Differentiated instruction
•Als PPTX, PDF herunterladen•
5 gefällt mir•5,285 views
This presentation was delivered for a learning action cell session.
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie Differentiated instruction
Ähnlich wie Differentiated instruction (20)
Mehr von Sue Quirante
Mehr von Sue Quirante (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Differentiated instruction
- 1. PREPARED BY SUSAN ANNE A. QUIRANTE RTPM-DUMAGUETE SCIENCE HIGH SCHOOL SEPTEMBER 21, 2016 All copyrighted content are utilized in the spirit of fair use. This material was developed for the professional development of public school teachers and may not be used for commercial purposes.
- 2. Prior Learning Check Which are correct and incorrect statements about DI? 1. Differentiated Instruction is student centered. 2. It follows the principles of one-size fits all. 3. In DI, the teacher expects more from advanced learners than from typical learners. 4. There is more quality rather than simply more of the same thing. 5. It is a way of thinking and planning.
- 3. Prior Learning Check Which are correct and incorrect statements about DI? 6. DI uses flexible grouping. 7. DI results in a chaotic classroom. 8. The teacher has to make many lesson plans for one class. 9. DI emphasizes creating a climate for learning. 10. You cannot differentiate goals.
- 4. In what ways are we different?
- 5. MULTIPLE INTELLIGENCES LEARNING STYLESCULTURAL DIFFERENCES LEVEL OF INTELLIGENCE HOME LIFE EXPOSURE, EXPERIENCES MOTIVATION SOCIO-ECONOMIC STATUSPERSONALITY INTERESTS MATURITY
- 7. In what ways are my students different? How well do I know my students?
- 10. How accessible is my lesson? How well do I know my students?
- 11. Which students are favored by the way I teach? How well do I know my students?
- 12. Let’s Learn from Failures Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it’s stupid. ~Albert Einstein
- 13. Our Education System “Factory Model of Education”
- 14. diversity is both inevitable and positive
- 15. The classroom should mirror the kind of society in which we want our students to live and lead.
- 18. Multiple Intelligences Howard Gardner • Intelligence • ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989) “Human beings are organisms who possess a basic set of intelligences.”
- 20. Multiple Intelligences Howard Gardner • All seven intelligences are needed to live life well. • Teachers, therefore, need to attend to all intelligences. •Understanding entails taking knowledge gained in one setting and using it in another. •‘Students must have extended opportunities to work on a topic.
- 21. seven different ways to teach
- 22. Learning Styles Myer Briggs, Dunn & Dunn, etc Carol Tomlinson
- 23. 7 Perceptual Learning Styles • means/modes/pathways by which learners extract information from their surroundings • way human beings prefer to concentrate on, store and remember new and/or difficult information
- 24. Learning Modalities S.D. Powell • sensory channels or pathways through which individuals give, receive, and store information visual (seeing) auditory (hearing) kinesthetic (moving) tactile(touching) “the more senses or modalities we can activate, the more learning will take place” 25-30% visual 25-30% auditory 15% tactile/kinesthetic 25-30% mixed modalities (Reiff, Eisler, Barbe, Stronck)
- 25. Learning Modalities S.D. PowellAUDITORY • enjoy reading and being read to. • be able to verbally explain concepts and scenarios. • like music and hum to themselves. • enjoy both talking and listening. VISUAL • have good spelling, notetaking, and organizational • notice details and prefer neatness. • learn more if illustrations and charts accompany • prefer quiet, serene surroundings
- 26. Learning Modalities S.D. Powell KINESTHETI C • be demonstrative, animated, and outgoing. • enjoy physical movement and manipulatives. • be willing to try new things. • be messy in habits and surroundings. TACCTILE • prefer manipulatives when being introduced to a topic. • literally translate events and phenomena. • tolerate clutter. • be artistic in nature.
- 27. • One key reason at-risk children have trouble with school is that they tend to be [tactile/kinesthetic] learners. Auditory instruction can hinder and cause them to fall behind; one-third of students do not process auditorily and are educationally deaf.” • An effective means to reach all learners is modality- based instruction Organize lessons around the different modalities to accommodate the needs of all learners Learning Modalities S.D. Powell
- 28. students learn in different ways and at different rates
- 29. DIFFERENTIATION •tailoring instruction to meet individual needs •efforts of teachers to respond to variance among learners •giving students multiple options for taking in information What is
- 30. In teaching, what ultimately matters is NOT what is taught, but what is LEARNED
- 32. DIFFERENTIATIO N I. Ongoing formative assessment II. Recognition of diverse learners III. Flexible groupings IV. Problem solving V. Choice Foundation of
- 33. DIFFERENTIATIO N Ongoing formative assessment assessment is today’s means of understanding how to modify tomorrow’s instructions Foundation of
- 34. DIFFERENTIATIO N Flexible groupings •whole group instruction •small group instruction •one to one instruction •peer teaching pairs •partner learners •independent learning Foundation of
- 35. DIFFERENTIATION isn’t. •a program •a goal •hard questions for some, easy for others •35 different plans for one classroom •a chaotic classroom •just homogenous grouping What
- 37. DIFFERENTIATION 1. observe and understand the differences and similarities among students (formative assessment) 2. use this information to plan instruction Steps to READINESS INTERESTS LEARNING PROFILE
- 38. what the students need to learn or how the students will get to access the information × Use reading materials at varying readability levels × Use spelling or vocabulary lists of difficult words Content × Present ideas through auditory and visual means × Meet with small groups to re-teach concepts or skills for struggling learners or to extend thinking of advanced learners
- 39. Content what the students need to learn or how the students will get to access the information × Studying a poem? × Provide a print-out × Find a version that is set to music or sing it to your class (if you can) × Introduce the poem using images × Count the stressed and unstressed syllables to determine the rhythmic structure
- 40. Process how students develop the knowledge, understanding and skills to master the learner outcomes × Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity; × Offering manipulative or other hands-on supports for students who need them
- 41. Product How the student is able to demonstrate what he/she knows, understands and is able to do as a result of learning × Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels); × Using rubrics that match and extend students' varied skills levels; and × Encouraging students to create their own product assignments as long as the assignments contain required elements.
- 42. Learning Environment the way the classroom works and feels • Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; • Providing materials that reflect a variety of cultures and home settings;
- 43. Example: Consumer Rights (Product) × Complaint Letter × linguistic, interpersonal × Public Service Radio Ad × auditory (voice acting) × linguistic (script writing) × technology integration × Comic Strip × visual × Complaint Re- enactment × intrapersonal, auditory (interview) × interpersonal, kinesthetic (re- enactment)
- 44. Example: Law of Supply & Demand • Read a description (linguistic) • Study and solve mathematical formulas (logical-mathematical) • Examine a graphic chart that illustrates the principle (spatial) • Observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal) • Have an activity where students move left or right to show shifts of demand and supply (bodily-kinesthetic) • Write a song (or find an existing song) that demonstrates the law (auditory, linguistic)
- 45. Prior Learning Check Which are correct and incorrect statements about DI? 1.Differentiated Instruction is student centered. correct 2. It follows the principles of one-size fits all. correct 3. In DI, the teacher expects more from advanced learners than from typical learners. incorrect 4. There is more quality rather than simply more of the same thing. correct 5. It is a way of thinking and planning. correct
- 46. Prior Learning Check Which are correct and incorrect statements about DI? 6. DI uses flexible grouping. correct 7. DI results in a chaotic classroom. incorrect 8. The teacher has to make many lesson plans for one class. incorrect 9. DI emphasizes creating a climate for learning. correct 10. You cannot differentiate goals. correct
- 47. References • “What is Differentiated Instruction” by Carol Ann Tomlinson http://www.readingrockets.org/article/what-differentiated-instruction • “What is Differentiated Instruction” by Laura Robb http://www.scholastic.com/teachers/article/what-differentiated-instruction • How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd ed by Carol Ann Tomlinson http://westenglish.weebly.com/uploads/3/1/1/3/3113826/differentiated_instruction_tomlison_book.pdf • “Learning Modalities” by S.D. Powell http://www.education.com/reference/article/learning-modalities/ • “Howard Gardner, Multiple Intelligences and Education” http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/ • “Overview of the Seven Perceptual Styles” by Institute for Learning Styles Research http://www.learningstyles.org/styles/index.html • “Modalities” http://facultyweb.cortland.edu/andersmd/learning/Modalities.htm
Hinweis der Redaktion
- Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. (http://www.institute4learning.com/multiple_intelligences.php) Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well. Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. (http://www.learning-styles-online.com/overview/index.php)
- Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget. Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole. (http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/)
- Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget. Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole. (http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/)
- Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems. Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
- http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
- “The great majority of students can learn using all four modalities, but we all have preferences that can be capitalized on, as well as weaker leanings that can be enhanced. In our classrooms, we must provide an environment that is conducive to all four. Traditional classrooms rely heavily on auditory stimulation with lecture and discussions.” Perception, memory, and sensation comprise the concept of modality The modalities or senses include visual, auditory, tactile/kinesthetic, smell, and taste
- “Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.”
- If the students have not learned, the teacher has not taught.
- Teachers continually assess to identify students’ strengths and areas of need so they can meet students where they are and help them move forward. The students we teach have diverse levels of expertise and experience with reading, writing, thinking, problem solving, and speaking. Ongoing assessments enable teachers to develop differentiated lessons that meet every students’ needs. Students collaborate in pairs and small groups whose membership changes as needed. Learning in groups enables students to engage in meaningful discussions and to observe and learn from one another. The focus is on issues and concepts rather than “the book” or the chapter. This encourages all students to explore big ideas and expand their understanding of key concepts. Teachers offer students choice in their reading and writing experiences and in the tasks and projects they complete. By negotiating with students, teachers can create motivating assignments that meet students’ diverse needs and varied interests. Source: http://www.scholastic.com/teachers/article/what-differentiated-instruction
- -ever changing to allow students to work with different peers -I mix up how we form groups. Count off regular/irregular, draw lots, choice.
- -ever changing to allow students to work with different peers -I mix up how we form groups. Count off regular/irregular, draw lots, choice.
- a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they will express what they have learned in order to increase the likelihood that each student will learn as much as he or she can.
- Activities in which the student engages in order to make sense of or master the content
- Activities in which the student engages in order to make sense of or master the content
- Activities in which the student engages in order to make sense of or master the content. In terms of readiness, the activities also start with the simplest (comic strip) toward the most complex (radio ad). Scaffolding was also provided for the complaint letter by providing students with a model letter to base their own letters on.