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Differentiated Instruction

Page history last edited by Mrs. Train 9 years, 10 months ago

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New Teacher Instruction Guide:

A new HS science teacher consults Rick Wormeli, an expert on DI and he gives some excellent advice on mixed-level classes.

https://www.teachingchannel.org/videos/differentiating-instruction

Shown at PD Day on June 24, 2014

Questions to Consider:

Why is assessment a key part of differentiation? What kinds of assessments could/should these be?
What aspects of your lesson can be tiered to meet students at their level?
What are simple ways you can start differentiating tomorrow? More difficult ways you can work at over the year?

Angela Lee Duckworth on Grit

INTRODUCTION: Why Differentiated Instruction?

Differentiated Instruction (DI) is a teaching philosophy that involves providing students with different ways to learn effectively, regardless of differences in ability or learning styles.

No child learns in the same way. Although curriculum expectations are standardized by the Ministry of Education, methodologies can be varied to suit the individual needs of students. By differentiating instruction, we can create different paths that take into consideration the abilities, interests and needs of each student. Differentiating instructions allows us to prepare a curriculum that will educate and stimulate students who range across the spectrum of exceptionalities, from LD to gifted.

Differentiated Instruction Professional Learning Strategy, 2010

http://www.edugains.ca/newsite/di2/diinvolveslides.html

Differentiated Instruction is:

Effective instruction that is responsive to the learning preferences, interests and readiness of the individual learner
An organizing structure or framework for thinking about teaching and learning
Responding to student needs with an awareness of the decisions that we make and taking deliberate action to meet the needs of all learners

Differentiated Instruction Menu

Step One: Knowing the Learner

Knowing the Learner
Differentiating your lessons starts by getting to know your students. Understand the way individual students learn best by observing and assessing at their strengths and needs, interests, learning preferences and readiness to learn.
Learning Styles and Multiple Intelligences

Step Two: Responding by Differentiating

Differentiating Content
Teachers can vary the topic or entry point (where they start in their teaching). For example, in our school, you don't have to explain what the Holocaust is as all our students already know the basics. However, with complicated mathematical formulas, you will probably have to start with basics. Differentiate material that student needs to learn (eg. quantity or depth)
Differentiating Process
The way that the student learns the material, (eg. visually, orally)
Differentiating Product
Differentiate the Product, eg. what the student produces to demonstrate their learning
Changing the Environment
Changing the environment to provide the best conditions for learning
DI Assessment