Differentiated Instruction Abdelaziz Adnani ELT Supervisor.

Slides:



Advertisements
Similar presentations
Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact.
Advertisements

Meeting the Needs of all Learners
The Differentiated Classroom
Modifications for All Learners
+ Differentiation Basics in the World Language Classroom October 7, 2011.
Bringing it all together!
Author: Brenda Stephenson The University of Tennessee  Date submitted to deafed.net – March 6, 2006 March 6, 2006  To contact the author for permission.
TIERED INSTRUCTION A PLANNING STRATEGY FOR MIXED ABILITY CLASSROOMS “A Different Spin on an Old Idea.” SOURCE: based on work by Carol Ann Tomlinson.
Implementation of NSS Curriculum : Diversified Learning & Stretching Potentials Ethics and Religious Studies.
Differentiated Instruction
Differentiation: What It Is/What It Isn’t
Universal Design for Learning (UDL). UD in Architecture a movement of designing structures with all potential users in mind incorporated access features.
Differentiating Instruction by Process. Differentiating Instruction by Process Definitions of Differentiating Instruction by Process How students think.
Introduction to Using Visual Representations in Math.
DIFFERENTIATED INSTRUCTION By Martha Havens Associate Director for Elementary Pacific Union Conference.
Differentiating teaching to meet the needs of all students.
One Size Does Not Fit All: An Introduction to Differentiated Instruction Facilitated By Sara Fridley Region 3 Education Service Agency
Achievement for All Implementing Differentiation through the MOSAICS Program Dr. Denise Pupillo.
Differentiating Instruction Dee Sturgill. Differentiated Instruction People learn differently We have various learning styles, learning strengths, abilities,
Differentiated Instruction Whittney Smith, Ed.D. Adelphi University.
Why take the leap … …to Differentiated Instruction? Why take the leap … …to Differentiated Instruction?
Differentiated Instruction August Super Sleuth Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth.
 Differentiated Instruction Adapted From:. Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth paper.
Do Now…on the index card  Rank these 7 Effective Instructional Strategies in order from LEAST Effective to MOST Effective. 1. Practice by Doing 2. Teach.
BY Keith A. Anderson.  District-wide Initiative  Link between Differentiated Instruction and Danielson  What is Differentiated Instruction?  Why Differentiate?
D IFFERENTIATION : P ROVIDING RICH LEARNING EXPERIENCES FOR ALL STUDENTS. Helen Baber SPCC July 2011.
Differentiated Instruction to Improve Student Achievement Success For All Learners March 11, 2010.
1 Differentiating Instruction. 2 K-W-L This is what I know about Differentiating Instruction (DI) This is what I want to know about DI This is what I.
One Size Does Not Fit All: An Introduction to Differentiated Instruction Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency.
DIFFERENTIATION OF INSTRUCTION Dr. Dan Bertrand. What we know Classrooms have always included students who:  Learn at different rates  Have varying.

Differentiated Instruction: One Size Doesn’t Fit All... Differentiation.
Meeting the Needs of “Talented” and “Gifted” Learners in the Regular Education Classroom Kristina M. Gartrell K -6 Gifted Education Teacher Central York.
online.org/files/2010/08/differentiation.jpg.
Differentiated Instruction ESU 8 NWEA Team Jill Bates, Molly Aschoff, Deb Wragge, Corey Dahl Neligh-Oakdale, August 12, 2013.
Introduction to Summarizing. What is Summarizing? Summarizing is finding the key ideas and supporting details to get the “gist” of a piece of writing.
Adaptive Dimension. “Diversity has become the norm among the students in the classrooms of today” (Johnson, 1990) Languages Families Cultural backgrounds.
Achievement for All Implementing Differentiation.
What is it? Why do it? How do you do it?
Meeting the needs of diverse learners k-6. Carol Ann Tomilson  Its not a strategy but a total way of thinking about learners, teaching and learning.
“The ideal learning setting for learners of varied profiles”
Rodney Robinson, Dept Head. Armstrong High School AP US History and Government VA/US History on Twitter.
Marjorie Hall Haley, PhD - GMU1 Differentiating Instruction Marjorie Hall Haley, Ph.D. George Mason University.
Flexible Grouping Based on Tiered Instruction—A Planning Strategy for Mixed Ability Classrooms Princess Anne Middle School PDP Training December, 2015.
Differentiation What it is? and What it is not?. Outcomes Participants will be able to: Define differentiation Explain the advantages of differentiated.
Overview of Differentiating Instruction Fdlrs-South Cynthia Magnus.
Teaching to Diversity in the Regular Classroom. Learners learn best when… “Engagement” (active processing) for learning happens when … Need for collaboration.
Introduction to Modeling in math. What is Modeling? Modeling is a strategy to represent the important structures of problems so they can more easily be.
What is Differentiated Instruction? Differentiated instruction is the theory that allows teachers to face this challenge by taking diverse student factors.
The Differentiated Classroom
Responding to the Needs of All Learners Katina Alexander Foundation of Education ED 500 Dr. Gloria Crawford.
WHAT DIFFERENTIATION IS AND IS NOT CAROL ANN TOMLINSON PRESENTED BY GIN HODGE, BCS INSTRUCTIONAL COACH.
DIFFERENT STROKES WAYS TO DIFFERENTIATE IN THE CLASSROOM.
Universal Design For Learning Success for All Students Ronda J Layman NCDPI Educational Consultant.
UDL & Differentiation Sheryle Y. Perkins EDU 673: Instructional Strategies for Differentiated Teaching and Learning Dr. Cristie McClendon July 17, 2014.
Differentiated Instruction: The Big Picture 3 Curricular Elements Content –What students should know Process –What students should understand Product –What.
Differentiated Instruction and UDL. Exercise Think of a lesson plan you would like to (or have) used in a classroom Identify the grade you are hoping.
UDL & DIFFERENTIATION (DI) Melody Murphy Week 4 Discussion.
The Basic Steps Towards Differentiating. Differentiating instruction is doing what is fair for students. It means creating multiple paths so that students.
UDL & DIFFERENTIATION Cynthia Eason EDU 673 Instruction, Strategy for Differentiated Teaching & Learning.
When a teacher tries to teach something to the entire class at the same time, “chances are, one third of the students already know it; one-third will get.
Educational Context 22 third grade students ages 8-9
97.
Differentiated Instruction
Department of Special Education
Differentiated Instruction Reaching to all our students
Differentiate by CONTENT Differentiate Content by... READINESS
Meeting the Needs of all Learners
Differentiated Instruction
An Introduction to Differentiated Instruction
Presentation transcript:

Differentiated Instruction Abdelaziz Adnani ELT Supervisor

One Size Doesn’t Fit All: Differentiating Instruction 2

People learn differently— we have various learning styles, learning strengths, abilities, and interests. also learn alike in that we need to find meaning and make We learn best from work that demands we stretch ourselves, but does not intimidate us.

4 Addressing Diverse Learner Needs l 1. Describe one or two students you teach who have unique learning needs. l 2. What would those learners need in their classes to make it a great year?

The Rationale for Differentiated Instruction Different levels of readiness Different Interests

Define it – what is it? Differentiated instruction is a teaching approach in which teachers adapt their instruction to student differences. teachers modify their instruction to meeting individual student’s readiness levels, preferences, and interests. recognizing the fact that we have a diverse student population and enabling educators to teach students of varying abilities in one class. ELT General Supervision

l Content—what students learn l Process—how students go about making sense of ideas and information l Product—how students demonstrate what they have learned l Learning environment Classroom elements that can be differentiated:

Differentiating Content l Resource materials at varying readability levels l Audio and video recordings l Highlighted vocabulary l Charts and models l Interest centers l Varied resources l Peer and adult mentors

Differentiating Process (making sense and meaning of content) l Use leveled or tiered activities l Hands-on materials l Vary pacing according to readiness l Allow for working alone, in partners, and small groups l Allow choice in strategies for processing and for expressing results of processing

Differentiating Products l Leveled product choices l Model, use and encourage student use of technology within products and presentations l Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race l Use related arts teachers to help with student products

leveling Key Concept Or Understanding Those who do not know the concept Those with some understanding Those who understand the concept

What Can Be leveled? l Processes, content and products l Assignments l Homework l stations l Learning l Assessments l Writing prompts l Materials

What Can We Adjust? l Level of complexity l Amount of structure l Pacing l Materials l Concrete to abstract l Options based on student interests l Options based on learning styles

How to apply DI ? Step 1 - Know Your Students Step 2- Have a Repertoire of Teaching Strategies Step 3- Identify a Variety of Instructional Activities Step 4- Identify Ways to Assess or Evaluate Student Progress ELT General Supervision

Differentiated Instruction Strategies Questioning for quality thinking. Using the eight Multiple Intelligences. Differentiated according to Bloom’s Taxonomy. ELT General Supervision

Knowledge—Identification and recall of information Who, what, when, where, how _____? Describe ________________________. Comprehension—Organization and selection of facts and ideas Retell _________ in your own words. What is the main idea of ________? Questions for Quality Thinking ELT General Supervision

Application—Use of facts, rules, principles How is _____ an example of ______? How is ________ related to ______? Why is ______________ significant? Analysis—Separation of a whole into component parts What are the parts of features of _____? Classify _____ according to _______. Outline/diagram/web __________. How does ___ compare/contrast with ____? Questions for Quality Thinking ELT General Supervision

Evaluation—Development of opinions, judgments, or decisions l Do you agree _________________? l What do you think about_________? l What is the most important ________? l Prioritize __________________ l How would you decide about ____________? Questions for Quality Thinking ELT General Supervision

Synthesis—Combination of ideas to form a new whole l What would you predict/infer from _____? l What ideas can you add to _____________? l How would you create/design a new _____? l What might happen if you combined _____ with ______? l What solutions would you suggest for _____? Questions for Quality Thinking ELT General Supervision

leveling Instruction 1. Identify the standards, concepts, or generalizations you want the students to learn. 2. Decide if students have the background necessary to be successful with the lesson. 3. Assess the students’ readiness, interests, and learning profiles.

leveling Instruction 4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson. 5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding. 6. Develop an assessment component for the lesson. Remember, it is on- going!

Flexible Grouping Homogenous/Ability -Clusters students of similar abilities, level, learning style, or interest. -Usually based on some type of pre-assessment Heterogeneous Groups -Different abilities, levels or interest - Good for promoting creative thinking. Individualized or Independent Study -Self paced learning -Teaches time management and responsibility -Good for remediation or extensions Whole Class -Efficient way to present new content -Use for initial instruction

What Differentiation Is … l Student Centered l Best practices l Different approaches l 3 or 4 different activities l Multiple approaches to content, process, and product l A way of thinking and planning l Flexible grouping

What Differentiation Isn’t l One Thing l A Program l The Goal l Hard questions for some and easy for others l 35 different plans for one classroom l A chaotic classroom l Just homogenous grouping

In Summary….. What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone.

Thank you for your attention! 26