1. Katherine Atiles Brendan Daly Effie Koutros Audrey Padilla EDL 704

2. Essential Question: How can differentiated instruction help improve learning for all students?

3. “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

4.  A teacher’s response to learner needs  The recognition of students’ varying background knowledge and preferences  Instruction that appeals to students’ differences

5. Strengths of differentiated instruction provides an opportunity for teachers to tap into a learners’ need. taps into each learner’s style whether it is auditory, visual or kinesthetic to name a few. Address differences regardless of the grade. It will eliminate the danger of students falling through the cracks. It motivates students to remain engaged throughout the learning process. It will give students confidence to say to themselves “I can learn” – self efficacy.

6. Weaknesses a.time consuming. b.Ongoing assessments are needed.

7. Assumptions: We are assuming students can accurately reflect on their learning abilities Ongoing assessments of learning styles will be conducted throughout the year

8.  At school every student’s job is to learn  Ultimate goal is effective classroom practices  Every student learning—whatever it takes

9. for Interest – Readiness – Learning Profile by Self – Peers - Teachers How Can We Differentiate Instruction

10. Examples of differentiated activities 1.Tic-tac-toe 2.Curriculum Compacting 3.RAFT: Role, Audience, Format, Topic 4.Tiered Assignments 5.Anchor Activities 6.Cubing

11. Differentiating in the classroom: the Tic-Tac-Toe Method

12. Differentiated Instruction IS: Providing a variety of assignments within units of instruction, realizing that students do not all learn in the same way. Allowing students to choose, with teacher direction, the route to their learning. Providing opportunities for students to demonstrate proficiency in an area they already know and allowing them to move forward. Offering tiered lessons, of varying degrees of difficulty, dealing with similar content. Providing several learning options.

13. Differentiated Instruction is NOT: 1.Individualization. It is not a different lesson for each student each day. 2.Giving all students the same work or even identical assessments all of the time. 3.Assuming that all students learn by listening. 4.Merely having centers in the classroom. 5.Assigning more work to students who have demonstrated mastery in an area. 6.Only for students who demonstrate a need for acceleration.

14. Reflection How can differentiated instruction help improve learning for all students?

15. Sources Differentiation in Practice: A Resource Guide for Differentiating Curriculum Grades K-5 by Carol Ann Tomlinson and Caroline C. Eidson

16. doing the same thing over and over again and expecting different results --Albert Einstein