“ winter break is over kids! now, all you round pegs get back into your square holes”
TRANSCRIPT
“Winter Break is
over kids! Now, all you round pegs
get back into your square holes”
DifferentiatingInstruction
Melissa Currin, Andrea Krumpelman & Tammy Harris
Learning TargetsParticipants will• Gain an overview of differentiated
instruction• Become familiar with several
differentiation strategies• Identify points to consider when
implementing differentiation in the classroom
Why differentiate?
• No two children are alike• No two children learn in the identical
way• To provide access to the curriculum to
all students• One size does not fit all
What is differentiation?• A teacher’s response to learner needs:Abilities Interests learning styles• The recognition of students’
varying background knowledge• Instruction that appeals to
students’ differences
Ways Teachers Can Differentiate
Content
Process
Product
Knowledge and skills
Varying learning activities or strategies
Varying complexity/choice (tiered assignments)
Time to get to work!
Sorting cards by: Content Process Product
Discussion Question What are you already doing
in your classroom that differentiates
instruction?
Preparing for Differentiation
• Identify learning goals and outcomes • Diagnose the difference in readiness, interests
and learning styles of each student through various tools:
Entrance tasks Exit Slips Observation Assessments
Assessment
ongoing
Student
dependent
Instruction dependent
Informative for continued instruction
Differentiation Strategies• Curriculum compacting
• Independent study
• Interest centers
• Flexible grouping
• Learning contracts • Choice boards
• Reading Counts
• Tiered activities
• Graphic organizers 1 2
• Think-Tac-Toe
• Teacher centers
• Mini lessons
• Technology enhanced lessons
• Cubes
Management SuggestionsManagement Suggestions• Explain the activity and the procedures with the whole class
• Make expectations clear – develop ground rules for:• Behavior• Performance
• Use tasks that require time and thinking – this is not an extension of the “seat-work” concept
• Provide clear instructions, materials, responsibilities, check points, and expectations (rubrics)
Teachers who differentiate find…• Greater understanding of the concepts• All students experience challenge• Ability to apply concepts/skills to new situations and daily life• Students are excited• Students have ownership• Students are more independent learners• Students have greater mastery of content• Students have problem solving skills• Students are able to initiate their own projects.
Time to get to work!
• Look at your core content bullet• Identify your learning goal• Develop two strategies• Be ready to share with the group
Where do I go from here?Resources/References• www.enhancelearning.ca• http://www.k8accesscenter.org/index.php• http://www.internet4classrooms.com/di.htm• http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.htm
l• http://www.manhattan.k12.ca.us/staff/pware/diff/index.htm• http://www.readinglady.com/mosaic/tools/tools.htm• http://www.kidsource.com/kidsource/content/diff_instruction.html• http://www.caroltomlinson.com/• Rebecca Mann, Purdue University• Books your building coaches have:
Standards Based Activities & Assessments for the Differentiated Classroom
90 Instructional Strategies for the Classroom
Exit Slip
1. List one idea that you feel you can implement in your classroom.
2. List any questions you may have about differentiated instruction. I will email answers/information to you.
Thanks for your valuable time!!!