differentiated instruction the mission of the wappingers central school district is to empower all...
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Differentiated Instruction
The mission of the Wappingers Central School
District is to empower all of our students with
the competencies and confidence to challenge
themselves, to pursue their passions, and to
realize their potential while growing as
responsible members of their community.
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Students respond best when instruction
differs based on learning style…. Differentiated Instruction
“shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.”
Carol Ann Tomlinson
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Learning Styles
• Howard Gardner’s Multiple Intelligences• Verbal/linguistic• Logical mathematical• Spatial• Bodily Kinesthetic• Musical• Interpersonal• Intrapersonal• Naturalist
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Learning Conditions
• Number of students in
class
• Desk, comfy chair, or
floor
• Time of day
• Temperature
• Light
• Noise
• Smells
• Visual stimuli
• Space
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“In the end, all learners need your energy, your heart and your mind. They have that in common because they
are young humans. How they need you however, differs. Unless we understand and respond to those differences, we fail many learners.” Carol Ann Tomlinson
is a teacher’s PROACTIVE response to learner needs
SHAPED BY MINDSET
Guided by general principles of differentiation
Supportive learning environment Quality Curriculum Assessment that informs teaching
and learning Instruction that supports student
differences Leading students and managing
routines
Teachers can modify ____________________________________________________________
According to student’s ___________________________________________________
Differentiated Instruction
Content The information and
ideas students grapple with to reach the
learning goals
Process How students take in and make sense
of the content
Product How students
show what they know, understand
and can do.
Interest Passions, affinities, kinships
that motivate learning
Readiness The student’s proximity to
specified learning goals
Learning Profile Preferred approaches
to learning
Affect/ Environment The climate or
tone of the classroom.
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Strategies for Differentiation
• Many ways to differentiate
• Menu of choices
• Strategy should match needs of students
• Strategy must be embraced by teacher
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Small Group Instruction
• Small group instruction more effective than whole group instruction
• Allows us to focus more attention on children• See & hear children’s responses• Gauge their thinking processes• Children are heard
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Learning Centers
• Multi-level activities related to unit of study
• Learning objectives
• Reinforcement/practice
• Application of skills
• Independent or cooperative learning
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Anchor Activities
• To provide meaningful tasks for students when they:• Complete an assignment• First enter the classroom• Become “stumped”• During guided reading
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Multi-level Reading
• Maximize opportunities for on-level reading
• Same topic/theme
• Related topics
• Administrative task
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Alternative Homework
• Matches child’s skill level
• Extension of differentiated class work
• Reinforce/practice skill
• Application
• Meaningful & respectful
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Project/Activity Choices
• Choices empower students
• Provide limited choices• Projects• Presentations• Performances
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Curriculum Compacting
• 3-step process1. Assess what a student knows & what
still needs to be mastered2. Plan for learning what is not known &
excuse student from what is known3. Plan for freed-up time to be spent in
enriched or accelerated study
• Accelerates, Eliminates & Replaces
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Personal Agendas & Contracts
• Agendas• Personalized list of tasks• Specified time• Independent & collaborative work
• Contracts• Independent work• Empowers students/respects their interests
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Motivation• Intrinsic vs. Extrinsic Motivation
• “Schools and programs that manage to tap into the intrinsic interests and desires of students tend to be successful with all kinds of students...” (Noguera, 2003)