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Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe Online

Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe Online
Related:  Differentiated Instruction

Differentiated Instruction with UDL By Tracey Hall, Nicole Strangman, and Anne Meyer Note: Updated on 11/2/09; 1/14/11; Please visit the AIM Center home page. Introduction Not all students are alike. This report on differentiated instruction and UDL begins with an introduction to differentiated instruction in which we provide the definition, a sampling of considerations and curriculum applications, and research evidence for effectiveness. The literature review in this paper is also available as a stand alone document, with annotated references. Top Definition To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Figure 1. Image description:This graphic organizer is entitled "Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction" and is made up of a series of seven labeled boxes connected by arrows. Identifying Components/Features Content Process Products Figure 2.

SchoolTube The best videos from schools everywhere. Students: use video to get ahead in school & at home. Teachers: inspire students in your classroom & around the world. Students Watch Student Videos Watch SchoolTube videos created by students & teachers about everything from Anime to Zoology. Create Your Own Videos Create videos of projects & assigments that you can show your classmates & teachers. See Students Around The World See what other students like you are doing around the world! Teachers Easily & Safely Share SchoolTube is approved for access in schools, and all videos are moderated by teachers like you. Spark Student Engagement Spark student engagement and classroom discussions with video. Share Your Lessons & Projects Impact thousands of students & teachers around the world by sharing your lessons, projects, and ideas.

How to Differentiate Instruction How to Differentiate Instruction What's All the Hype? Unfortunately, our images of school are almost factory images, so school is very standardized. Effective teachers have been differentiating instruction for as long as teaching has been a profession. What The Research Tells Us About Differentiate Instruction There are three bodies of research worth mentioning. 1) Brain-based Research 2) Learning Styles and Multiple Intelligences 3) Authentic Assessment Brain-based Research on Learning Research on the brain has been used to inform educational practice for many years and is becoming more and more popular. Other valuable links on this topic can be found at: Learning Styles and Multiple Intelligences Learning styles research is predominantly used to understand learning preferences that students use to receive and/or process information. Authentic Assessment Step 1- Know Your Students

Differentiated instruction Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.[1] Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers need to be aware of these varieties as they are planning their curriculum. Brain-Based Learning[edit] Differentiation finds its roots and is supported in the literature and research about the brain. As Wolfe (2001) argues, information is acquired through the five senses: sight, smell, taste, touch and sound. Pre-assessment[edit]

Jessica Jimenez : Presentation Handout Why teach inductively? - Students get more practice and are more likely to pay attention. - Students show what they understand, giving you something to assess. - Inductive activities can connect the material to students' lives and increase motivation. - Inductive teaching fosters noticing. Defining inductive: "In induction, one works from examples to principles, rules, and generalizations." Broader definition of inductive teaching: Learners do something (answer questions or participate in an activity) that guides them to their own conclusions by allowing them to discover grammar rules, rationale, target features and strategies for themselves. Related terms: experiential learning, discovery learning Inductive Guidelines: We're not playing 20 Questions You don't always have to be inductive (Brown, 2007, p. 29). What bite-sized questions can build to a more complex conclusion? How will you organize students' answer on the board? Pitfalls Inductive Activities: Pre-project Mingle: Directions: A.) B.) 1.

Using Technology to Differentiate Instruction Resources >> Browse Articles >> Utilizing Technology Featured Author: Mrs. Kelly Tenkely Kelly Tenkely is a technology teacher in a private school. Kelly also trains teaching staff on integrating and implementing technology into the classroom. One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Below you will find website suggestions that address the different learning styles in your classroom with the help of technology: Verbal-Linguistic These learners enjoy learning through speaking, writing, reading, and listening. Websites to encourage learning for Verbal-Linguistic students: 1. Allow students to express themselves creatively with words 2. Capture student voices with audio, text, pictures, and video 3. A free online word processor, and presentation tool 4. Students can podcast (voice recording) online.

What Is Differentiated Instruction? This article was excerpted from the Scholastic Professional title, Differentiating Reading Instruction, by Laura Robb. Differentiation is a way of teaching; it’s not a program or package of worksheets. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. As Carol Ann Tomlinson has said, differentiation means giving students multiple options for taking in information (1999). Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and areas of need so they can meet students where they are and help them move forward. From this list you can see that differentiating instruction asks teachers to continually strive to know and to respond to each students’ needs to maximize learning. Data That Supports Differentiation in Reading Most primary teachers differentiate reading instruction through guided reading (Fountas & Pinnell, 2001). Step Inside My Classroom

Disruptive Innovation: Higher Education Last week, former Silicon Valley CEO Ben Nelson announced that he has raised $25 million to start an "elite university" which would exist exclusively online. The Minerva Project launch comes at a time when public and private educational institutions are dramatically expanding their online presence. But can an Internet-only school really compete with Stanford, Berkeley and the Ivy League? We talk to some innovators who are challenging the traditional university model.

8 Lessons Learned on Differentiating Instruction My differentiation journey began in 2004 when my principal asked me to attend a weeklong summer conference on differentiated instruction. I was eager to please my principal so I quickly accepted her offer. I was also extremely curious about how I, one person, could possibly address the individual needs of 100 students. By the end of the conference, I was totally overwhelmed with information: flexible grouping, assessment, inventories, tiered lessons, Carol Ann Tomlinson. Throughout that year, I utilized a variety of management pointers for a differentiated classroom that had been presented during the conference. Lesson 1 Differentiation does not take place overnight; think of it as a wonderful work in progress. Lesson 2 Like students themselves, differentiation can take on many forms. Content: What the students learn Process: Activities used to assist the learning Products: Demonstration of learning The methods you use should be based on the student's needs: Lesson 3 Lesson 4 Lesson 5 Lesson 6