experiment with flexible grouping Stage 2

Design activities to target students interests and learning profiles Use data from pre-assessments to design lessons Use data from formative assessments to guide instruction Explore types of flexible grouping Incorporate learning contracts for some students Stage 3 Target students interests and learning profiles regularly

Continue to use data from pre-and formative assessments to design lessons and guide instruction Implement student-led formative assessments Broaden use of flexible grouping Experiment with tiered lessons Stage 4 Compact curriculum for some students Create tiered activities regularly Ensure all assessments are in alignment Share responsibility of learning with

students Address grading questions/issues Coach colleague who are at different levels of implementation (continuum from Staff Development for Educators) Module Questions:

Slide 5 has several definitions of DI. After reading these, write you own definition of differentiated instruction. What do teachers differentiate? Why is pre-assessment key to student success? Why is the choice of instructional strategies key to student success? Look at your lesson plans. What learning modality do

they favor? Looking at the DI continuum, what Stage are you in and where do you most want to improve? How will your planning change after viewing this PowerPoint?

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