The document provides an overview of differentiated instruction. It defines differentiated instruction as a systematic approach to planning curriculum and instruction that considers students' individual learning needs and maximizes their learning potential. The document discusses differentiating content, process, products, based on students' readiness levels, interests, and learning profiles. It provides examples of differentiation strategies teachers can use such as flexible grouping, varied assignments, and ongoing assessment.
Differentiated Instruction in the Science Classroom
1. Hialeah Gardens High School September 23, 2010 Differentiated Instruction Overview
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6. is a teachers’ response to learners’ needs guided by general principles of differentiation, such as flexible grouping ongoing assessment and adjustment respectful tasks ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 15
7. 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 instruction orbitals independent study 4MAT varied questioning strategies interest centers interest groups varied homework compacting varied journal prompts complex instruction according to students’ through a range of instructional and management practices such as Content Process Product Interests Readiness Learning Profile ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 15
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12. Definition of Scaffolding “ Scaffolds are forms of support provided by the teacher (or another student) to help students bridge the gap between their current abilities and their intended goal. Scaffolds may be tools, such as cue cards, or techniques such as teacher modeling.” ~ Barak Rosenshine & Carla Meister, 1992 Educational Leadership, 49 (7), p. 26
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15. Definition of Product Products are assessments or demonstrations of what students have come to know, understand, and be able to do as the result of an extended sequence of learning. A product is the student’s opportunity to show what she has learned throughout a unit. ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms
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24. Quote “ In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom: Responding to the Needs of All Learners , p. 3
25. Flexible Grouping “ No single-faceted plan…will meet the requirements of every student. As we move toward alternative grouping plans, we must be careful to avoid the rigidity that characterizes traditional ability grouping and offer students dynamic and flexible opportunities responsive to curricular goals and individual needs. ~ M. Radenrich and L. McKay quoted by Michael F. Opitz in Flexible Grouping in Reading, (1999), p. 77.
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28. Quote “ A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.” ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms, p. 5
29. Not Differentiated Fully Differentiated Examine the differentiation continuum and place yourself on the continuum for each of the specific areas. adapted from Carol Ann Tomlinson, 1999 The Differentiated Classroom: Responding to the Needs of All Learners, p. 16 Differentiation Continuum Not Differentiated Fully Differentiated Assessment is at the end. Assessment is ongoing. A single form of assessment is used. Diagnostic assessment is used. Intelligence is viewed narrowly. Multiple forms of intelligence are valued. Single option assignments. Assignments offer multiple options. Time is inflexible. Time is flexible in terms of student needs. Instruction is whole class. Flexible grouping is practiced. Teacher directs student behavior. Teacher scaffolds self-reliant learning. Coverage of texts and curriculum drive instruction. Materials are varied. Teacher solves problems. Teacher facilitates student problem-solving. Grading is based on teacher-set, inflexible objectives. Grading is determined by learning goals.
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Hinweis der Redaktion
Coordinators may wish to have index cards or post-its available for participants to write their definitions. When the definitions are shared with the whole group you may wish to chart them or write them on an overhead transparency.
Explain that this concept map of Differentiated Instruction is from Tomlinson. Pass out the handout with the concept map since you will have specific slides with definitions and notes from which you can elaborate. Briefly review and you may wish to point out the importance of utilizing both informal and formal assessment. Teacher observations of students reading and writing is considered important informal assessment. You may wish to elaborate on flexible grouping.
You may wish to have participants view the handout as you move from slide to slide. Be aware that you may get questions about some of the instructional strategies (practices) that are not familiar to participants e.g. 4MAT and orbitals. In Tomlinson’s book, “How to Differentiate Instruction in Mixed-Ability Classrooms” page 64 you can find the definition for 4MAT. Information about orbitals can be found on page 58.
Presenter will explain the definition and examples of differentiating by content include: use of leveled text, use of manipulatives in math, use of videos, use of books on tape.
Presenter will explain the definition and some examples of process include: the use of Literature Circles, graphic organizers, journals, use of learning contracts, think-pair-share.
Some students don’t have a solid foundation. They need groundwork laid—background knowledge supplied, and a blueprint for the construction of their understanding.
Some students are works in process—they have most of the pieces, but they need supports along the way. They know how to read, but they need help with critical thinking skills. Graphic organizers, non-linguistic representations, and discussions will provide help that will enable them to construct their knowledge.
Other students need us to get out of their way. With your more able learners, they should have opportunities to compact information, and if they know it they should be researching so whats—if that’s true, than what else is true. It’s a waste of time for them to skill and drill, or to have to relearn the same concept they got the first time. They should be extending their learning.
Some examples of products can include: designing a web page, creating a pop-up book on a topic, developing and creating an exhibit, creating a model of a structure with specific dimensions or even an oral presentation. You may wish to mention that teachers probably will need to create a rubric so that certain criteria are met to demonstrate mastery or understanding of the concepts.
How do you know what they learned? It could be a test, but it could be a report, or a presentation, or a non-linguistic representation, or further research. It doesn’t have to look the same for all students, and all learners.
We all have different things that will draw our attention and we would like to learn more about, the content of what we would like to learn may vary. For example: some of us like chocolate,
Some are drawn to sports and sporting events
Some us us are utterly inspired by cold hard cash---So one thing we can differentiate is content. For example, teaching about the Harlem Renaissance. You can have some students study about baseball and the Negro Leagues, some could study the art of the time period, some the literature, some the music. They can all present the information, and you have a deeper understanding created through student interest.
Remind participants that student engagement is a powerful motivator. Interest and choice are two key factors that lead to student engagement. Use of informal interest inventories or other teacher created inventories can provide important information on student interest.
You may wish to mention that teachers use formal and informal assessment to gauge and determine readiness. Also remind participants that teacher observation is important in determining readiness.
Remind participants that learning style (auditory, visual or kinesthetic), intelligence preference, gender, and culture can influence learning profile. Some teachers have students take multiple intelligence tests or learning styles tests. You may wish to share any personal experiences with multiple intelligence test or learning styles tests.
Remind participants that in a differentiated classroom a teacher would continually be at a different place on the continuum. Remember that the hallmark of a differentiated classroom is “flexibility”. Differentiation is a dynamic process (always in flux and change).
Have participants take a few minutes to discuss at their tables and determine what the teacher is differentiating ( content, process or product ) for her students and what information about the students ( readiness, interest or learning profile ) is the teacher utilizing to maximize instruction and engagement. One person per table will write on a white sheet of paper either content, process or product and either readiness (ability), interest or learning profile.