Instructional Strategies that Support DifferentiationWeek 7EDTC 602

Cory Wendling

Strategy Stations

Description

Allows students to work on tasks that work in concert with one another

Grouping Flexible- Based on

length of activity exposure

- Students’ needs

Misc. - Teacher and student choice

- Frequent or occassional use

Development of learning stations enhances comprehension by utilizing a hands-on approach to the learning process.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Teacher can adjust the degree of difficulty based on ongoing need

- Various products

- Takes student interest into account

- Wide range of project options and modes of expression

- Numerous problem solving strategies

- Assists learner by presenting topics based on readiness

- Increases motivation

- Flexible grouping for tasks

Strategy AgendasDefinition Individualized

list a student must complete in given a time limit

Grouping Personalized assignments

Misc. - Allows instructor to move freely amongst the learning population and to pull smaller groups for guided work

Agendas are great for ongoing assignments that students can work on independently throughout a unit, a grading period, or longer.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Teacher is able to vary topics within subjects

- Permit differentiation of process

- Allow for personalized pacing

- Blend like-readiness and mixed-readiness groups

- Teacher can act as facilitator and resource guide

- Agendas allow educators to focus on the wide array of needs found in the classroom

Strategy Complex Instruction

Definition Open-ended collaborative tasks that involve real-world scenarios and multiple problem solving strategies

Grouping Small-group

Misc. - Seeks tasks that call on a much wider range of intellectual skills

CI is a comprehensive program of curriculum and instruction which meets many of the criteria of Intercultural Education by equalizing rates of participation through multiple ability tasks and status interventions.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Teachers can use various level resources to address a singular learning topic

- Multiple “learning segments”

- Interest differentiation with investigation

- Multiple modes of intelligence are provided for with varying resources

- Collaborative assignments with heterogeneous groupings dignify each student

Strategy Orbital Studies

Definition Self-selected independent investigations that revolve around a facet of the curriculum

Grouping Individual

Misc. - Potential learning topics should be created using student interest surveys and interviews with parental figures

Orbital studies are an ideal way to address both commonalities and differences among middle-level learners.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Students select their own content, develop their own study plans, and their own expression of learning

- Teacher monitors the students’ choices and progress for high-quality outcomes

- Students are energized by school and the learning process when it belongs to them

Strategy CentersDefinition A classroom

area that is designed to allow a student to further explore a taught concept or skill

Grouping Flexible- Individual

or in small groups

Misc. - Differ from stations as they are NOT linked

Teaching with learning centers is particularly popular in elementary schools, as the method is ideal for young students who lack the ability to focus for extended periods of time.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Various levels of complexity

- Includes the option for students to propose their own studies

- Kinesthetic, visual, spatial, and linguistic representation of learned material

- Teacher creates community learning activities while promoting individuality

- Planning is made easier

Strategy Entry PointsDefinition A strategy for

addressing varied intelligence profiles.

Grouping Individual or in small groups

Misc. - Narrative (presenting a story)

- Logical-Quantitative

- (deductive reasoning)

- Foundational (underlying philosophy)

- Aesthetic (sensory features)

- Experiential (hands-on approach)

…students vary in intelligence preferences or strengths.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Teacher provides varied ways to think about a singular concept or skill

- Varied product forms to demonstrate understanding

- Taps into students’ prior experiences, thus enhancing motivation

Strategy Tiered Activities

Definition Leveling activities based on pre-assessment

Grouping Flexible- Individual

or in small groups

Misc. - Represented by ladder, charting the complexity of activities based on Bloom’s Taxonomy

The goal here is to get the children started on the path to learning from a point where they are comfortable. This is not to say that everything should be made easy for them.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Leveled reference materials

- Varied amount of support

- Readiness differentiation

- Varying group size

- Time modification

- Allows students to gain real understandings while facilitating the students’ intrinsic desire to achieve

Strategy Learning Contracts

Definition A negotiated agreement between teacher and student

Grouping Individual

Misc. - Assumes that students can take on some responsibility for learning

- Ensures students will use the skill in context

It is based on the principle of the learners being active partners in the teaching-learning system, rather than passive recipients of whatever it is that the teacher thinks is good for them.

Experts Say…

Three Questions for Analysis

What (Content)

How (Readiness,

Interest, Learning

Style)

Why (Reason)

- Varying directions

- Differentiation of readiness, interest, and learning profile

- Each student can feel challenged and successful

- Good mix of teacher direction and student centeredness

Other Differentiation Strategies Compacting

Re-teaching Problem-Based

Active problem solving in real-world scenarios

Group Investigation Related to something else

being studied in class Independent Study

A tailor-made opportunity to help student develop talent and interest areas.

Choice Board Changing assignments in

permanent pockets.

4Mat Beginning, developing, and

proficient Portfolios

Collections of student work

Works Cited ACSD. (2011). ACSD. Retrieved 2012, from

Differentiated Instruction: http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx

Tomlinson, C. A. (2005). The differentiated classroom: responding to the needs of all learners. Upper Saddle River: Pearson Education Inc.

University of Kansas. (2011). Center for Research on Learning. Retrieved 2012, from The University of Kansas Web site: http://www.kucrl.org/sim/strategies.shtml