DifferentiatedInstruction

Melinda Kolk

What is differentiated instruction?

When you look atyour learners and

you see this...

... & act on what you seebefore, during, & after

you teach.

Differentiated instructionis a way of thinking,

not a program.

you pay attention to AND activelyplan and modify processes for thedifferent learners in yourclassroom.

Teaching vs. Learning

Differentiated instruction is when...

Students vs. Learners

What could beimportant to knowabout my students?

• as human beings• as learners

Teaching with the child in mind.

"Yes, we have to teach content, wehave to always bear in mind that weteach that content to human beings,and not all students will understand itin the same way, at the samelength of time, make thesame connections, need thesame support system."

- Carol Ann Tomlinson

So how do weget there?

Step 1 - See diverse learners

Step 2 - Know your learners

• as human beings• as learners

Step 2 - Know them as human beings

A. Culture, Family, Religion, Income

• Siblings• Language• Experiences

Step 2 - Know them as human beings

A. Interests and Passions

• Hobbies/Sports• Experiences• Clothing

Step 2 - Know them as human beings

A. Personality

• Introvert or Extrovert?• Creative or Analytical?• Alone or Together?• Impulsive or reflective• Conformity or Non?

Step 3 - Know them as learners

A. Learning Environment!

• Noisy or quiet?• Rigid or flexible schedule?• Warm or cool room?• Moving or still?• Distracting or bare?

Step 3 - Know them as learners

B. Learning Style

• Auditory• Visual• Kinesthetic

Step 3 - Know them as learners

B. Thinking Style

• Concrete Sequential

• Concrete Random

• Abstract Sequential

• Abstract Random

• Structure

• Open-ended

• Alone

• Together

Step 3 - Know them as learners

• Ask

• Assessment

• Learner Profile

• inventories• all about me

• previous & ongoing• exit slips

Hallmarks of Differentation

• Ongoing, formative assessment• Recognition of diverse learners• Group Work/flexible grouping• Big ideas and concepts, not texts• Choice• Scaffolded instruction

Step 3 - Act to differentiate!

Content

Process

Product

• know big ideas - clear goals• levels of knowing

• varied strategies• multiple processes

• varied performances

Learning environment

Differentiate by...

• Readiness

• Learning style

• Interest

• educational experience• appropriate to ind. development

• environment• intelligence/learning style• thinking style

Typically

• Assess

• Layered Lessons

• Grouping

• before any content is "COVERED"• during - what is "UNCOVERED?"

• varied strategies & time!• different approaches

• Starts with total group!• TAPS

Differentiating ContentClear Goals

• Interest Development Centers• Varied Texts• Accelerated Coverage of Material• Varied Supplementary Materials• Varied Graphic Organizers• Independent Study• Tiered Assignments• Compacting

Final thoughts

Student learning is improved when:

• They think their teacher cares about them.• They are presented with problems at an appropriate level.