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Differentiation Basics
- 1. Differentiation Basics HCPS Staff Development 2006 content | process | product
- 3. Three Ways In Which Students Differ Visual, auditory, and kinesthetic learners, concrete random thinkers, analytical learners, verbal/ linguistic learners, etc. learning style One study found that when students were performing at about 80% accuracy they learned more and felt better about themselves (Tomlinson, 2002) readiness When we catch fish, we bait the hook with what the fish like, not what the fisherman likes (Gregory and Chapman 2003). interest
- 5. Think! content objective : lesson plan :: _______ : ________.
- 9. Differentiation for Content Assessment is necessary for planning as well as evaluation. Assess Implement lesson/unit Write objectives and group
- 11. Think! How do pacing guides support and undermine differentiation for content?
- 12. Differentiating for Process Process is what the teacher does and the materials she uses to get the students to reach the objectives.
- 15. Differentiating Process for Readiness B: assignments A: readiness benchmarks Tiered Assignments
- 21. Exit Cards
Hinweis der Redaktion
- Summary This 45-minute session for teachers of all grades and content areas provides an overview of differentiation in order to prepare teachers for more in-depth study and classroom application. Outcomes Teachers will understand why differentiation is important in todayâs classroom and how it is beneficial to each student. Teachers will identify and understand and the differentiation elements of content, process, and product. Teachers will choose one of the differentiation topics to pursue in the next, application step of the training. Facilitatorâs Script: When the session begins, the facilitator says, âWelcome everyone! Differentiation can be defined as a process and a set of strategies that seek to individualize learning based on the unique abilities and desires of each child. Teachers have been differentiating instruction ever since there have been teachers. Confucius said that to teach students, you have to start where they are. In the U.S., differentiation was a way of life in the one-room schoolhouse. Teachers knew that students varied in age, experience, motivation, and proficiency. They could not teach the entire group the same way in the same amount of time. More recently, schools have sorted students into groups according to ability and achievement. This includes tracking, putting students of similar abilities in the same class. Tracking also occurs in other programs like honors education, magnet schools, and alternative schools. Data shows that such grouping may benefit the higher level students but does not benefit, and may even harm lower level students. Another approach is mixed-ability grouping, where students of different abilities are put in the same class. Such heterogeneous grouping was supposed to help both lower and upper level students learn from each other. Those of us in those classes know that that does not happen without a well thought out plan. That is, without a well thought out plan for differentiating. In this session, you will  ï understand why differentiation is important in todayâs classroom and how it is beneficial to each student.  ï identify and understand and the differentiation elements of content, process, and product. choose one of the differentiation topics to pursue in the next, application step of the training.