differentiated instruction is not: "individualized instruction” different reading assignments...
Post on 17-Dec-2015
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Differentiated Instruction IS NOT:
"Individualized Instruction”• Different reading assignments• Taught skill
Chaotic• Activities are well planned• Students are engaged in learning
just another way to provide homogeneous grouping
• Flexible grouping“Tailoring the same suit of clothes"
Carol Ann Tomlinson, 1995
Differentiated Instruction IS:
• Proactive• more qualitative than quantitative
• Not half as much or twice as much• provides multiple approaches to content,
process, and product• student centered
• Instruction that is engaging, relevant, and interesting
• a blend of whole-class, group, and individual instruction
• "Organic.”• Ongoing collaboration with students• Frequent adjustments
Carol Ann Tomlinson, 1995
– One-size-fits-all instruction does not reach all learners
– Learners of multiple abilities can be educated together
– Differentiated instruction is flexible and responsive
Why Differentiate Instruction?
Differentiating Instruction
• Content– Several elements and materials are used to support
instructional content.– Align tasks and objectives to learning goals.– Instruction is concept-focused and principle-driven.
• Process– Flexible grouping is consistently used.– Classroom management benefits students and teachers.
• Products– Initial and on-going assessment of student readiness and
growth are essential.– Students are active and responsible explorers.– Vary expectations and requirements for student responses.
Making Differentiated Instruction Attainable
• Clarify key concepts and generalizations.
• Use assessment as a teaching tool to extend versus merely measure instruction.
• Emphasize critical and creative thinking.
• Engaging all learners is essential.• Provide a balance between teacher-
assigned and student-selected tasks.
Planning Pyramid
The Planning Pyramid is flexible based upon the student’s prior knowledge
All students will learn
Most but not all
Some
Informationsome students
may learn. Complex and/or detailed information
Additional facts, extensions of base
concepts, related concepts
Most important concepts you want all students to learn.
Organizational Strategies
Task-Specific Strategies
Self-Talk
The Needs Matrix: Cognitive
• Executive Control Self as Learner Self Regulation
Self-Talk
• Adult model• Overt self-guidance• Faded overt self-guidance• Covert self-instruction
Task Specific Strategy
• Discuss task parameters• Introduce strategies and provide rationale• Practice in authentic settings• Check students’ use of strategy • Apply strategy in increasingly difficult
aspects of the strategy• Model the use of strategies• Students critique teacher model• Shift responsibility to students• Monitor Progress!
Effective Strategies
• Lead to specific & successful outcomes
• Are sequenced efficiently• Cue students to use strategies• Think metacognitively• Select appropriate procedures• Cue students to take action• Are brief• Are essential
Effective Strategy Design
• Use a remembering system• Use simple and brief wording• Begin with action words• Use 7 or fewer steps• Use words that are uncomplicated
and familiar to students
Useful Strategies• Address a common but important existing problem
that students are encountering in their settings• Address demands that are encountered frequently
over an extended time• Can be applied across a variety of settings,
situations, and contexts
Performance-basedAssessment
Rubrics
Portfolios Knowledge Mapping
Focus Questions
• Determine a focus area– Four T’s
• Teaching objective• Target• Taxonomy• Text/materials
– Instructional Strategies– Learner Engagement– Learning Environment
The Focus is Instruction
• According to research all good instruction must include:– Active engagement– Reading and writing strategies– Address the auditory, kinesthetic,
visual and tactile learners– Address multiple intelligences– Be developmentally appropriate
Student Questions
• What are you learning?• Why do you need to know this?• How do you know if your work is
good enough?• Why should you learn this?
Using the information
• Data to determine staff development
• Follow-up to staff development• Technical Assistance to buildings• Implementation check of
initiatives• Specific need of school or district
Strategy 2: Make Instruction a Whole School
Endeavor
Maintain a Tight Instructional Focus
• Apply the instructional focus to everyone in the organization
• Apply it to both practice and performance
• Apply it to a limited number of instructional areas and practices, becoming progressively more ambitious over time
PRINCIPLE 1
Reflection
When was the last time that you visited another teacher’s classroom?
If you made a visit in the last year, what did you talk about afterwards?
What would you have like to have talked about?
Routinize Accountability for Practice and Performance
• Create a strong normative environment in which adults take responsibility for the academic performance of children.
• Rely more heavily on face-to-face relationships than on bureaucratic routines.
• Evaluate performance on the basis of all students, not select groups of students and – above all – not school- or grade-level averages.
• Design everyone’s work primarily in terms of improving the capacity and performance of someone else – system administrators of principals and teachers, principals of teachers, teachers of students.
PRINCIPLE 2
Make a List
Make a list of the ways that you can use the face to face opportunities that you
have to meet with colleagues….
Open Practice Up to Direct Observation, Analysis, and
Criticism• Make direct observation of practice, analysis,
and feedback a routine feature of work.• Move people across settings, including
outsiders into schools.• Center group discussions on the instructional
work of the organization.• Model desired classroom practice in
administrative actions.• Model desired classroom practice in collegial
interactions.
PRINCIPLE 3
Pair-Share
What would you need to make this kind of professional community work for you?
Differential Treatment Based on Performance and Capacity
• Acknowledge differences among communities, schools, and classrooms within a common framework of improvement.
• Allocate supervisory time and professional development based on explicit judgments about where schools are in a developmental process of practice and performance.
PRINCIPLE 4
Assets Analysis
What are ways that this happens now?
What one thing could happen to deepen the practice?
Devolve Increased Direction Based on Practice and Performance
• Do not rely on generalized rules about centralization and decentralization.
• Loosen and tighten administrative control based on hard evidence of quality of practice and performance of diverse groups of students;
• Greater discretion follows higher quality of practice and higher levels of performance.
PRINCIPLE 5
Pair-Share Dialogue
What do you think you should work on first?
It is not our differences that divide us. It is our inability to recognize, accept, and
celebrate those differences ... Audre Lorde
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