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Published byWinfred Mathews Modified over 8 years ago
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Achievement for All Implementing Differentiation
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“When a teacher tries to teach something to the entire class at the same time, “chances are, one- third of the kids already know it; one-third will get it; and the remaining third won’t. So, two-thirds of the children are wasting their time.” Lilian Katz ASCD Wilis, S., “Teaching Young Children: Educators Seek Developmental Appropriateness.”
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What is Differentiated Instruction? Differentiation is consistently using a variety of instruction approaches to modify content, process, and/or products in response to learner readiness and interest of academically diverse students.
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The “Individualized Instruction” of the 1970’s Just another way to provide homogeneous grouping Chaotic Just “tailoring the same suit of clothing” One traditional assessment for all students Differentiation is NOT...
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n What are the most important concepts, ideas, and skills for my students to learn? n How and when do I differentiate instruction so that I can meet my students’ individual learning needs and promote growth? Deciding What to Differentiate
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Differentiation should respond to learner needs through…. n Content – what a student learns n Process – opportunities through which the students process, or make sense of, understandings and skills; and n Products – how students demonstrate and extend what they have learned
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Content n Does the level and pace of the content match the student’s ability and interest? n Does he or she fall behind in any area? n Does he or she finish assignments quickly and well?
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Process n Does the student learn more by doing (through experiments, building, constructing, designing, etc.), or by listening to information? n Does the student show his or her greatest gifts in creative processes such as open-ended assignments?
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Product n Does the student have a hard time relating to the materials, the products needed to express what he or she knows?
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Principles of Differentiation n Based on diagnosis of student readiness, interests, and learning profile n Students doing engaging and challenging work n Continual progression for every learner n Flexible use of time and space n Use of a variety of instructional strategies n Adaptation of materials and resources
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Instructional and Management Strategies for a Differentiated Classroom n Curriculum Compacting n Independent Projects n Interest Centers or Learning Centers n Tiered Assignments/Scaffolding n Flexible Skills Grouping n Learning Contracts
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Curriculum Compacting n Assessing what the student knows about the material to be studied and what the student still needs to master n Plans for learning what is not known and excusing the students from what is known n Plans for freed-up time to be spent in enriched or accelerated study n In discovery learning and inquiry based instruction, curriculum compacting may not be appropriate
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Independent Study n Process through which student(s) and teacher identify problems or topics of interest to the student n Student(s) and teacher plan a method of investigating the problem or topic and identifying the type of product the student will develop n The product should demonstrate the students’ ability to apply skills and knowledge to the problem or topic n Discourse and collaboration should be embedded in the study
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Learning Centers n Can be “stations” or collections of materials learners can use to explore topics or practice skills n Can be to provide study in greater breadth and depth on interesting and important topics n Can have learning-center tasks that require transformation and application n Should provide a balance between student and teacher choice about centers to be completed
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Tiered Assignments/Scaffolding n Prescribing particular assignments based on particular needs of groups of students n Can be tiered by challenge level (starting with application based on Bloom’s taxonomy), complexity, resources, outcome, process or product n Tiering means creating different work, not simply more or less work and assignments should be equally active, interesting, and engaging
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Flexible Skills Grouping n Students are matched to skills work by virtue of readiness, not with the assumption that all need the same task, drill, writing assignment, etc. n Movement among groups is common, based on the readiness on a given skill and growth in that skill n Students are exempted from basic skills work in areas where they demonstrate a high level of performance
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Learning Contracts n An agreement between student and teacher n Teacher grants certain freedoms and choices about how a student will complete tasks n The student agrees to use the freedoms appropriately in designing and completing work according to specifications n Contracts should focus on themes, concepts, or problems and integrate skills into the required product or project n Should be in writing and have clear and rigorous standards for success
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Resources n Bertie Kingore, Differentiation: Simplified, Realistic and Effective n Susan Winebrenner, Teaching Gifted Kids in the Regular Classroom n Differentiated Instruction, Joan Franklin Smutny n Carol Tomlinson, ASCD Association for Supervisrino and Curriculum Development n Dr. Denise Pupillo, Parkway School District Gifted Coordinator
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