1. 差異化教學 （ Differentiated Instruction) Chao-ming Chen Chair Professor of USC

2.  Differentiated instruction is a philosophy of teaching and learning which recognizes that each learner is unique.,  In a differentiated classroom, not every student is doing exactly the same thing in exactly the same way at exactly the same time. What is Differentiated Instruction?

3.  A differentiated classroom offers a variety of learning options to tap into different readiness levels, interests and learning profiles. In a differentiated classroom the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sensemaking activities or processes through which students can come to understand or “own” information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned (Tomlinson, 1995, p. 1). Definition and Process

4.  Special Education  Gifted Education  Multi-age Classroom  Brian and Multiple Intelligences History and Theory

5.  “A differentiated class provides different avenues to acquiring content, to processing or making sense of ideas and to developing products so that each student can learn.” (Tomlinson, 2001) Carol Ann Tomlinson, Prof. of Educational Leadership, Foundations and Policy at the University of Virginia’s Curry School of Education

6.  Content—The input of the unit  Process—How learners make sense of the content  Product—How learners demonstrate what they’ve learned  Assessment Four Dimensions To Differentiate

7.  新進教師的職前訓練  提供一般課程的學習機會（原來的課本或學習內容）  差異教學只是透過多重管道，提供學生學習  彈性分組 Flexible Grouping Central Issues

8.  Differentiated instruction is proactive.  Differentiated instruction is more qualitative than quantitative (not just adjusting the quantity of the assignment).  Differentiated is rooted in assessment.  Differentiated instruction provides multiple approaches to content, process, and product  Differentiated instruction is student-centered  Differentiated instruction is a blend of whole-class, group, and individual instruction.  Differentiated instruction is dynamic. (ongoing collaboration) Concepts and Ideas

9.  To improve academic achievement  To help ESL students do better in school  To make it easier for some students to learn  To increase the challenge level for students who already have a lot of prior knowledge and strong thinking skills  To provide more help and support for my struggling learners  To get some of students more interested and excited about learning  To help some of kids stop feeling like they will never be good learners.  To improve students’ confidence in their learning ability Goals of Differentiation

10.  Get to know your students.  Focus on important concepts and skills.  Create the right classroom environment.  Use flexible grouping  Teach to students’ learning styles.  Assess, assess, assess. (make sure what they have learned and what they haven’t)  Adjust your questions. (different questions for different students)  Used tiered assignments. (task-based)  Take you time.  Have a good attitude. 10 Tips by Phi Delta Kappa International

11.  Reading partners/Reading buddies  Read/summarize  Read/question/answer  Visual organizer/summarizer  Parallel reading with teacher prompt  Choral reading/antiphonal reading  Flipbooks  New American lecture  Split journals (double-entry/triple-entry)  Books on tape  Highlights on tape  Digests  Note-taking organizers  Varied texts  Varied supplementary materials  Highlighted texts  Think-Pair-share/preview-midview-postview Classroom Practices ： Ways to Differentiate Content

13.  Pre-assessment  Flexible small group teaching (2-8 students)  Corner Instruction  Tiered content and resources  Task-based activities  Learning communities  Flexible learning groups (2-3 persons)  Assessment Classroom Practices (2)

14.  Class meeting, overview, or introduction  Pre-assessment  Large group teaching and learning activities  Small group activities  Small group instruction  Differentiated learning activities (tasks)  Anchoring activities (differentiated and independent)  (journals, student reflections, writers’ workshop, vocabulary work, independent reading, computer software, practice activities, listening/video watching)  Large or small group problem solving and application activities  Debriefing and reflection  Extension activities Instructional Sequence

15.  Corner Learning  Flexible small group teaching  Individual response boards  Learning communities  Learning pairs (flexible grouping)  Task-based learning  Tiered tasks and contents  Worksheets  Tiered assignment and assessment  Worksheets  Exit cards  Index card summaries  Three-minute reflection Some Instructional Strategies: Process and Product

16.  Checklists  Rubics  Reflections  Agendas  Contracts  Stations  Centers  Resident expert  Design monitoring devices  Use signs and labels  Rearrange the room  Start small  Introduce gradually  Explain rules  Provide an orientation  Model behavior  Role play  Set consequences Management Tips

17. ComponentNoviceProficientAdvanced Goal Content Process Product Assessment Resources Design a Tiered Lesson Plan

18.  Getting to know your students  Who and what (worksheets for pre-assessment)  The whole class learning and activities  Phonics, meaning, flash cards  Small group teaching (process)  Corner teaching  Independent reading (worksheet, extra reading)  Learning partnership (worksheets)  Assessment (product) A Case Study in English Classroom: Vocabulary Learning: boy, girl, park, bird, flower

19.  Additional learning time  Interference from colleagues and parents  Setting the core abilities  Setting the various learning paces Challenges

20.  Form partnerships and cohort groups with colleagues  Try one new strategy at a time  Inform administrators and parents about differentiation and invite them to observe or help  Reflect on these questions: — What are the key concepts that every student must know, understand, and be able to do? — What is being differentiated? (the content, the process, the product) — How is this lesson being differentiated? (readiness, interests, learning profile) — Why is this lesson being differentiated? (motivation, access, efficiency) Strategies to Ease the Anxieties

21.  Comments and discussion