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MAXIMIZING STUDENT SUCCESS

An Introduction to Differentiated Instruction& Assessment

EDU 610

Meredyth Cole

Fall 2009

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This presentation is intended to:

Explore who we are as learners

Explore who the learners in our classrooms are

Consider our role and goals as teachers

Consider the rights of individual students

Introduce differentiated instruction and assessment.

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What kind of learner are you?

Can you recall a learning experience that was

particularly meaningful?

OR

One that was unsuccessful?

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How do they learn best?

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How we acquire and process information, gainunderstanding, make sense of ideas, apply

knowledge

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LEARNING STYLES

Individual preferences that influence ones ability to

learn, predispositions for learning.

Daniel Golemans Emotional Intelligence

http://www.danielgoleman.info

Howard Gardners Multiple Intelligences

http://www.howardgardner.com/

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MULTIPLE INTELLIGENCES

Linguistic

Musical

Logical

Spatial

Bodily-

Kinesthetic

Interpersonal

Intrapersonal

Naturalist

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EMOTIONAL INTELLIGENCE

Emotional intelligence is ones potential to feel, use,

communicate, recognize, remember, describe,

identify, learn from, manage, understand and explain

emotions.

SELF-AWARENESS

SELF-REGULATION

MOTIVATION

EMPATHY

SOCIAL SKILLS

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Other Influences

What life experiences did you

bring to school that had animpact on your educational

experience?

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Impacts on Learning

Family

BeliefsAttitudes

Social factors

Interests

Life experiences

Emotional Intelligence

Multiple IntelligencesResponse to Environment

Community Norms

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Differences & Diversity

Think about the students in your

classrooms. In what ways are they

different from one another?

As individuals

As learners

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Similarities & Sameness

In what ways are your students the same? What

similarities do they bring to your classroom and their

approach to learning?

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Impact on TeachingDoes our individual learning style influence the

way we teach?

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More introspection

What are some analogies you would use to describe

your relationship with students in your classroom?

Orchestra

Chef

Church service

Football game

Movie set

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Active vs. Passive Active learning: Student engagement with

information beyond listening and note taking.

Passive learning: Empty minds which are filled byteachers

Goal: Become active agents of their ownreducing dependency on the teacher.

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Maximizing Learning

A Paradigm Shift

Differentiated Instruction Differentiated Assessment

Enabling students to achieve personal best

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Instruction

The transmission of knowledge and skills

Given the differences that exist amongst the learners

in our classroom is there a necessity to vary how we

deliver content?

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AssessmentMeasuring knowledge and skills

At what points throughout the learning process is

assessment valuable and necessary?

Who are the learners in our classrooms?

What is their knowledge base?

What have they learned?

How can I increase student learning?

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Differentiated Instruction

Content

Process

Product

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DI: CONTENT

Varying delivery of and interaction with content.

Range of reading assignments

Grouping

Presentation of information both through auditory and

visual means

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DI: PROCESS

Development of personal learning agenda

Offering additional assignments or supportive activities

Varying length of assignment time based on specific

needs of student

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DI: PRODUCT

Offering a variety of options for students to express

what they have learned. Allowing for a range of

preferences: (ex: visual, auditory) while maintaining

standard requirements of all students.

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stress high IMPACT

low

Other modes of differentiation

Consider your classroom from a visual perspective, isit stimulating and informative to the visual learners in

your class?

Consider breaking down class activities: whole class,

groups, individual

Incorporate independent projects

Incorporate tiered assignments

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Differentiated Assessment

Need to assess WHO the learners in our classrooms

are:

Learning preferences

Knowledge base

Strengths

Needs

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Differentiated Assessment

Progress toward goals

Is the student achieving desired goals?

IF student is not achieving desired results should

instruction be differentiated.

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Differentiated Assessment

Determining the appropriate model of assessment

given the learners in our classes

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CONCLUSION

Paradigm shift

What the research says

Baby Steps

The onion approach

A note on technology

Resources

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Resources

http://www.ted.com/speakers/daniel_goleman.html

Chapman, Carolyn, and Rita King. DifferentiatedAssessment Strategies One Tool Doesn't Fit All.

Thousand Oaks, CA: Corwin Press, 2005.

Tomlinson, Carol Ann, How To DifferentiateInstruction in Mixed-Ability Classrooms .Alexandria, VA: Association For Supervision andCurriculum Developement, 22311-1714.