Differentiated Instruction: Meeting the Needs of All Students

RPS Department of Instruction

Sort these
What it is . . . What it isnt . . .
Teacher implementing more leadership in the classroom Some students skip certain math problems or worksheets Giving more math problems/reading practice sheets to some students Making qualitative modifications to assignments Teaching each child an individualized curriculum Something to do only at the end of a chapter/unit Using a variety of group structures A powerful way to help all students to be successful

What it isnt . . .
Some students skip certain math problems or worksheets Giving more math problems/reading practice sheet to some students Teaching each child an individualized curriculum Something to do only at the end of a chapter/unit

What it is . . .
Teacher implementing more leadership in the classroom Making qualitative modifications to assignments Using a variety of group structures A powerful way to help all students to be successful

What else is it?

Providing different opportunities to meet a common goal Starting with what a student knows and moving forward with instruction Providing proper level of challenge and scaffolding to maximize learning Part of the regular lesson plan Allowing students to utilize the learning styles they favor

Where to begin?
Assessment Formal
Standardized Tests Classroom Tests Evaluations

Informal
Questioning Assignments Observations Checklists Writing

Next, Create Groups

Fluid, Purposeful Groups Students are grouped and regrouped according to specific purposes, including readiness, interests, and learning profiles. Student groups are not based on overall academic standing. Instead fluid purposeful groups embrace the following ideas:
Students are changing levels of readiness related to specific content matter; Students have provisional and enduring interests; and Students have various learning profiles

More simply . . .
Teachers who use fluid, purposeful grouping practices consider goals, activities, and individual needs. Teachers form groups by clustering similarities and differences for specific and varying purposes (Taylor-Cox, 2003).

Grouping
Structure
Whole group
Introduce concept, guided practice

Formation
Teacher selected Student selected By specific needs indicated by assessment (reading level/math level/content knowledge) By interests By learning profiles

Small group
Practice concepts with group or teacher support

Individual work

What to differentiate?
Content: What we teach Process: How we teach or present info. Products: How students demonstrate what they learn Learning environment: How we arrange the classroom
Differentiation in Pratice by Tomlin & Eidson

Types of Learning
Learning Styles
Visual Auditory Kinesthetic/Tactile

Multiple Intelligences
Verbal/Linguistic Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic Interpersonal Intrapersonal

www.ldpride.net/learningstyles.MI.htm

Ideas for Centers and Projects by Multiple Intelligences

Verbal/Linguistic Logical Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic Interpersonal Intrapersonal

Civil War
USI. 9F The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

How we teach
Short lecture describing life during the Civil War with a follow up activity Research assignment using various sources Short video clip Civil War soldier (actor) coming to class to describe life during the Civil War

One goal
Everyone accomplishing the same goal in a different way Example: Demonstrate knowledge of what was like to be a civil war soldier A Day in the Life of a Civil War Soldier Group 1- skit Group 2- pamphlet to recruit soldiers Group 3- write a letter home

Different goals
Create a rap song describing the life of a slave during the Civil War Create a timeline of the life of a southern soldier in the Civil War Create a Venn diagram describing the difference between a womans life today and a womans life during the Civil War

TEAMWORK!
Differentiation requires effort Utilize your colleagues
Brainstorm activities Each person on a grade level or department work together to create one activity to share with teammates

Our goal is to empower students to learn concepts to mastery by providing them with effective researched based strategies that will foster success.