Differentiated Instructions: Content), How They Will Learn It, and /or How They Will Show What They Have
Differentiated Instructions: Content), How They Will Learn It, and /or How They Will Show What They Have
Differentiated Instructions: Content), How They Will Learn It, and /or How They Will Show What They Have
Differentiated Instructions
It means that teachers proactively (On their own not jut what is planned, ongoing)
plan varied approached to what students need to learn (Related to objective or
content), how they will learn it, and /or how they will show what they have
learned (assessments) in order to increase the likelihood that each student will
learn as much he or she can (To reach the learners potential), as efficiently
(paying atnetion to the time used or the material or resources used) as possible
(Carol Tomlinson, 2003)
Differentiation is responsive teacher rather than one size fits all teaching.
(Tomlinson, 2005)
Carol Tomlinson : Has written quite a bit on differentiation. Read on what she
has said on line or her books.
Guiding principles
Respectful Tasks
Continual assessment
Flexible grouping:
Building Learning community
Teaching up
DIFFERENTIATE THROUGH
Content
Process
Affect: feeling or emotion as they learn
Assessment/ product: How they show what they have learnt.
Learning Environment: Entire environment which is contributing to their
learning
Cater to Students’: So we group them instead of making a specialized plan for
each child
Interests
Readiness: Different entry points for different children.
Learning Styles: Or Learner profile : Could be MI or sternberge style, Type
of learner
Common Misconceptions
Refer: http://www.diffcentral.com/Video_Clips.html#journey
Tiering Content
Examine the standards or objectives as stated in the curriculum
framework.
Identify KUD: Know Understand Do: Factual knowledge, time dates and
places, vocabulary etc. Conceptual understanding they need to know. We
identify the same in our MTP and we break down our overall objectives
from Cambridge into small parts. We need to add to the resources in our
plan to cater to it.
Choose texts as appropriate reading levels for different learners. Use
supplemental non-fictional texts wherever required. Looking at different
texts for different learners.
Make your own texts, if needed.
Create apt tasks based on the texts.
Differentiation by product
Checklist
o Which of these have you used to assess students?
Check: Last page of the pack.
Assessment
o Use authentic assessment sufficiently: It should be relevant and it should
match the objective
o Frame assessment based on thinking skills aligned with the objectives
o Matching assessments to student strengths
o Specify the criteria of assessment to learners
o Use rubrics and convey these prior to and after assessments to learners?
o Encourage self-assessments. Use it extensively. They need to use the same
criteria as we are going to use. Even assess peers, and give feed back
constructively. And this is an assessment of the process.
o Give options to students for choosing assessment tasks. Eg. Learning
Menu
o Grading: Performance, Process, Progress: Grading should performance
bases. Performance is based on the standard to the said grade level.
Process or Progress can be told orally. We do not process or progress
grade.
Plan a lesson