Differentiated Instruction Study Guide
What is differentiation?
A proactive approach that understands that not all learners learn the same way. It provides multiple lines of operations to the same objective. It is a blending of whole class, small group and individual instruction. Differentiated learning is student centered.
The Equalizer
A strategic tool used to balance the instructional format much like the equalizer buttons on a musical recording board - the key to the 8 aspects of the equalizer is to find the right balance to reach the students and keep them engaged and motivated.
What is student centered and why is it important?
It is a method of teaching/learning that is focused on the student to get them engaged by providing discussions and lessons that are relevant and interesting. It places some of the onus for learning on the student and seeks to get the student to take responsibility for the learning.
Then, what is differentiation not?
It is not synonymous with group work. It may contain group work but does not shift all instruction to group projects. It is not trying to make the same material presentation fit everyone with just a bit of alterations.
What is mastery learning?
Mastery is a cycle of teaching, testing, reteaching if necessary, and retesting if necessary
Learning Profile
Since not every student has the same interest or learns at the same time the learning profile assists the teacher in determining: a. learning style preferences b. intelligence capacities preferences c. cultural influences d. gender based preferences
When should feedback be provided?
Specific and detailed feedback should be provided in a timely manner so the student knows what went right and where to improve performance
Why should I care about differentiating instruction? Doesn't one size fit all? re
Students learn at different levels and rates. Some students learn faster and should not be held back just so everyone advances together; some students learn slower and should not be left behind or left feeling frustrated. The goal is individual mastery of the material and the ability to apply it. One size does not fit all in clothing and it does not fit all in the classroom.
Process
This is the learning activities or tiered activities
Content
What students need to learn
Multiple intelligences capacities
a strategy to help differentiate materials by realizing that students have different intelligence capacities - "how can I reach all of my students?" 1. Verbal/Linguistic 2. Visual/Spatial 3. Body/Kinesthetic 4. Logical/Mathematical 5. Intrapersonal 6. Interpersonal 7. Music/Rhythmic Not every capacity fits every student - differentiating means using the capacity necessary to reach individual students.
How do you motivate students to want to learn?
a. differentiated lesson plans b. modeling the appropriate motivation - you cannot expect the student to be motivated to learn if the teacher is not motivated and excited about the materials c. set and communicate clear expectations d. be enthusiastic - it is contagious
How do we create a positive learning environment through differentiation?
a. use of positive language b. recognize and reinforce desired behaviors c. praise effectively and genuinely d. realize that not all students have the same background or desire for learning e. engage the student with interesting and relevant materials f. hold the students accountable
differentiating content
adapt what is taught and the access to the information; focus on concepts/principles not just facts
Questioning strategy
ask questions to: a. get the students actively involved b. help increase student motivation c. help evaluate student preparation for the class d. develop critical thinking skills - maybe the most important
What is homogenous grouping?
grouping students by curriculum - for example grouping by major
complex instruction
involves the use of multiple ability curricula using group work as the foundation and allowing the students to manage their own groups with the goal of everyone pulling their fair share of the load and not excluding anyone from the process. The University of Vermont refers to this as "cooperative learning."
curriculum compacting
planned strategy to pre-assess students and then modify the work or products for those students that master the materials or already have mastery of the materials to prevent redundancy and boredom.
curriculum
teaching things that are worth learning
goal oriented instruction
the use of clear goals of the student capabilities that need to be developed for that particular subject or group of subjects. Should be the goal of curriculum planning
tiered assignments strategy
the use of different degrees of difficulty to challenge all learners at different levels of readiness, interest, prior knowledge, and learning preferences. This strategy is based on student needs, involves the student in the learning process and setting of goals and involves on-going assessments
sense making
this is critical - students have to be able to make sense of a topic before they can become interested enough to gain the knowledge to demonstrate mastery. In order to enable sense making, the teacher has to ensure that the materials are interesting, relevant and help drive the students to think at a higher level.
What is engagement?
this is the challenge of every teacher. How do you get the students interest and then how do you get the students to want to learn?
instruction
use of methods/activities to reach the learning goals
Products
what the students will produce such as presentations, project feedback, papers
