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.
Differentiation - tools, tips and resources Differentiation is an important aspect of education. Students learn differently, have different needs, different backgrounds, different skills, different ability levels, different interests and more. As educators, we try to create engaging lesson activities that provide a variety of learning experiences and allow students to demonstrate their learning in different ways. Differentiation should occur in both how students learn and gain knowledge and skills, and in how they demonstrate and are assessed on what they have learned. “In the practice of education, differentiation is defined as working to address the abilities, interests, and needs (both perceived and real) of individuals. Differentiation provides students with opportunities to approach curriculum from their strengths, as varied as these might be.” Here are some resources, tips, and tools on differentiation: Digital Differentiation - ideas and tools for differentiating with digital resources
Integrating the 16 Habits of Mind In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. The habits themselves aren't new at all, and significant work has already been done in the areas of these "thinking habits." And a renewed urgency for their integration. 1. 2. 3. 4. 5. Ask students to map out their own thinking process. 6. 7. 8.
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.
Digital Differentiation Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation. Note: The interactive graphics you see below have been updated. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions. Teacher Facilitated Learning Experiences:
letsgetengaged - home Using Technology to Differentiate Instruction - TheApple.com Resources >> Browse Articles >> Utilizing Technology Featured Author: Mrs. Kelly Tenkely Kelly Tenkely is a technology teacher in a private school. 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. 5. – Students can create stories or mini-movies Logical-Mathematical
Using Digital Tools for Differentiation Direct Address to this Page: Anyone who has worked in education for any length of time knows just how important it is for teachers to create differentiated classrooms. If schools are truly working to ensure success for every student, learning experiences need to be customized and aligned to student interests, needs, and unique learning styles. The challenge, however, rests in making differentiation manageable. In this February 2012 Alaska Staff Development Network webinar, sixth grade classroom teacher, blogger and educational technology author Bill Ferriter will introduce participants to a range of digital tools that can be used to (1). provide structure for differentiated classrooms and (2). differentiate learning experiences by student interest. Today's Slides Today's Shared Reflection Document One of the things that we will do regularly during the course of our 90 minutes together is spend time in shared written reflection. Differentiating YOUR Learning #nice Ms.
Assignments - MrRoughton.com Rubric Cover Sheets How To Instructions Below you will find links to and descriptions of all the assignments we use for Choose Your Own Adventure. Click on the individual assignment links to get the full instructions and printable worksheets. The assignments are divided into three categories based on what skills you will use to complete them. History assignments for just about any topic! 5 Point Assignments20-30 Minutes to complete 10 Point Assignments45 minutes to complete 20 Point Assignments90 minutes to complete40 Point AssignmentsAll 40 point assignments require significant work outside of class and take up to 4 hours to complete.
School of Education Johns Hopkins University Can Novice Teachers Differentiate Instruction? Yes, They Can! by Holly C. Gould Teaching calls on the professional to use a variety of skills in order to reach a wide range of learners. One of the most important skills for teachers to develop is the ability to differentiate instruction. Differentiation involves modifying the content, process, product or learning environment to effectively address the variety of student interests, learning preferences, affective needs and readiness levels in today's classrooms (Tomlinson, 2003). As with other professions, teachers' skills develop and improve over time. Fuller and Brown (1975) found that novices proceed through three stages: survival concerns, teaching situation concerns, and pupil concerns. Lidstone and Hollingsworth (1992) conducted a longitudinal study of the first four years of teaching and found three stages of cognitive attention: management focused, subject/pedagogy focused, and student learning focused. Education professors must "talk the talk" and "walk the walk." References Tomlinson, C.
The Best Resources On Differentiating Instruction My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction, and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon (it’s appeared: The Five By Five Approach To Differentiation Success), and an upcoming post in my blog there will be talking about it, too (that two part series has also appeared). I also did a second two-part series in Ed Week on differentiation. Also, check out The Best “Fair Isn’t Equal” Visualizations. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction: The Best Places To Get The “Same” Text Written For Different “Levels” Busting Myths about Differentiated Instruction is by Rick Wormeli. Reconcilable Differences? Deciding to Teach Them All is by Carol Ann Tomlinson.
Skills in Collaboration and Teamwork Create a positive atmosphere in which people work together collaboratively “A new science is about to be born—the new marketing—in which we learn that the brand of an organization is not its external reputation or advertising, but the relationships it nurtures and enjoys inside.” -Lance Secretan, Inspire! What Great leaders Do People in organizations are highly interdependent. The new workplace—with its virtual teams, diversity, multiple generations, web of technological and organizational complexity, complicated structures, and rapidly changing internal and external environments—requires the ability of people to communicate and collaborate as never before. Skills for High Performance Teamwork was created to help people achieve new levels of collaboration, communication and teamwork. Discover the Benefits of Collaboration The program will give team members the communication, discussion, and decision-making skills they need to build and maintain a positive social environment. Format Audience: