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What Is Differentiated Instruction?

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). Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. Here is a list of some key principles that form the foundation of differentiating instruction. 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. Data That Supports Differentiation in Reading Step Inside My Classroom Make your read alouds a common teaching text.

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Related:  Differentiated InstructionResearch project for Universal DesignUDL

What Is Differentiated Instruction? Click the "References" link above to hide these references. Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books. Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. UDL Toolkits: Teaching Every Student The Planning for All Learners (PAL) process builds upon two prerequisites: A basic understanding of Universal Design for Learning, andCommitment of participating educators to make the curriculum and learning accessible for all learners. The PAL process begins with the formation of the PAL team, comprised of general education and special education teachers and other appropriate educational specialists at one grade level or with a content specific focus.

Technology Articles Brain research confirms what experienced teachers have always known: . Consequently, it necessarily follows that although essential curricula goals may be similar for all students, methodologies employed in a classroom must be varied to suit to the individual needs of all children: ie. learning must be differentiated to be effective. Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning. Differentiating is not new, the concept has been around for at least 2 decades for gifted and talented students.

UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning.

Differentiated Instruction Works: How and Why to Do DI Differentiated instruction is an approach to teaching in which educators actively plan and adjust for students’ differences so that instruction suits and supports all students’ strengths and needs. It is the process of ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning. There can be differentiation of content, process, product, and learning environment. On this episode of the Whole Child Podcast, Sean Slade, ASCD’s director of whole child programs, and guests explore what differentiated instruction is, what the necessary components of a differentiated learning environment are, and how real teachers are applying differentiation principles and strategies to respond to the needs of all learners.

Guidelines and Principles : About UDL : Universal Design For Learning : University of Vermont About Universal Design for Learning (UDL) Examples of UDL in Practice Guidelines and Principles of UDL The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Making Small Groups Work for Differentiated Instruction Note: On February 17, Dr. Vicki Gibson, a national education consultant, author, speaker and trainer, will lead a McGraw-Hill Education webinar titled “Classroom Management for Differentiating Instruction and Collaborative Practice.” The session will provide solutions for the challenges that many teachers experience when providing students with differentiated instruction using a small-group approach. In this post, Dr. Gibson previews the discussion. More than 30 years of research has proven that working with students in small groups works best to enhance learning and achievement.

Universal Design for Learning - The ACCESS Project - Colorado State University The Best Practices through UDL video features faculty and students at Colorado State University discussing the benefits of UDL. Additional captioned formats are available, along with a transcript that includes descriptive audio. Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. At its core is the assertion that all students benefit when they are given multiples ways to take in new information, express their comprehension, and become engaged in learning. = New in 2012 = Updated in 2012 6 Steps to Differentiated Instruction At the beginning of my teaching career I believed that effective differentiation consisted of sitting students in ability groups and producing three different level worksheets for each lesson. I soon began to realize that this could produce a self fulfilling prophecy in students, believing that whichever group or worksheet they were assigned defined them as a student. Even the parents were aware of who was on the “top” or “bottom” table. I felt very uncomfortable with this labeling of children so young and began to research and experiment with a range of strategies to ensure all children are challenged and taught at an appropriate level. It often feels like spinning plates in the classroom, but these ideas have really helped to ensure that all students make accelerated progress without feeling disillusioned.

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