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Differentiated instruction is not a single strategy or formula. It is a way of thinking about the diversity of learners in our classrooms and acting on this knowledge throughout the process of planning, implementing, and evaluating so that we can promote the deepest possible understanding for all students. This is the introductory presentation to a one-day workshop on Getting Started with Differentiated Instruction. Read more at: http://creativeeducator.tech4learning.com/2013/articles/Get-Started-with-Differentiated-Instruction
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DifferentiatedInstruction
Melinda Kolk
What is differentiated instruction?
When you look atyour learners and
you see this...
... & act on what you seebefore, during, & after
you teach.
Differentiated instructionis a way of thinking,
not a program.
you pay attention to AND activelyplan and modify processes for thedifferent learners in yourclassroom.
Teaching vs. Learning
Differentiated instruction is when...
Students vs. Learners
What could beimportant to knowabout my students?
• as human beings• as learners
Teaching with the child in mind.
"Yes, we have to teach content, wehave to always bear in mind that weteach that content to human beings,and not all students will understand itin the same way, at the samelength of time, make thesame connections, need thesame support system."
- Carol Ann Tomlinson
So how do weget there?
Step 1 - See diverse learners
Step 2 - Know your learners
• as human beings• as learners
Step 2 - Know them as human beings
A. Culture, Family, Religion, Income
• Siblings• Language• Experiences
Step 2 - Know them as human beings
A. Interests and Passions
• Hobbies/Sports• Experiences• Clothing
Step 2 - Know them as human beings
A. Personality
• Introvert or Extrovert?• Creative or Analytical?• Alone or Together?• Impulsive or reflective• Conformity or Non?
Step 3 - Know them as learners
A. Learning Environment!
• Noisy or quiet?• Rigid or flexible schedule?• Warm or cool room?• Moving or still?• Distracting or bare?
Step 3 - Know them as learners
B. Learning Style
• Auditory• Visual• Kinesthetic
Step 3 - Know them as learners
B. Thinking Style
• Concrete Sequential
• Concrete Random
• Abstract Sequential
• Abstract Random
• Structure
• Open-ended
• Alone
• Together
Step 3 - Know them as learners
• Ask
• Assessment
• Learner Profile
• inventories• all about me
• previous & ongoing• exit slips
Hallmarks of Differentation
• Ongoing, formative assessment• Recognition of diverse learners• Group Work/flexible grouping• Big ideas and concepts, not texts• Choice• Scaffolded instruction
Step 3 - Act to differentiate!
Content
Process
Product
• know big ideas - clear goals• levels of knowing
• varied strategies• multiple processes
• varied performances
Learning environment
Differentiate by...
• Readiness
• Learning style
• Interest
• educational experience• appropriate to ind. development
• environment• intelligence/learning style• thinking style
Typically
• Assess
• Layered Lessons
• Grouping
• before any content is "COVERED"• during - what is "UNCOVERED?"
• varied strategies & time!• different approaches
• Starts with total group!• TAPS
Differentiating ContentClear Goals
• Interest Development Centers• Varied Texts• Accelerated Coverage of Material• Varied Supplementary Materials• Varied Graphic Organizers• Independent Study• Tiered Assignments• Compacting
Final thoughts
Student learning is improved when:
• They think their teacher cares about them.• They are presented with problems at an appropriate level.
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