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Diferentiating

InstructionBY JOHN STEPP

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What is diferentiated instruction?

• Diferentiation means tailoring instruction to meet indiidual needs! Wteachers diferentiate content" #rocess" #roducts" or the learning eniuse o$ ongoing assessment and %e&i'le grou#ing ma(es this a succesinstruction!

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)agan *lass Set +#• Be$ore I attem#t to diferentiate instruction" I ,rst set m- room u# in a .a- tha

to diferentiation!

•  The easiest .a- $or me to do this is through )agan *oo#eratie /earning struc

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)agan Structures

0i&ed1Pair1Share2

 The class mi&es until the teachercalls 3#air!4 Students ,nd a ne.#artner to discuss or ans.er theteacher5s 6uestions!

7all- 7o'in2

Students ta(e turnsres#onding orall- .ith#artners!

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)agan Structures

7all- *oach2

Partners ta(e turns" onesoling a #ro'lems .hilethe other coaches!

Num'ered Heads T

 Teammates #ut their 3heads toconsensus on the team5s ans.on their toes 'ecause their numto share the team5s ans.er!

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Diferentiation InstructionStrategies  Jigsa. 0ethod

 Jigsa. Ste#s 8 9ssign To#ics 8 Eert :rou#s 0eet 8 E&*onsult 8 Eerts *reate a Teaching Plan 8 Eerts 7et Teams to Share and Tutor 8 Demonstration o$ )no.led

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Diferentiation InstructionStrategies /iterature *ircles2

/iterature circles hae to 'e diferentiated; '- nature each grou# .ill at diferent leels on diferent to#ics! Struggling readers can select a leel; the teacher can #roide direct su##ort to that grou# or can inclo$ higher1readers!

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Diferentiation InstructionStrategies

We'

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+sing Technolog- to Diferentiate

Diferentiation and student choice are

'oth re6uired o$ teachers" according tothe $rame.or(" '- .hich )entuc(-educators are ealuated! One .a- toensure that .e are diferentiating andim#lementing student choice into ourdail- lessons is through the use o$technolog-! Technolog- can allo. student

a more %e&i'le learning #ath" 'ut usingtools and arious mediums to researchand ,nd in$ormation in an- su'=ect! Thegra#hic on this slide loo(s at man- .a-sthis can 'e achieed" including" 'ut notlimited to2 classroom 'logs" .i(i s#aces"#resentations" #odcasts" etc!

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+sing Technolog- to Diferentiate

Handheld Deices

It seems all students hae handhelddeices" such as iPhones" iPods" iPads"ta'lets and similar deices that can 'eused $or not onl- diferentiating" 'ut tohae $un in the classroom! Students can

sim#l- use these deices as tools such as adictionar-" thesaurus" or calculator! Thereare also numerous educational a##s thattrac( students5 #rogress and achieements!9t Sandersille" .e use iPads in ourclassroom to hel# diferentiate instruction"

along .ith meeting our Tier II needs!

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:oal setting" 0onitoring" and9nal->ing Data

:oal SettingEach student in the classroomneeds a de,ned goal in eer-su'=ect! This could 'e com#leting allo$ their multi#lication $acts"reaching a certain num'er o$ .ords#er minute in %uenc-" or managingand 'eing sel$1a.are .ith their

'ehaior!

0onitoring Da To meet the needs o$ each stmust monitor data consistentshould 'e the eert .hen it students! 0onitoring data .ilto con$erence .ith each studethe- are sta-ing on trac( .ithsetting!

9nal->ing Data0ost im#ortantl-" teachers need to anal->e data! This allo.steachers to continue to diferentiate instruction and meetindiidual needs! This gies the teacher the in$ormation needed to#ush the student $or.ard" or reteach certain conce#ts!Diferentiation and the anal-sis o$ data can hel# students raisetheir achieements and s(ill leels at an accelerated #ace!