differentiated instruction for inclusive teaching

8/12/2019 Differentiated Instruction for Inclusive Teaching

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Differentiated Instruction in

Mixed Ability Classes

Teacher Training Sessions for Primary and Secondary

Teachers of English in Ilia

January and February 2014


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For a fair selection,

everybody will take

the same test: please

climb that tree.

This picture is your English class.

What is the message it sends to the teacher?


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Types of student diversity

Culture,

Social background,

Cognitive development,

Skills,

Learning styles,

Interests,

Motivation,

Intellectual challenge,

Emotional maturity,

Learning goals, expectations and needs

Learning difficulties


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Multiple intelligences in teaching and learning


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Differentiation

is a teachers response to learners needs

guided by general principles of differentiation

Meaningful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students

Readiness Interests Learning Profiles

through a VARIETY of INSTRUCTIONAL STRATEGIES

Graphic OrganizersScaffolding CubingTic-Tac-ToeLearning Contracts.Tiering

Learning/Interest Centers Independent Work Preferences....ETC.

Quality Curriculum Building Community


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Key principles of the differentiated classroom The teacher is clear aboutwhat matters in subject matter.

The teacher understands, appreciates, and builds upon student differences.

Assessmentand instructionare inseparable.

The teacher adjusts content, process, andproductin response to student

readiness, interests, and learning profile.

All students participate in respectful work.

Students and teachers are collaboratorsin learning.

Goals of a differentiated classroom are maximum growthand individualsuccess.

Flexibilityis the hallmark of a differentiated classroom.


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The 3 Factors of Differentiation

Students

Readiness

Do tasks fit thestudents skills andlearning abilities?

Interests

Do tasks motivatethe studentsinterest and

curiosity?

Styles

Do tasks allow thestudents to work in

their preferredmanner?


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Key features of differentiated teaching

: the teacher is aware and sensitive to his students

differentiated needs and provides them varied learning experiences.

: we do not adapt the

extent of a task, but the nature of the task.

: we differentiate

the input, the tasks and the way our students show what they have

learnt.

: students and teachers learn from each other.


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In action, differentiation means

Assessing before-during and after

Scaffolding

Reinforcing autonomy

Varying material

Flexible grouping

Encouraging choice

Varying time limits

Promoting problem solving

Assessing according to aims


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Graphic representation of

information


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Turning a text into a

timeline of events


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This picture can be used in a grammar-focused lesson. Can

you a) determine the main teaching aim and b) justify the

use of the picture as a teaching tool?


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Raising challenge and

expectations

Setting clear goals forthem

Providing supportaccording to goal

Balancing challenge andpleasure

Tracing positive qualities

Developing positive elementsrather than correcting weak

ones

Making learning appear useful

Teaching basic not detail

Providing varied approaches

to learning

Assigning slightly more

challenging tasks

Personalising learning

Encouraging use of new

knowledge

Building on self-confidence

Addressing strong students Addressing weaker students


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Blooms Taxonomy in task design


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KUD Teaching

K Know Facts, vocabulary, functions, textstructure

U Understand Concepts, principles, rules,generalisations

D Do SkillsBasic skills

Skills to develop during the lessonThinking skills

Planning skills

Cooperative skills

Autonomous learning skills


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Cubing1. Describe It

Look at the subject closely (perhaps with your senses inmind).

2. Compare ItWhat is it similar to? What is it different from?

3. Associate It

What does it make you think of? What comes to yourmind when you think of it? People? Places? Things?Feelings? Let your mind go and see what feelings youhave for the subject.

4. Analyze It

Tell how it is made. If you cant really know, use yourimagination.

5. Apply ItTell what you can do with it. How can it be used?

6. Argue for It or Against It

Take a stand. Use any kind of reasoning you wantlogical,silly, anywhere in between.


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Teaching as an equalizer

Carol Ann Tomlison, 2001


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Providing choice

Writing a review

Choice

1

Restaurant

Choice

2

Book

Choice

3

Movie

Choice

4

Video game


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TIC-TAC-TOE Choice Board

For a Book Report

Draw a picture of the

main character.

Perform a play that

shows the conclusion

of a story.

Write a song about

one of the main

events.

Write a poem about

two main events inthe story.

Make a poster that

shows the order ofevents in the story.

Dress up as your

favorite character andperform a speech

telling who you are.

Create a Venndiagram comparing

and contrasting the

introduction to the

closing.

Write two paragraphsabout the main

character.

Write two paragraphsabout the setting.


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Think-Pair-Share

We set the pairs

WE set the topic/question

We allow some time to think about it

We ask the ss to share ideas with apartner

We invite pairs to share ideas with theclass

Work on a topic Discuss about the topic with a partner

Share your ideas with others


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Multiple Intelligences and Product Choice


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The 3 roles of the teacher in the D. classroom

Director of orchestra Coach

Jazz musician

S i f h f h


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Strategies for the management of the

differentiated class (1)

1. We prepare our students for our new approach

2. We start small with slight differentiations

3. We provide more time to the strong and less time to the weak

4. We assign thematicallyrelated tasks to early finishers

5. We provide short and clear instructions, preferably in card,

worksheet, or other visual form

6. We divide students in flexible groupings


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Flexible grouping

S i f h f h


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Strategies for the management of the

differentiated class (2)

7. We allocate mentoring roles to students (the expert of the

group)

8. Tasks are checked by the expert before submitted

9. We assign responsibility to students

7. We encourage students to evaluate their findings

8. We evaluate every student according to personal output, not

in relation to others


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they know what they

have to do

they know how to do it

they know what each

member has to do

they know what quality

of results means

Groups perform well when .


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Product types

-

-

- -

-/

debate

-

Q li C i i f h i l d


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Content

Information

Ideas Concepts

Material

Quality Assessment Criteria for the Final Product :

content

Q li A C i i f h Fi l P d


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ProcedureAims

Organisation

Argumentation

Research

Editing

Quality Assessment Criteria for the Final Product :

procedure


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I will read: I will look at and listen to: I will write:

I will draw: I will need:

Heres how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic

Learning Contract 1Name _______________________


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Assessing right

Diagnostic

assessment

Formative

assessment

Summativeassessment

Learning

aims


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On-going Assessment:

A Diagnostic Continuum

Preassessment

(Finding Out)

Formative Assessment

(Keeping Track & Checking -up)

Summative Assessment

(Making sure)

Feedback and Goal Setting

Pre-test

KWLChecklistObservation/EvaluationQuestioning

Peer evaluation Portfolio

Observation QuizTalk around

Self-evaluationQuestioning Exit Card

Unit Test

Performance testTaskProduct/ExhibitDemonstrationPortfolio Review


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Exit card 3-2-1

Fast assessment before the end of a lesson

The students write 3 important ideas from the lesson, 2

queries and 1 way to use what they learnt


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(September 2012 evaluation criteria)

Ofsted DO NOT want a lesson plan(!),

but evidence of a planned lesson

differentiated instruction for inclusive teaching

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