Tennessee Department of Education South Central Field Service Center.
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Transcript of Tennessee Department of Education South Central Field Service Center.
![Page 1: Tennessee Department of Education South Central Field Service Center.](https://reader036.fdocuments.us/reader036/viewer/2022062517/56649ed25503460f94be1fc2/html5/thumbnails/1.jpg)
Tennessee Department of Education
South Central Field Service Center
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DIFFERENTIATED INSTRUCTION IS…DIFFERENTIATED INSTRUCTION IS…
A teacher’s response to a learner’s needs
Guided by general principles of differentiation, such as
Plans are madeIn advance for lessons
Rooted inStudent need
Derived from ongoingassessment
Respects thelearner
Focuses on growthvs. competition
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TEACHERS CAN DIFFERENTIATETEACHERS CAN DIFFERENTIATE
PROCESS PRODUCTCONTENT
According to student’s
Readiness Interests Learning Profile
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Through a range of INSTRUCTIONALINSTRUCTIONAL andMANAGEMENT STRATEGIESMANAGEMENT STRATEGIES such as:
Multiple intelligences
Jigsaw
Taped material
Anchor activities
Varying organizers
Varied texts
Varied supplementary materials
Literature Circles
Tiered lessons
Tiered centers
Tiered products
Learning contracts
Small-group instruction
Group investigation
Orbitals
Independent study
4MAT
Varied questioning strategies
Interest centers
Interest groups
Varied homework
Compacting
Varied journal prompts
Complex instruction
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Information RepresentationsResources Problems
Applications/Insights
Pace of Study
Research/Products
TasksSolutions
Directions Approaches
Is the Umbrella for Many Equalizing ComponentsIs the Umbrella for Many Equalizing Components
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-Removed from text or experience-Export idea or skill to unexpected or unfamiliar setting-Use key idea or skill with unrelated idea or skill-Use but move beyond fundamental skills and knowledge-More diversity of skills and ideas
-Close to text or experience-Expert idea and skill to similar or familiar setting-Use key idea or skill alone-Fundamental skills and knowledge emphasized-Fewer changes of skills and ideas
FOUNDATIONALFOUNDATIONAL TRANSFORMATIONAL TRANSFORMATIONAL
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-Hold in mind or minds-on-Intangible-Symbolic or metaphorical-Mental manipulation-Idea Based-Principle without event-Not demonstrated or explained
-Hold in hands or hands-on-Tangible-Literal-Physical manipulation-Event Based-Event to Principle-Demonstrated and Explained
CONCRETECONCRETE ABSTRACTABSTRACT
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-Combine idea or skill being taught with those previously taught-Work with multiple abstractions-Emphasizes elegance-Requires relatively more originality-More advanced vocabulary-More advanced readability
-Use idea or skill being taught-Work with no one, or few abstractions-Emphasize appropriateness-Requires relatively less originality-More common vocabulary-More accessible readability
SIMPLE SIMPLE COMPLEXCOMPLEX
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-More parts-More steps-More stages
-Fewer parts-Fewer steps-Fewer stages
SINGLE FACETSINGLE FACET MULTIPLE FACETS MULTIPLE FACETS
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-Few Unknowns-Relative Comfort with most elements-Less need to change familiar elements-Requires less flexible thought-Few gaps in required knowledge-More evolutionary
SMALL LEAPSMALL LEAP GREAT LEAPGREAT LEAP-Many unknowns-Relative unfamiliarity with many elements-More need to change familiar elements-Requires more flexible thought-Significant gaps in required knowledge-More revolutionary
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-More directions or more precise directions-More modeling-Relatively less student choice
MORE STRUCTUREDMORE STRUCTURED MORE OPENMORE OPEN
-Fewer directions-Less modeling-Relatively more student choice
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-Few unknowns-More algorithmic-Narrower range of acceptable responses or approaches-Only relevant data provided-Problem specified
CLEARLY DEFINEDCLEARLY DEFINEDPROBLEMSPROBLEMS
-More unknowns-More heuristic-Wider range of acceptable responses or approaches-Extraneous data provided-Problem unspecified or ambiguous
FUZZY PROBLEMSFUZZY PROBLEMS
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-More teacher or adult guidance and monitoring on:
-Problem identification-Goal Setting-Establishing timelines-Following timelines-Securing resources-Use of resources-Criteria for success-Formulation of a product-Evaluation
-More teacher scaffolding-Learning the skills of independence
LESS LESS INDEPENDENCEINDEPENDENCE
-Less teacher or adult guidance and monitoring on:
-Problem identification -Goal Setting -Establishing timelines -Following timelines -Securing resources -Use of resources -Criteria for success -Formulation of a product -Evaluation
-Less teacher scaffolding-Demonstrating the skills of independence
GREATER GREATER INDEPENDENCEINDEPENDENCE
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-More time to work-More practice-More teaching and reteaching-Process more systematically-Probe breadth and depth
SLOWERSLOWER QUICKERQUICKER
-Less time to work-Less practice-Less teaching and re-teaching-Process more rapidly-Hit the high points
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Concept Map
Graphic Organizers
Cooperative Learning Groups
Compacting Centers
Independent/Orbital Studies
Portfolios Reading Buddies
Anchor Activities
Learning Contracts
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ROLE OF THEROLE OF THETEACHER INTEACHER IN
DIFFERENTIATEDDIFFERENTIATEDINSTRUCTIONINSTRUCTION
Coaching forIndividual growth
Helping GroupsWork
Teaching for individual growthCommunications with
Parents aboutdifferentiation
Balancing Whole-classAnd small-
Group instruction
Grading for ExcellenceAnd Equity
Charting individual growth
Preparing students
for differentiation
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Have a strong
Have a strong
rationale for
rationale for differentiating
differentiatinginstruction based on
instruction based on
student readiness
student readiness
and interest.
and interest.
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Begin differentiating
Begin differentiating
at a pace that is
at a pace that is
comfortable for you.
comfortable for you.
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Time differentiated
Time differentiated
activities for student
activities for student
success.
success.
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Use an “anchor
Use an “anchor
activity” to free you up
activity” to free you up
to focus your attention
to focus your attention
on your students.
on your students.
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Create and deliver
Create and deliver
instructions carefully.
instructions carefully.
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Have a “home base”
Have a “home base”
for students.
for students.
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Be sure students have
Be sure students have
a plan for getting help
a plan for getting help
when you are busy
when you are busy
with another student
with another student
or group.
or group.
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Give your students as
Give your students as
much responsibility
much responsibility
for their learning
for their learning
as possible.
as possible.
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Engage your students
Engage your students
in talking about
in talking about
classroom procedures
classroom procedures
and group processes.
and group processes.
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Use flexible grouping.
Use flexible grouping.
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