Differentiating Instruction

What does the term differentiate instruction mean?

At its most basic level, differentiating instruction means "shaking up" what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. In other words, a differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively.

How do I support SPED students.

Read the accommodations and follow through on them.

Differentiating instruction is important in ______________________________.

What students learn, How they learn it, and How they demonstrate what they've learned.

What are the three engines that drives effective differentiation?

While the image of a standard issue student is comfortable, it denies most of what we know about the wide variance that inevitably exists within any group of learners. There is no substitute for highly relevant, meaning-rich, student-focused curriculum and instruction in every classroom. Even in the presence of high-quality curriculum and instruction, we will fall woefully short of the goal of helping each learner build a good life through the power of education unless we consistently seek to understand that learner, understand that learner's progression of growth in critical content and skills, and build bridges between the learner and learning. Tomlinson, Carol Ann. How to Differentiate Instruction in Academically Diverse Classrooms, Third Edition . ASCD. Kindle Edition.

When differentiating instruction don't ______________________________________.

Simply adjusting the quantity of an assignment will generally be less effective than altering the nature of the assignment to match the actual student needs.

What is the difference between an accommodation vs. modification?

Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn't have to write his answers to show that he knows the information.

How can one have differentiated instruction for readers?

For example, many students at all grade levels struggle with reading. Those students need a curriculum with regular, built-in, structured, and supported opportunities to develop the skills of competent readers. While it may be thoughtful, and helpful in the short term, for a teacher to provide both oral and written directions for a task so that students can hear what they might not be able to read with confidence, their fundamental reading problems are unlikely to diminish unless the teacher makes proactive plans to help students acquire the specific reading skills necessary for success in that particular content area.

What is the problem with having a non-differentiated classroom?

In a classroom with little or no differentiated instruction, only student similarities seem to take center stage. Tomlinson, Carol Ann. How to Differentiate Instruction in Academically Diverse Classrooms, Third Edition . ASCD. Kindle Edition.

How can assessments be used in differentiated instruction?

In a differentiated classroom, assessment is no longer predominantly something that happens at the end of a unit to determine "who got it." Diagnostic pre-assessment routinely takes place as a unit begins, to shed light on individuals' particular needs and interests in relation to the unit's goals. Throughout the unit, systematically and in a variety of ways, the teacher assesses students' developing readiness levels, interests.

What is the differentiated framework that I should keep in mind as I am planning my lessons?

In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.

What are some ways that I can accommadate or modify a work for a student with an IEP?

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following: Jack will have shorter reading and writing assignments. Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade). Jack will have test questions read/explained to him, when he asks. Jack will give his answers to essay-type questions by speaking, rather than writing them down.

What are some general ways I can accommodate or modify work for a student?

Scheduling. For example, giving the student extra time to complete assignments or tests breaking up testing over several days Setting. For example, working in a small group working one-on-one with the teacher Materials. For example, providing audiotaped lectures or books giving copies of teacher's lecture notes using large print books, Braille, or books on CD (digital text) Instruction. For example, reducing the difficulty of assignments reducing the reading level using a student/peer tutor Student Response. For example, allowing answers to be given orally or dictated using a word processor for written work using sign language, a communication device, Braille, or native language if it is not English.

What is not differentiated instruction? What is differentiated instruction?

While it is true that differentiated instruction can offer multiple avenues to learning, and although it certainly advocates attending to students as individuals, it does not assume a separate assignment for each learner. It also focuses on meaningful learning—on ensuring all students engage with powerful ideas. Differentiation is more reminiscent of a one-room-schoolhouse than of individualization. That model of instruction recognized that the teacher needed to work sometimes with the whole class, sometimes with small groups, and sometimes with individuals. These variations were important both to move each student along in his or her particular understandings and skills and to build a sense of community in the group. Tomlinson, Carol Ann. How to Differentiate Instruction in Academically Diverse Classrooms,