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Differentiated Instruction
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Objectives
Based on the information provided today, teachers
will be able:
To define differentiated instruction
Execute differentiated instruction by overcomingobstacles and/or identifying current practices
List three strategies they have used or might use
in their classroom
Find information and additional resources
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Questions to Consider
What is differentiated instruction?
Why differentiate?
What are you already doing to differentiateinstruction in your classroom?
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Videos- watch one or two
Secondary Writing Example:
http://video.google.com/videoplay?docid=41712067
37458657618#
Special Ed Example:http://video.google.com/videoplay?docid=41712067
37458657618#docid=-5933070899743390419
Elementary Example:
http://video.yahoo.com/watch/4747418/12679004
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Explore this websitewww.learnerslink.com
Click on the Differentiating Instruction speech bubble.
Scroll Down to Differentiation Topics Click on: Brain
Based Strategies - Interactive Brain - Explore
Continue to explore based on topics that interest you
and your partner.
Do not open the remaining pages of the PowerPoint atthis time : )
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Obstacles
1. I long to return to the Good Old Days
2. I thought I was differentiating
3. I teach the way I was taught
4. I dont know how
5. I have too much content to cover
6. Im good at lecturing
7. I cant see how I would grade all those differentassignments
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
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Obstacles
8. I thought differentiation was for the elementary
school
9. I subscribe to ability grouping
10.I have real logistic issues11.I want my classroom under control
12.I dont know how to measure my students
learning styles
13.I have neither the time nor the funding for all
thatKathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
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Obstacles
14.Ive been teaching this way for years and it
works
15.Theres no support for it at my school
16.My district requires me to follow a prescribedtext
17.Parents expect lecture format in high school for
college prep
18.The bottom line if they are learning, you are
teachingKathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
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Definition I
Differentiated instruction is a process
through which teachers enhance learning
by matching student characteristics to
instruction and assessment. Differentiatedinstruction allows all students to access the
same classroom curriculum by providing
entry points, learning tasks, and outcomesthat are tailored to the students needs.
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Definition II
In differentiated classrooms, teachers beginwhere students are, not the front of acurriculum guide. They accept and buildupon the premise that learners differ in
important ways. Thus, they also accept andact on the premise that teachers must beready to engage students in instructionthrough different learning modalities by
appealing to differing interests, and by usingvaried rates of instruction along with varieddegrees of complexity.
(Carol Ann Tomlinson)
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Definition III
In differentiated classrooms, teachers providespecific ways for each individual to learn asdeeply as possible and as quickly as possible,without assuming one student's road map for
learning is identical to anyone else's. Theseteachers believe that students should be held tohigh standards. They work to ensure thatstruggling, advanced, and in-between students
think and work harder than they meant to;achieve more than they thought they could; andcome to believe that learning involves effort, risk,and personal triumph.
(Carol Ann Tomlinson)
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Response to:
Student readiness
Student interests
Student learning style Multiple intelligences
Success for all students
What is practical and what is
doable
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Carol Tomlinson, professor at the University ofVirginia, identifies four
classroom elements that can be differentiated:
Content: What the student needs to learn. The
instructional concepts should be broad based,
and all students should be given access to the
same core content. However, the contentscomplexity should be adapted to students
learner profiles. Teachers can vary the
presentation of content,( i.e., textbooks, lecture,
demonstrations, taped texts) to best meetstudents needs.
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Carol Tomlinson, professor at the University ofVirginia, identifies four
classroom elements that can be differentiated:
Process: Activities in which the student
engages to make sense of or master the content.
Examples of differentiating process activities
include scaffolding, flexible grouping, interestcenters, manipulatives, varying the length of time
for a student to master content, and encouraging
an advanced learner to pursue a topic in greater
depth.
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Carol Tomlinson, professor at the University ofVirginia, identifies four
classroom elements that can be differentiated:
Products: The culminating projects
that ask students to apply and extend
what they have learned. Products
should provide students with different
ways to demonstrate their knowledge
as well as various levels of difficulty,
group or individual work, and various
means of scoring.
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Carol Tomlinson, professor at the University ofVirginia, identifies four
classroom elements that can be differentiated:
Learning Environment: The way the
classroom works and feels. The
differentiated classroom should include
areas in which students can work quietly aswell as collaborate with others, materials
that reflect diverse cultures, and routines
that allow students to get help when theteacher isnt available (Tomlinson, 1995,
1999; Winebrenner, 1992, 1996).
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CRIME
Curriculum: content, difficulty, standards
Rules: explicit, implicit, written
Instruction: teaching style, individual & groupwork pace, teacher & student directed
Materials: textbooks, trade books, tests,homework, equipment, supplies
Environment: furniture, seating, space, doors,windows, barriers
Mary Anne Prater, She Will Succeed!: Strategies for success in Inclusive Classrooms, Council for Exceptional Children
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