Differentiated instruction

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Information about Differentiated instruction
Education

Published on March 9, 2014

Author: linj

Source: slideshare.net

Differentiated Instruction Jen Lin Glastonbury High School 8th CCSU Conference for Language Teachers March 8, 2014

“The goal of a differentiated classroom is to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction.” Diane Ravitch

Why we should differentiate instructions? “Students learn better if task ignite curiosity or passion in a student, and if the assignment encourages students to work in a preferred manner. Students learn better if tasks are a closer match for their skills and understanding of a topic.” Carol Ann Tomlinson

adapted from Linda Holdorf, A treasure chest of differentiation strategies, Nov. 2007

adapted from Linda Holdorf, A treasure chest of differentiation strategies, Nov. 2007

Things to consider Activate Intrinsic Motivation • • • • • • • • Give students a voice in classroom decision making Provide students with choices Teach to a variety of learning styles Recognize and address different readiness levels Use a variety of instructional strategies Offer fun activities that inspire creativity and reduce stress Teach students to work cooperatively with others Provide opportunities for students personal growth Dodge, Judith. (2005), Differentiation in Action, p. 51

The How To’s of Planning lessons in a differentiated classroom

Accommodate Different student interests Strategies that support Interest-Based Differentiation • • • • • • Student choice of tasks Interest groups Jigsaw Independent study Literature circles Student-selected audiences (Adapted from Tomlinson, 2001, p.59)

Think-Pair-Share • Describe several ways you can incorporate student interest in your classroom. • Ideas of new strategies of interest-based differentiation in your classroom

Accommodate different learning styles Sensory Approaches to Learning Auditory Activity Visual Activities Tactile-Kinesthetic Teach a lesson Create a web sit Gather an artifact box Give a speech Crate a photo journal Give a demonstration Prepare recordings Prepare a Power Point presentation Present a TV newscast Conduct an interview Design an advertisement or poster Make a videotape Listen to a tape to respond Design a graphic organizer Play or create a game Panel discussion Gather a gallery of pictures with subtitles Group and categorize a collection Engage in a debate Chart a visual timeline Role-play with props (Adapted from Judith Dodge, 2005, p.67)

http://www.careernotes.ca/unit1/4-multiple-intelligences/

http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg

Sample lesson plan Unit: Travel in China Pre-Learning Activities Multiple Intelligence Spatial Knowledge Activities Present video of different tourist attractions and historical sites in China and elicit comments http://www.youtube.com/watch?v=OIx1ek g4EiI&list=PL6B220AAD056F341E

Sample lesson plan Unit: Travel in China Pre-Learning Activities Multiple Intelligence Bodily-Kinesthetic Knowledge Activities Present Artifact Box containing essential items needed for traveling aboard

Unit: Travel in China Sample lesson plan During-Learning Activities Multiple Intelligence Verbal-linguistic Logical Analysis Activities Student create Concept Map for key words found on travel brochure 旅游 机票 行程 景点

Sample lesson plan Unit: Travel in China During-Learning Activities Multiple Intelligence Verbal-linguistic Interpersonal Application Activities Think-pair-share activities to practice conversation

Sample lesson plan Unit: Travel in China During-Learning Activities Multiple Intelligence Verbal-linguistic Intrapersonal Analyze Activities Quick write to write summery

Sample lesson plan Unit: Travel in China Post-Learning Activities Multiple Intelligence Verbal-linguistic Interpersonal Application Activities Role play conversation to inquire travel schedule and book tickets

Sample lesson plan Unit: Travel in China Post-Learning Activities Multiple Intelligence Verbal-linguistic Musical Creativity Activities Create a song or poem to promote tourism of a city in China

Sample lesson plan Unit: Travel in China Post-Learning Activities Multiple Intelligence Verbal-linguistic Spatial Application/Synthesis Activities Create a travel brochure to introduce cities in China

Think-Pair-Share • Describe several ways you can incorporate student learning styles in your classroom. • Ideas of new strategies of differentiation based on learning style in your classroom

Accommodate Different student readiness Strategies that support readiness-Based Differentiation • • • • • • • • K-W-L Ongoing formative assessments Grouping Anchor activities Cubing Open-ended questions Tiered instructions and assessments Technology (Adapted from Tomlinson, 2001, p.59)

 Specified meaningful activities on which students work independently  On going activities that engage and motivate students to extend their learning

To differentiate according to different levels of student readiness, two or more different cubes could be created with the same commands but with tasks at different levels of difficulty.

http://morethanenglish.edublogs.org/files/2011/09/bloom-interactive-pyramid-12ta9bt.jpg

http://4.bp.blogspot.com/lZnKtfe6p2s/T8ohPzvnzDI/AAAAAAAAGWw/L94PIwY9ZXc/s1600/blooms+taxonomy+for+ipad.png

One small step a time… Low Preparation Use of reading buddies Work alone or together Flexible seating Open-ended activities Explorations by Internet • Varied support materials • Flexible learning groups by readiness, interest and learning profiles • • • • • High Preparation • • • • • • • • Stations Tiered centers Tiered activities Tiered products Independent study Multiple texts Think-Tac-Toe Students are assessed in multiple ways adapted from Linda Holdorf, A treasure chest of differentiation strategies, Nov. 2007

Think-Pair-Share • Describe the different level of readiness in your classroom. • Ideas of new strategies of readiness-based differentiation in your classroom

“When you allow students choices, you address their four basic needs of belonging, power, freedom and fun.” Judith Dodge

Bibliography • Dodge, J. (2005) Differentiation in action. New York: Scholastic Teaching Resources. • Tomlinson, C.A.(2001) How to differentiate instruction in mixedability classrooms. 2nd Edition. Pearson: Upper Saddle River, New Jersey • Ravitch, Diane (2007) EdSpeak: a glossary of education terms, phrases, buzzwords, and jargon. ASCD: Alexandria, Virginia • Holdorf, Linda (2007) A treasure chest of differentiation strategies. AIMS: unkown. • www.ascd.org/research-a-topic/differentiated-instructionresources.asp • http://www.careernotes.ca/unit1/4-multiple-intelligences/ • http://morethanenglish.edublogs.org/files/2011/09/bloom-interactivepyramid-12ta9bt.jpg • http://4.bp.blogspot.com/lZnKtfe6p2s/T8ohPzvnzDI/AAAAAAAAGWw/L94PIwY9ZXc/s1600/bl ooms+taxonomy+for+ipad.png

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