Dr. Laura McLaughlin Taddei

Share with someone next to you the way you learn best.

Video on learning styles - Learning Style - Which one are you? For this activity, you will need three

pieces of blank paper and a pen or pencil

Discuss with a partner your learning style

The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms.

Excerpt from http://caroltomlinson.com/

Handout - Purcell, T. Differentiating Instruction in the preschool classroom. http://www.stcloudstate.edu/tpi/teachersupport/documents/DifferentiatingInstruction-EarlyChildhood.pdf

Small group activity – What do teachers need to know? What are some practical suggestions for differentiating instruction? Other comments or ideas…

Please take five minutes with one or two people next to you and write down the tools you would use.

Discuss the tools in the whole groupWhat will these tools help you to do?

http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf

Emphasize DAP content and outcomes Developed and Reviewed through

inclusive practices Implementation and assessment

practices that support children through ethical, appropriate ways

Support for early childhood professionals and families

Child initiated learning – examples – children choose the activity and the action

Direct teaching – not all play experiences lead to meaningful learning (Dodge, D, Colker, L. & Heromen, C., 2002) Examples?

Importance of implementing large and small group activities

Interacting with children to promote learning – open-ended questions; scaffolding; observation and assessment; modeling

Small group activity – each group will come up with ways to differentiate instruction to meet the needs of either: A child who is gifted A child who is struggling with learning A child whose first language is not EnglishUse your standards -

http://www.pakeys.org/uploadedContent/Docs/PD/Standards/PreK%202010%20No%20Color.pdf

Stock interest areas with interesting and challenging materials

Follow the child’s interestsTeach to the child’s strengthsHave realistic expectationsAlways remember people first –

gifted children are children first (Dodge, D., Colker, L. & Heromen, C.,

2002, p. 179-180)

Find out as much as you can about the child through parents and also observations

Use clear visual cues Use transition cues Use peer buddies Encourage active participation Use visual and tactile props Assess and document and also identify

supports that may help the child

Learn some word’s in child’s language Use concrete objects and gestures Use objects and hands-on experiences Offer encouragement Use pictures and gestures Establish a classroom community Create a language-rich environment Involve families as much as possible (Dodge, D., Colker, L. & Heromen, C.,

2002, p. 179-180)

Parents are first and most important teachers to their child

Exchange information about child development and their child’s specific needs

What are some questions you might want to ask a parent?

Strong relationships are built through informal relationships

Purcell, T. Differentiating Instruction in the preschool classroom. http://www.stcloudstate.edu/tpi/teachersupport/documents/DifferentiatingInstruction-EarlyChildhood.pdf

Vail, P. Understanding learning styles. http://www.scholastic.com/resources/article/understanding-learning-styles/