Instructional Strategies that Support Differentiation
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Transcript of Instructional Strategies that Support Differentiation
Instructional Strategies that Support DifferentiationWeek 7EDTC 602
Cory Wendling
Strategy Stations
Description
Allows students to work on tasks that work in concert with one another
Grouping Flexible- Based on
length of activity exposure
- Students’ needs
Misc. - Teacher and student choice
- Frequent or occassional use
Development of learning stations enhances comprehension by utilizing a hands-on approach to the learning process.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Teacher can adjust the degree of difficulty based on ongoing need
- Various products
- Takes student interest into account
- Wide range of project options and modes of expression
- Numerous problem solving strategies
- Assists learner by presenting topics based on readiness
- Increases motivation
- Flexible grouping for tasks
Strategy AgendasDefinition Individualized
list a student must complete in given a time limit
Grouping Personalized assignments
Misc. - Allows instructor to move freely amongst the learning population and to pull smaller groups for guided work
Agendas are great for ongoing assignments that students can work on independently throughout a unit, a grading period, or longer.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Teacher is able to vary topics within subjects
- Permit differentiation of process
- Allow for personalized pacing
- Blend like-readiness and mixed-readiness groups
- Teacher can act as facilitator and resource guide
- Agendas allow educators to focus on the wide array of needs found in the classroom
Strategy Complex Instruction
Definition Open-ended collaborative tasks that involve real-world scenarios and multiple problem solving strategies
Grouping Small-group
Misc. - Seeks tasks that call on a much wider range of intellectual skills
CI is a comprehensive program of curriculum and instruction which meets many of the criteria of Intercultural Education by equalizing rates of participation through multiple ability tasks and status interventions.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Teachers can use various level resources to address a singular learning topic
- Multiple “learning segments”
- Interest differentiation with investigation
- Multiple modes of intelligence are provided for with varying resources
- Collaborative assignments with heterogeneous groupings dignify each student
Strategy Orbital Studies
Definition Self-selected independent investigations that revolve around a facet of the curriculum
Grouping Individual
Misc. - Potential learning topics should be created using student interest surveys and interviews with parental figures
Orbital studies are an ideal way to address both commonalities and differences among middle-level learners.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Students select their own content, develop their own study plans, and their own expression of learning
- Teacher monitors the students’ choices and progress for high-quality outcomes
- Students are energized by school and the learning process when it belongs to them
Strategy CentersDefinition A classroom
area that is designed to allow a student to further explore a taught concept or skill
Grouping Flexible- Individual
or in small groups
Misc. - Differ from stations as they are NOT linked
Teaching with learning centers is particularly popular in elementary schools, as the method is ideal for young students who lack the ability to focus for extended periods of time.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Various levels of complexity
- Includes the option for students to propose their own studies
- Kinesthetic, visual, spatial, and linguistic representation of learned material
- Teacher creates community learning activities while promoting individuality
- Planning is made easier
Strategy Entry PointsDefinition A strategy for
addressing varied intelligence profiles.
Grouping Individual or in small groups
Misc. - Narrative (presenting a story)
- Logical-Quantitative
- (deductive reasoning)
- Foundational (underlying philosophy)
- Aesthetic (sensory features)
- Experiential (hands-on approach)
…students vary in intelligence preferences or strengths.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Teacher provides varied ways to think about a singular concept or skill
- Varied product forms to demonstrate understanding
- Taps into students’ prior experiences, thus enhancing motivation
Strategy Tiered Activities
Definition Leveling activities based on pre-assessment
Grouping Flexible- Individual
or in small groups
Misc. - Represented by ladder, charting the complexity of activities based on Bloom’s Taxonomy
The goal here is to get the children started on the path to learning from a point where they are comfortable. This is not to say that everything should be made easy for them.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Leveled reference materials
- Varied amount of support
- Readiness differentiation
- Varying group size
- Time modification
- Allows students to gain real understandings while facilitating the students’ intrinsic desire to achieve
Strategy Learning Contracts
Definition A negotiated agreement between teacher and student
Grouping Individual
Misc. - Assumes that students can take on some responsibility for learning
- Ensures students will use the skill in context
It is based on the principle of the learners being active partners in the teaching-learning system, rather than passive recipients of whatever it is that the teacher thinks is good for them.
Experts Say…
Three Questions for Analysis
What (Content)
How (Readiness,
Interest, Learning
Style)
Why (Reason)
- Varying directions
- Differentiation of readiness, interest, and learning profile
- Each student can feel challenged and successful
- Good mix of teacher direction and student centeredness
Other Differentiation Strategies Compacting
Re-teaching Problem-Based
Active problem solving in real-world scenarios
Group Investigation Related to something else
being studied in class Independent Study
A tailor-made opportunity to help student develop talent and interest areas.
Choice Board Changing assignments in
permanent pockets.
4Mat Beginning, developing, and
proficient Portfolios
Collections of student work
Works Cited ACSD. (2011). ACSD. Retrieved 2012, from
Differentiated Instruction: http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx
Tomlinson, C. A. (2005). The differentiated classroom: responding to the needs of all learners. Upper Saddle River: Pearson Education Inc.
University of Kansas. (2011). Center for Research on Learning. Retrieved 2012, from The University of Kansas Web site: http://www.kucrl.org/sim/strategies.shtml