Differentiating Instruction My Report PRPT

7/30/2019 Differentiating Instruction My Report PRPT

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DifferentiatingInstruction

Fair Is Not Always Equal


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What is Differentiation?A Pre-Assessment

Two students sit in the back of a classroom. Oneis near-sighted and cannot see anything that ismore than a few feet away. He wears thickglasses to see long distances. The teacher asksboth to read, record, and learn the informationwritten in small print on the front board, on theopposite side of the room. In order to be equal,however, the teacher removes the near-sightedchilds glasses and asks both to get started. The

child needing the glasses squints, but cant readanything on the board.


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Pre-Assessment

1. Did the teacher make it easier for thenear-sighted student?

Yes? No?


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2. You have finished a brilliantly presented unitand tested your students. the students fail.What is your reaction:

What is Differentiation?Pre-Assessment Part II

a. Clearly, the children did not studyb. Something is flawed its probably not the students.c. My standards are too high.


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What is Differentiation?

Pre-assessment Part III

True False

3. If I differentiate instruction, but otherteachers in my school do not, I am disabling mystudents. True False

4. Does differentiated instruction hinderperformance on standardized tests? Yes No

5. Differentiated instruction cannot be applied toreal world situations; the real world is not

differentiated. True False6. Differentiated instruction is individualized instruction.


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What Differentiating

Instruction is NOT1. It does not mean making learningeasier for students.

2. It is not individualized instruction.


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A different lesson for each student eachday.

Giving all students the same work or evenidentical assessments all of the time.

Assuming that all students learn by listening.

Merely having centers in the classroom.Chaotic or undisciplined.Not just providing homogeneous groupingOnly for students who demonstrate a need

for acceleration.Quantitativenot just assigning more work to

students who have demonstrated mastery inan area or less work to struggling students.


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What Differentiating Instruction is

Proactive, student-centered, and organic

A blend of whole class, group andindividualized instruction.

Recognizing the variance in learning stylesof our students and providing a variety of

assignments within units of instruction.Allowing students to choose, with teacher

direction, the route to their learning.Qualitativedeals with the NATURE of the

assignment.Provides multiple approaches to content(input), process (how), and product (output)


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It is not the goal of a teacher todifferentiate everything all the time.

Find key opportunities to meet learnerswhere they are in order to propel themforward in knowledge, understanding, andskill.

Curriculum is WHAT we teach.Differentiation is HOW we teach.Do we cover or uncover curriculum?

Do we teach to our students or learnwith them?


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Fairness does not mean everyone gets

the same.

Fairness means everyone gets whathe/she needs.


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In a differentiated classroom,the teacher plans and carriesout varied approaches to

content, process, and productin anticipation of and response

to student differences in

readiness, interest, andlearning needs.


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Differentiation means structuringinstruction to meet individualneeds. Whether teachers

differentiate content, process,products, or the learning

environment, the use of ongoingassessment and flexible groupingmakes this a successful approach

to instruction.


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The biggest mistake of pastcenturies in teaching has beento treat all children as if theywere variants of the same

individual and thus to feeljustified in teaching them all thesame subjects in the same way.

--Howard Gardner


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Tips for Differentiation

Meaningfulness

Currency PracticeReading LevelAuthenticity/RealismMotivationChallenge

Eduscapes.com


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Best Practices for

DifferentiatingInstruction


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Step 1: Know Your Students

Interest surveys

Look at previous performance

Talk to students Observe

Listen

Talking is learning; listening is teaching.


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Step 2: Know the Curriculum!Establish what is essentiallearning;

Teach the Student Objectives,

Communicate the objectives andenabling outcomesto the students


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Define success, mastery.

What might mastery of this objective look likein first grade, fifth grade, tenth grade?

Student Objective

Students will collect, organize, anddescribe data.

Mathematics Curriculum Standards 1-12


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Step 3: PLAN!Plan purposefully allowing for studentvariance

1. Pre-assess Whole group Focus on essential knowledge Not graded

For the teacher

Take your students from where they are andbring them to where you want them to be.


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Assess for Mastery Formative Assessments:on-going; not alwaysgraded; assessments for

learning

Summative Assessments:determination of masteryof objectives;assessments oflearning;often criterion based

Portfolios

Student-BasedAssessment

PerformanceAssessments

Independent

Assessments


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Pl f Diff ti t


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Plan for DifferentiateInstruction

Content/Process

Flexible grouping

Rubrics Graphic organizers

Tier assignments


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Written Visual Oral

Research Report Poster Lesson presentation

News article Graphic Organizer Oral Presentation

Information brochure PowerPoint Radio Interview

Tomlinson & McTigheIntegrating Differentiated Instruction andUnderstanding by Design p.74


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Tier by

Address needs of students who are atintroductory level and those ready for

more abstract or advanced work.


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Tier byChoose materials at various readingLevels and complexity of content.

Explore various print options: Newspapers Magazines Newsletters

Primary sources Diaries/journals


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Tier byUse same materials but prepare

differentiated outcomes. All students

are building on the same understanding

concept but producing different

products to demonstrate understanding.


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Tier byForm groups based on learning

preference using Gardnersintelligencesassignment

differentiated based on product.

Comparing Classrooms


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Traditional Classroom DifferentiatedClassroom

Student differences masked/actedupon when problematic

Student differences studied as abasis for planning

Assessment happens at the end oflearning to see who got it.

Assessment is ongoing anddiagnostic to match instruction to

student needOne definition of excellenceexists

Excellence is defined in largemeasure by individual growth froma starting point

Whole class instruction dominates Many instructional arrangements

are usedMastery of facts and skills out-of-context are the focus of learning

Use of essential skills to makesense of and understand keyconcepts and principles is thefocus of learning



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Traditional Classroom DifferentiatedClassroom

Single option assignments arethe norm

Multi option assignments arefrequently used

The teacher provides whole class

standards for grading

Students work with teachers to

establish both whole-class andindividual learning goals

A single form of assessmentis often used

Students are assessed inmultiple ways


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Secret to Success?Try one new idea or strategy at a time.

Once you feel confident, try another.

Select one curricular area or one unit todifferentiate not your wholecurriculum.

See 7 Tips on Managing Flexible Groupsin packet


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POST-ASSESSMENT!2. You have finished a brilliantly presented unit and tested your students.

the students fail. What is your reaction:

a. Clearly, the children did not studyb. Something is flawed its probably not the children!

6. Differentiated instruction is individualized instruction. True or False

3. If I differentiate instruction, but other teachers in my school do not Iam disabling my students. True False

4. Does differentiated instruction hinder performance on standardizedtests? Yes No

5. Can differentiated instruction be applied to real world situations? Or

Is the real world differentiated?Yes No


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Save the First for Last 1. Did the teacher make it easier for

the near-sighted student?


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Words of wisdom from Dr.Haim Ginott (1993)

I have come to the frightening conclusion that I am thedecisive element in the classroom. It is my personalapproach that creates the climate. It is my daily moodthat makes the weather. As a teacher, I possess

tremendous power to make a childs life miserable orjoyous. I can be a tool of torture or an instrument ofinspiration. I can humiliate or humor, hurt or heal.

In all situations it is my response that decides whetheror not a crisis will be escalated or de-escalated, and achild humanized or dehumanized. I am part of a team ofeducators creating a safe, caring and positive learning

environment for students and teaching them in amanner that ensures success becauseall individuals are capable of learning.

ABC f T hi S d i h


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Diff ti t d T 38

ABCs of Teaching Students withDiverse Academic Needs

A positive ATTITUDE that says ALLstudents in my class will be activelyengaged in learning

A BELIEF that it is appropriate tomake instructional accommodations forALL students who need it

A COMMITMENT to high (NOT same)expectations for ALL learners

Documents

Differentiating Instruction My Report PRPT