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A Teacher's Guide to Differentiating Instruction

A Teacher's Guide to Differentiating Instruction
Introduction Does effectively teaching 30 students in one classroom require teachers to develop 30 lessons, one tailor-made for each student? Or should teachers “aim for the middle” and hope to reach most students in a given lesson? The answer is not simple. What is Differentiation? Simply stated, differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. How to Start Four planning steps set the stage for effective differentiated instruction. Vary Materials Author Joyce Van Tassel-Baska (2003) suggests that the selection of materials for use in the classroom is a crucial next step to effective differentiated instruction. Nonfiction and fiction, written at a variety of reading levels. The use of varied materials will encourage these students to understand the concept of “main idea” not only within language arts but in other settings as well. Vary Process Vary Assessment Conclusion References Good, M. Related:  Lektionsupplägg

Curriculum differentiation - Schools Plus - The Department of Education Ideas on adjusting the curriculum to meet the needs of all students Schools Plus would like to acknowledge that the information listed below is a body of knowledge that has been collected from a variety of sources - teachers, workshops, classrooms and schools. Set achievable tasks providing regular feedback throughout the activity Teach the student to organize themselves by listing tasks to be done and when they are due. A visual system for younger students, a diary for older students. Sequence activities Have the student’s full attention before giving instructions Instructions, routines and rules should be kept short, concise, clear and positive.

Advocates Say Differentiated Instruction Can Raise the Bar for All Learners | Parents & Community | WEAC | Parents & Community | Wisconsin Education Association Council By Mary Anne Hess* A seventh grade boy spends his time in English class struggling to read at a beginner’s level. A girl at a nearby desk with her nose in the book could probably tackle a Harvard literature class. That’s diversity, as any educator knows, and — in one form or another — it’s always been a part of American education. "In the United States our goal is to educate all comers," says Dr. Many other countries cull the academic haves from the have-nots at various rungs on the education ladder. Teachers have faced this dilemma since the days of the one-room schoolhouse, which mixed 6- to 16-year-olds in the same space. Understanding the roots of the skepticism, Tomlinson says our schools go through cycles, sometimes dealing with differences inside the classroom and other times shuttling youngsters — often the troublemakers, learning disabled and the gifted -- "down the hall." "But our choice isn’t between sending them down the hall or doing nothing,” Tomlinson argues. How?

NSW Syllabus :: Differentiated programming Students are individuals who learn at different rates and in different ways. These individual differences may influence how students respond to instruction and how they demonstrate what they know, understand and can do. Individual differences may include: cognitive abilities, including students’ current level of understanding and ability in relation to a particular topic or skillprior learning experienceslearning styles and preferencesmotivation and engagement with learninginterests and talents. Through differentiated planning and programming, teachers can consider students’ varying abilities, learning styles, interests and needs. What is differentiation? Differentiation is a targeted process that involves forward planning, programming and instruction. Differentiated programming: Differentiated programming provides students with opportunities to: The diversity of learners The K–10 syllabuses are inclusive of the learning needs of all students. How can teachers differentiate?

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. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). 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 Figure 1. Identifying Components/Features Content Process Products Figure 2.

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. But kids don't come in standard issue. The challenge is having teachers question the standardized notion of school and then helping kids realize there's a better way to do school. 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

The How To's of Planning Lessons Differentiated by Learning Profile Figure 10.1. Focus on Learning Profile Learning-Style Preferences Learning style refers to environmental or personal factors. Intelligence Preferences Intelligence preference refers to the sorts of brain-based predispositions we all have for learning. Culture-Influenced Preferences Culture affects how we learn, as well. The goal of the teacher is, therefore, not to suggest that individuals from a particular culture ought to learn in a particular way, but rather to come to understand the great range of learning preferences that will exist in any group of people and to create a classroom flexible enough to invite individuals to work in ways they find most productive. Gender-Based Preferences Gender also influences how we learn. Combined Preferences Combinations of culture and gender will create unique constellations of learning preferences in individuals. Some Guidelines for Learning-Profile Differentiation Remember that some, but not all, of your students share your learning preferences. Ms.

Spotlight on Differentiated Instruction - Education Week Targeting students' individual needs could help build a kind of individualized education plan for every student. January 29, 2010 - Digital Directions Many new teachers need help adjusting to the growing diversity of today's public schools, according to a new survey report. September 10, 2008 - Teacher Many experts say online courses are especially suited to provide students with a personalized learning experience. Carol Ann Tomlinson, a leading authority on differentiated instruction, discussed the core principles of the practice and take your questions on using it in the classroom and as a strategy for whole-school improvement. May 7, 2009 - Teacher (Web) Rather than a focus on national standards, writes Stanford University Professor Nel Noddings, more attention should be paid to problems that are truly pressing, such as reducing the number of high school dropouts. January 7, 2010 - Education Week Carol Ann Tomlinson explains how differentiated instruction works and why we need it now.

Methods of Differentiation in the Classroom It’s a term that every teacher has heard during their training: differentiation. Differentiation is defined by the Training and Development Agency for Schools as ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’. In recent decades it has come to be considered a key skill for any teacher, especially those of mixed-ability classes. What is meant by ‘differences between learners’? In a large class, differences between students may on the face of it seem too numerous to be quantified, but differentiation works on 3 key aspects which can be summed up as follows: Readiness to learn Learning needs Interest These differences may sound rather broad, but by applying effective methods of differentiation, it is possible to cater for quite wide variations between learners. Task Grouping Resources Pace Outcome Dialogue and support Assessment Take a look at our Collaborative Learning article.

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