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    Tpe 3 Artifact Differentiating

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    The document discusses differentiation of instruction for students with different needs, styles, and interests. It defines differentiation as changing instruction based on individual learner needs. Effective differentiation requires knowing students, building a supportive classroom community, and ongoing assessment. Teachers should differentiate content, process, product, and environment based on student diversity. Strategies include varying materials, activities, grouping, pace and complexity. The goal is rigorous, relevant and flexible instruction that challenges all students.

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    Tpe 3 Artifact Differentiating

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    74 views14 pages
    The document discusses differentiation of instruction for students with different needs, styles, and interests. It defines differentiation as changing instruction based on individual learner needs. Effective differentiation requires knowing students, building a supportive classroom community, and ongoing assessment. Teachers should differentiate content, process, product, and environment based on student diversity. Strategies include varying materials, activities, grouping, pace and complexity. The goal is rigorous, relevant and flexible instruction that challenges all students.

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    The document discusses differentiation of instruction for students with different needs, styles, and interests. It defines differentiation as changing instruction based on individual learner needs. Effective differentiation requires knowing students, building a supportive classroom community, and ongoing assessment. Teachers should differentiate content, process, product, and environment based on student diversity. Strategies include varying materials, activities, grouping, pace and complexity. The goal is rigorous, relevant and flexible instruction that challenges all students.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    74 views14 pages

    Tpe 3 Artifact Differentiating

    Uploaded by

    api-410887864
    The document discusses differentiation of instruction for students with different needs, styles, and interests. It defines differentiation as changing instruction based on individual learner needs. Effective differentiation requires knowing students, building a supportive classroom community, and ongoing assessment. Teachers should differentiate content, process, product, and environment based on student diversity. Strategies include varying materials, activities, grouping, pace and complexity. The goal is rigorous, relevant and flexible instruction that challenges all students.

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    of 14

    THE PLATFORM FOR

    DIFFERENTIATION OF
    INSTRUCTION

    RACHEL WEXLER
    MAT 674
    ASSIGNMENT 1A
    AUGUST 12, 2018
    Differentiation

    What is Differentiation?
    “Differentiating instruction means
    changing the pace, level, or kind of ·Differentiating Instruction Is·
    instruction you provide in response to
    individual learners needs, styles, or 1 Rigorous
    interests” (Heacox, 2012, p. 5). (challenging instruction based on students
    capabilities)
    “Differentiated classrooms reflect
    teacher’s thoughtful diagnosis of 2 Relevant
    (focuses on essential learning)
    students’ learning needs and
    purposeful planning of activities and
    projects that address those needs” 3 Flexible & Varied
    (Heacox, 2012, p.7). (employs different instruction strategies; allows
    choice from students)

    4 Complex
    (depth and breadth)
    The Platform From Which Differentiation Instruction Can Be
    Launched

    Research and plan


    differentiation strategies
    The platform for
    Assess students’ readiness differentiated instruction
    levels to be launched is YOU…
    the teacher!!
    Learn about students’
    learning preferences

    Provide multiple channels


    that students can express and
    expand understanding
    What Must Be In Place In Order To Begin
    Differentiating Instruction?

    1 KNOWING YOUR STUDENTS!

    2 BUILDING A COMMUNITY!

    3 ASESSING FOR LEARNING!


    What Must Be In Place In Order To Begin
    Differentiating Instruction?

    1 KNOWING YOUR STUDENTS!

    You must have a good understanding of your students interests, learning


    styles, strengths, weaknesses, and background knowledge in order to
    effectively differentiate instruction to meet students needs. There are many
    different ways to learn about your students including, but not limited to:
    o Interest inventories
    o Observation
    o Writing activities (personal narratives)
    o Family members
    o One-on-one conversations
    o Active listening
    o Academic history
    What Must Be In Place In Order To Begin
    Differentiating Instruction?

    2 BUILDING A COMMUNITY.!

    To support differentiated instruction you want to build a community


    within the classroom and develop a safe and nurturing environment for
    students.
    o Build trust
    o Appreciate differences
    o Empower student voices
    o Establish rules together
    o Focus on respect for all
    o Promote positivity
    What Must Be In Place In Order To Begin
    Differentiating Instruction?

    3 ASSESSING FOR LEARNING!

    To effectively differentiate instruction you must respond to what students


    already know and what they need to know. There are many different ways to
    assess what knowledge students have and where their strengths and
    weaknesses lie:
    o Academic history (cumulative files, portfolios)
    o Pre-assessments & pre-tests
    o Professional observations
    o Conferences
    o Grade books & class records
    o Family members
    What Do We Differentiate?

    • Concentrate on the most relevant and essential concepts,


    processes, and skills
    CONTENT
    • Increase the complexity of learning
    The “what” of
    teaching—the • Appropriately match activities based on students readiness
    curricular topics, levels
    concepts, or themes
    • Give students choice about topics to explore in greater
    presented to depth
    students. What
    students need to • Provide basic and advanced resources to match all levels of
    learn. understanding

    • Present material using various modalities (audio, visual,


    etc.)
    What Do We Differentiate?

    • Teach in a manner that reflects the learning profiles and


    preferences of your students
    PROCESS
    • Add greater complexity to tasks by engaging students in
    The “how” of critical and creative thinking
    teaching—the
    activities and tasks • Increase the variety of ways in which students are asked to
    learn
    in which the student
    engages in order to • Use tiered activities that allow students to work with the
    make sense of the same skills but proceed with different levels of support or
    content. complexity

    • Vary the length of time students have to complete a task

    • Offer and provide manipulatives


    What Do We Differentiate?

    • Provide greater challenge, variety, and choice in how


    PRODUCT students demonstrate what they’ve learned

    The end result of • Develop menus of projects for students to choose from
    learning—the
    student applying • Create options that embody various learning strengths
    and extending what (musical, visual, verbal, etc.)
    they have learned. • Use rubrics that align with students varied skill levels

    • Switching up grouping (individual, partner, groups)


    What Do We Differentiate?

    • General environment (light, temperature, sound level)


    ENVIRONMENT
    • Social organization (working alone, with a partner, or on a
    The way the team)
    classroom looks and
    feels. • Psychical circumstance (degree of mobility, time of day)

    • Emotional climate (motivation, degree of structure)

    • Grouping (individual, partner, groups)


    Diversity Within The Classroom

    The students in our classroom are diverse and unique. Students


    come from different backgrounds, vary in their learning styles, and
    have different interests. Some of the diversity reflected in the
    classroom that should be thought about when planning instruction
    include:

    • Cognitive ability • Learning Pace

    • Learning profile • Cultural & ethnic influences

    • Socioeconomic and family factors • Value & attitude towards learning

    • Readiness • Confidence in learning


    Strategies For Differentiating Instruction In The Classroom

    Interview Incorporate
    students to all five senses
    Create learning as much as
    stations with
    learn more
    possible
    each station about their Reflect on your
    using a different interests, differentiated
    method of favorite instruction strategies
    learning subjects, etc. regularly
    Encourage
    students to
    propose ideas for
    Group students their learning
    Provide
    with similar products
    choice in Knowledge of
    learning styles
    activities various
    and/or interests
    teaching
    methods and
    when to apply
    each method

    Maintain high Utilize technology


    expectations for that can adjust real-
    all level of time based on Be adaptive and
    students
    students responses flexible
    References

    Heaxoc, D. (2012). Differentiating instruction in the regular classroom. Minneapolis, MN:


    Free Spirit Pub.

    Teaching Diverse Learners. (n.d.). Retrieved from: http://www.learner.org/workshops


    /teachreading35/session7/sec2p2.html

    Tomlinson, C.A. (2016). Differentiated instruction: Wrap up. Retrieved from:


    https://www.youtube.com/watch?v=3TRGl3iXoAE&list=PLOXUrDMSVPHnDe
    KVZTOfi2pjWMegTcRCD

    Tomlinson, C.A. (2017). Who is differentiation for. Retrieved from: https://www.youtube.


    com/watch?v=wkZXPcnIXVU

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