Differentiation

If a teacher keeps using the same

strategies and the student keeps failing – who really is the slow

learner?

If the only tool you

have is a hammer,

you treat everything like a nail!

If students can’t learn the way we teach them, we must teach them

the way they learn!

Facing the Fact:

Key Questions

What is it we expect our students to learn? How will we know when they have learned

it? How will we respond when they don’t learn? How will we respond when they already

know it? How will we improve our instructional

practice based upon their learning results?

Learning vs

Teaching

As teachers you must remind yourself to focus on. . .

We use formative assessments frequently throughout the

course to assess small portions of the course each

time.

How will we know when they have learned it?

Doug Reeves said. . .

“Formative assessments are like a physical examination while summative assessments are comparable to an autopsy.”

We want to perform the biopsy, not the autopsy. Before it’s too late!

It may also be necessary to reassess a skill that was widely

deficient on a previous formative assessment to determine whether

or not your interventions have been effective.

Frequent monitoring of student learning is an essential element of effective teaching.

Assess a few key concepts frequently rather than many

concepts infrequently.

Good formative assessments shift the focus from teaching to

learning.

Formative assessments should:

Identify students who need additional time and support for learning.

Motivate us to provide that time and support in our course.

Drive us to give students another opportunity to demonstrate their learning after the intervention.

QUESTIONS:

How do teachers typically respond when students don’t learn?

How do teaches typically respond when students already know the material?

Every Student is Different!

Let’s Get Ready to Move!

1C

2R

3S

4R

5C

6R

7S

8C

9R

10S

11R

12C

13R

14S

15C

1C

2r

3S

4R

5c

6R

7S

8C

9R

10s

11R

12C

13R

14S

15c

1C,

2r

3S

4R,

5c

6R,

7S,

8C

9R,

10s

11R

12C,

13R

14S,

15c

Being Aware of Multiple Intelligences is Key to Differentiating Instruction

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard

University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

These intelligences are:

Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning

smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal

intelligence ("self smart") Naturalist intelligence ("nature smart")

M.I.

Let’s Try Some

Activities