Definition of Differentiated Instruction Quick Overview of DI with an SDA Perspective Some Stages to...
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Transcript of Definition of Differentiated Instruction Quick Overview of DI with an SDA Perspective Some Stages to...
DIFFERENTIATED INSTRUCTION
Goals for this Session on DI
• Definition of Differentiated Instruction
• Quick Overview of DI with an SDA Perspective
• Some Stages to Implementation of DI
DIFFERENTIATED INSTRUCTION
“Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.”
—Carol Ann Tomlinson (2000)
A Graphical DefinitionDifferentiated Instruction
is a teacher’s response to learner’s needs
guided by general principles of differentiation such as
respectful tasks
flexible grouping
ongoing assessment and adjustment
through a range of instructional and management strategies such as
according to student’s
Content
Teachers can differentiate
Process Product
Readiness Interests Learning Profile
Multiple intelligencesTaped materialAnchor activitiesVarying organizersVaried supplementary materialsLiterature circles
Tiered lessonsTiered centersTiered productsLearning contractsSmall-group instructionGroup investigationIndependent study
4MATVaried questioning strategiesInterest centersInterest groupsVaried homeworkCompactingVaried journal prompts
Allan, S.D. & Tomlinson, CA (2000). Leadership for Differentiating Schools & Classrooms. Alexandria, VA: ASCD
• PROCESS
What do we mean by…
• CONTENT • PRODUCT
Continual Progress by Ellen White
“Higher than the highest human thought can reach is God’s ideal for His children. Godliness—godlikeness—is the goal to be reached. Before the student there is opened a path of continual progress. He has an object to achieve, a standard to attain, that includes everything good and pure and noble. He will advance as fast and as far as possible in every branch of true knowledge.” —Ed 18
What do we mean by…
• READINESS • INTEREST • LEARNING PROFILE
Adapt to Students Needs by Ellen White
“The teacher should carefully study the disposition and character of his pupils, that he may adapt his teaching to their peculiar needs. He has a garden to tend, in which are plants differing widely in nature, form and development…Those to whom was committed the care of these plants left them to the mercy of circumstances, and now the difficulties of correct cultivation are increased tenfold.” —CT 231-232
Individual Development by Ellen White
“In all true teaching the personal element is essential. Christ in His teaching dealt with men individually…The same personal interest, the same attention to individual development, are needed in educational work today. The true educator, keeping in view what his pupils may become, will recognize the value of the material upon which he is working. He will take a personal interest in each pupil and will seek to develop all his powers.” —Ed 231-232
ASSESSMENT
• Pre-assessment
• Formative Assessment
• Summative Assessment
Mastery Learning by Ellen White
“Before taking up the higher branches of study, let them master the lower. This is too often neglected…A thorough knowledge of the essentials of education should be not only the condition of admission to a higher course, but the constant test for continuance and advancement.” —Ed 234
Managing the…
DI CLASSROOM
So…What Kind of a Teacheris a DI Teacher?
A DI Teacher is… A Coach or mentor. An organizer of learning opportunities! He or she gives students as much responsibility as they can handle for learning.
Assess student readiness through a variety of means. “Reads” and interprets students clues interests and learning preference . Creates a variety of ways for students to gather ideas an information. Presents varied channels through which students can express and expand information
—Carol Ann Tomlinson 2001
If you are in a multi-grade classroom teacher, chances are you Differentiate Instruction.
Fine tune it now. Learn the DI Philosophy and its Components. You can change, You can make a difference!
In reality, no teacher teaches a single grade. They just teach an average age group. That is all!
BABY STEPS
So where Do I Start with DI?
First, Self Assess…
• How are you already using Differentiated Instruction?
• What is something new you learned about DI today?
• What is one thing you could you do tomorrow or next week to incorporate DI in your room?
Stage One Activities:• Establish classroom management procedures (without
Classroom management you are lost/get help!)• Start using pre-assessment to find out students’
readiness level• Begin using formative assessments• Begin learning about students’ interests and learning
profiles • Experiment with flexible grouping
SDE The Differentiated Instruction Continuum A self Assessment for DI implementation 2009
Stage Two Activities:• Use data from pre-assessments to design lessons• Use data from formative assessments to guide
instruction• Design activities to target students’ interest and
learning profiles• Explore types of flexible grouping• Begin using anchor activities• Incorporate learning contracts for some students.
SDE The Differentiated Instruction Continuum A self Assessment for DI implementation 2009
Stage Three and Four! • Invite me or another educator trained on
Differentiated Instruction to in-service your conference and/or school.
For information email me at:[email protected]
• Ask your conference to send you to a DI Convention! Check out http://www.sde.com/browse-events.asp
DIFFERENTIATION DOES NOT SUGGEST THAT A TEACHER CAN BE ALL THINGS TO ALL INDIVIDUALS ALL THE TIME.
IT DOES, HOWEVER, MANDATE THAT A TEACHER CREATE A REASONABLE RANGE OF APPROACHES TO LEARNING MUCH OF THE TIME, SO THAT MOST STUDENTS FIND LEARNING A FIT MUCH OF THE TIME.
—Carol Ann Tomlinson 2001
In Other Words…Differentiated Instruction is outstanding teaching.
Teaching that cares for the success of each individual student as a whole person.
It is Christian Education at its BEST!
—Martha Delapava Havens
Resources• National Conference on Differentiated Instruction;
July 10 – 13, 2012; Las Vegas, Nevada; www.SDE.com/DI2012
Books:• The Differentiated Classroom: Responding to the Needs of All
Learners. Carol Ann Tomlinson, ASCD, 1999.• Leading and Managing A Differentiated Classroom. Carol Ann
Tomlinson and Marcia B. Imbeau, ASCD, 2010.• Differentiating Instruction in the Regular Classroom: How to Reach
and Teach All Learners, Grades 3-12. Diane Heacox, Free Spirit Publishing, 2002.
• Differentiation in Action. Judith Dodge, Scholastic, 2005.• How to Differentiate Instruction in Mixed-Ability Classrooms. Carol
Ann Tomlinson, Pearson Merrill Hall, 2001.