meeting the diverse needs of all learners: one size does not fit all
TRANSCRIPT
Meeting the Diverse Needs of All Learners:
One Size Does Not Fit All
Agenda
• Differentiation Defined• A Day in the Life• Distinguishing Differences• Closing Discussion
Differentiation Defined
Differentiation is teaching with planned responsiveness to learner
needs in order to ensure maximum growth of each learner in and beyond essential learning
outcomes.-Carol Ann Tomlinson
Elements to Differentiate
• Content (what students learn)
• Process (how they learn it)
• Product (how they demonstrate what they have learned)
Differentiation is…
• proactive • student- centered• rigorous & meaningful
at appropriate level of instruction
• a blend of whole-class, small group, and individual instruction
Comparison of Two Classroom Settings
Classroom Element How it Looks in a Traditional Classroom
How it Looks in a Differentiated Classroom
Role of the Teacher
Leader/InstructorSource of Information
Facilitator/Guide/MotivatorGatherer of Information
Role of the Student
Passive/ListenerQuiet
Active ParticipantsCooperative Planners
The Curriculum One level/textbook
One learning style
Workbook/worksheets
Standards-based, multi-leveled units of instructionAddresses varied learning styles and multiple intelligencesVarious instructional materials such as authentic literature, math manipulatives, technology resources
Assessment Tests & Quizzes
Evaluates product (one right answer)
Multiple assessments such as performance tasks, tests & quizzes, self-assessment, observationsEvaluates both product and process (strategy used by student to arrive at answer)
A Day in the Life…
Evesham Township Schools believe that meeting the needs of all students is critical to providing a thorough and efficient education. In order to provide for the many diverse talents of our students, our curriculum does the following:
•Provides exposure to critical thinking and problem-solving opportunities•Imbeds multi-leveled tasks and projects within each subject area•Refines and enriches individual development of higher order thinking processes
Distinguishing Differences
• Temperament• Interests• Life Experiences• Culture• Special Needs• English Language
Learners• Gifted & Talented
Tier III
• Students who show high levels of ability, creativity, and task commitment
• Functioning at significantly higher rate than peers (minimum of 2 grade levels above)
• Identified students, initial summary report & action plan
• Student selected tasks, quarterly enrichment logs
• Annual Summary Report
Distinguishing Differences
Bright Gifted
Closing
Meeting the Diverse Needs of All Learner:One Size Does Not Fit All