To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. ����kqB��١�U�).Y;?4� ���q�^gd��%j(54� g�R���u�K�v\�y��5����o�q^�QFtf*���N�I�0꼡s3B=#+f���;��Ǩ�G�tFPfk��!&t�Tv�_��r�f�}��-?Y��>�Zg6�t���=�ߕw�f�ͩ����7�d��>����N.��Ѣ��G� �)��I.�2&5���~s���iS�y��|�w-��&��6�"v|����o:� mbR٩�̰A��ۦַ݋x��iڠ�+��|���[��;U3;##�)�=�i/f����7d3�ѩ��[����3Re��+� ���i����,��*r������� ߧ�Fm�n:O�""��V�k� ���"0�8���RAJ�Yĩ�t.�j���%(��i���Z9ٺ��RRH�n��Խ1��O�bD��X#:�:X �5NlK.V�FA[�X��2`�L�EP��X���t{����6��� Middle school students might develop a list of resources necessary to complete a multi-faceted assignment. Four ways to differentiate instruction According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment. As teachers plan how to ensure accessibility to the curricular content, they should consider a variety of options for differentiation–both in the depth and breadth of content, as well as how each student best acquires the content. In a science unit on insects, a third-grade teacher encourages some of her students to explore how different insects adapt to environmental factors. The principles of instruction incorporated into all of Wilson's programs are key to their success. ��� Time use is flexible in response to student needs. After all the students have had opportunities to understand setting, the teacher facilitates a large group activity in which students share their understanding of the role of setting in literature. While all students are expected to respond to a set of questions from the perspective of the main character as well as their own perspective, the teacher and his students negotiate several acceptable options for the format of response. A high school student might take the initiative to meet with a teacher in order to self-advocate for a helpful instructional accommodation. Figure 1.1 presents a concept map for thinking about and planning for effectively differentiated classrooms. Using Differentiated Instruction 5 It was decided that the attitudes and skills of all students would be affected by work in the other three areas. Teachers who create “working-with” learning environments encourage students to build responsibility for monitoring their work habits, making choices to enhance their learning, self-assessing their quality of work, and helping make decisions about how the overall classroom is functioning. 1. Remember–providing choices to students is a powerful motivator! A sixth-grade teacher helps her students self-assess their progress on a four-week project by creating a “benchmark timeline” of weekly tasks. Your classroom will provide fertile ground for helping students learn how to value differences, appreciate commonalities, and come to deeper understandings of such complex issues as fairness, cooperation, equity, and justice. He encourages his students to form lab teams composed of students with complementary strengths. #1: Unremitting, formative evaluation: Instructors should incessantly assess to recognize students��� strengths and areas of need to effectively meet students where they���re and assist them in moving forward. There are key principles of differentiated instruction that we know to be best practices and that support everything we do in the classroom. Pick up Quick-Guides to Inclusion for fast, friendly, and practical guidance on including students with disabilities in general education classrooms. Lessons and assessments are adapted to meet the needs of all students. After learning about the purpose, the students create their own preamble–one that will guide their behavior throughout the year. To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. A fifth-grade teacher establishes expectations in context of teaching about the preamble of the U.S. Constitution. A few students will spend several days in the library doing research. This does not mean that teachers individually tailor instruction. Differentiated instruction allows us to see learning from a variety of perspectives and provides countless, unexpected teachable moments that we may otherwise miss. Differentiated instruction combines flexible grouping of students with adjustments to the learning tasks; in some instances, whole group instruction is the most appropriate delivery model, while in other instances, students work in small groups or individually to complete tasks PRINCIPLES OF DIFFERENTIATION An environment that encourages and supports learning Quality curriculum Assessment that informs teaching and learning Instruction that responds to student variance It can work well in general education classes that include students with learning and thinking differences. Instruction focuses on providing ELLs with opportunities to engage in discipline- specific practices which are designed to build conceptual understanding and language competence in tandem. Each week, students initial with a different color pen. A second-grade teacher encourages students to begin a unit by brainstorming ideas about a particular concept. Discover tips on differentiating instruction for multiple intelligences in this popular blog post. In collaboration with a special education colleague, she has also included a teacher-made “unit dictionary” that captures essential vocabulary words and concepts. Here are some key principles that lay the foundation for differentiated instruction. A high school government teacher asks each of her students to select two peers who will provide feedback on the student’s semester project. Don’t forget to use your specific students as resources; they can share responsibility in suggesting various routes to a common destination. Underlying Principles of Differentiated Instruction Differentiated instruction is a cyclical process of finding out about the learner and responding by differentiating. This means that instruction, assignments, and assessments are tailored to the needs of individual students. Underlying Principles of Differentiated Instruction Assessment informs both the teacher and the student of the current level of understanding, progress, effectiveness of teaching and learning, and areas in need of improvement or enrichment. Student responsibilities include demonstrating such skills as: 1) making effective choices, 2) being self-directed, 3) organizing learning materials, 4) following directions, 5) completing tasks, and 6) working cooperatively with classmates. During a fifth-grade class meeting, a teacher asks her students to discuss how different tasks might be assigned in order to complete a cooperative group project. She then creates a class web to help students begin to sort and label aspects of the concept. All students have the opportunity to explore and apply the key concepts of the subject being studied. Key Characteristics of Differentiated Instruction Differentiation can look very different in various classrooms because teachers use numerous strategies and tools to differentiate instruction. Differentiated instruction allows students to show what they know in different ways. Not only are the students able to benefit from the background knowledge of their classmates, the teacher is able to informally assess what her students know about a particular topic. All students want to contribute, be respected, and be cared about. The teacher strives for all students to reach mastery in understanding the element of setting. April 5, 2016 retrieved from http://blog.brookespublishing.com/differentiated-instruction-7-key-principles-and-how-tos/?utm_source=WeAreTeachers&utm_medium=BlogSeries_Blog2&utm_campaign=Brookes_WAT […], Your email address will not be published. x��[�r�6}�W�n�BH������δ�~ �-I�$����g�Re�!L)v��8#� �X�=� ��F��n�������z�/������럤�O.믗�[��ht��o��;���� ����euT�|��7���ݓ�.c7}u��q��g����~ly|� r�����e�k����Ee��6�4� Students take an active role in their own learning! Key Principles Our job is to teach the students we have. Differentiated Instruction: 7 Key Principles and How-Tos. Key Principles Differentiated reading instruction is not necessary UNLESS��� you want success and growth for each of your students and a greater level of fulfillment from your teaching career. A high school biology teacher provides his students with information about learning styles and multiple intelligences as a way of increasing self-awareness. Formative assessment, done at the beginning of instruction, informs a teacher as to the range of “starting points” for each student. An eighth-grade teacher frames the targeted learning outcomes for an upcoming unit and asks her students to work in small groups to brainstorm instructional activities that would assist the students in reaching their benchmarks. Assessment of students��� needs is ongoing, and tasks are adjusted based on assessment data. Differentiated Instruction: 7 Key Principles an... Our Top 10 Free Resources for Inclusive Schools Week | Inclusion Lab, Pre-Assessment for Differentiation – dixiechickinbangkok, http://blog.brookespublishing.com/differentiated-instruction-7-key-principles-and-how-tos/?utm_source=WeAreTeachers&utm_medium=BlogSeries_Blog2&utm_campaign=Brookes_WAT. %PDF-1.3 <> A differentiated approach to instruction considers the individual learning needs of students and creates learning opportunities that match students��� current abilities, interests, learning preferences and specific needs. In a first-grade class, students identify four to five classroom expectations. The ones we have right now. acquire additional skills needed for effective differentiated instruction. Assessment and differentiation are integrally linked, and both should occur throughout instruction. This student also has access to a picture dictionary to assist with the language demands of the task. * Differentiated Instruction: 7 Key Principles & How-Tos: https://t.co/npZhFnCXkf #inclusion #iechat https://t.…  […], […] Brookes Publishing Co. Differentiated Instruction: 7 Key Principles and How-Tos. ��� A variety of management strategies, such as learning centers, interest centers, learning buddies, etc. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. A lecture Be creative, think inclusively, and ask students how they can best demonstrate what they have learned. ���Examine teaching practices that differentiate content, process, and/or product according to students��� needs. Key Elements of Differentiated Instruction. […] RT @BrookesPubCo: *NEW POST! All students learn to use their learning profile to guide choice making and to enhance reflection. Students indicate green if they are “good to go,” yellow means “I need more practice,” and red indicates, “I just don’t get it.”. �ޞU�_TVHS��|�s��S��&b�|��U5qFO���9`���)��=J�ҡDkb�������m�� Reaching and teaching all of your students can feel like an overwhelming task. This modification is guided by the teacher���s understanding of student needs���the students��� readiness,interests, and. At the beginning of a science unit, a middle school teacher asks her students to write a best-guess definition of the word “catalyst.” Based on their responses, the teacher designs a differentiated activity at the beginning of the unit that allows each student to work from his or her starting point. All students participate in respectful work. 1. stream Regardless of whether the differentiation of instruction is based upon student readiness, interests, or needs, the dynamic flow of grouping and regrouping is one of the foundations of differentiated instruction. Students, Structures and Strategies 7. This allows for accessibility to the curriculum, both in readability levels as well as student interests. Required fields are marked *. Principles of Differentiated Instruction Learning experiences are based on student readiness, interest or learning profile. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type. %�쏢 The students then work in small groups, with each group painting a picture of classmates following the expectation successfully. Creating an Environment to Support Differentiated Instruction 6. Adapted from the book Quick-Guides to Inclusion, edited by Michael Giangreco & Mary Beth Doyle, today’s post lays out 7 principles of differentiated instruction and provides classroom examples for each one. For this reason, the content was divided into facts, principles, and concepts. Project and problem-based learning are also key in differentiated instruction and assessment. learning profile. In order to understand differentiated instruction, the principles for practicing must be articulated. Rather, they . A student who is still learning English uses a sequential graphic organizer to identify aspects of setting. This allows for accessibility to the curriculum based on students’ learning preferences. Not the ones we used to have. Examine the instructional strategies currently in your instructional repertoire. Principles of a Differentiated Classroom 13. In differentiated classrooms, students are active participants in the learning process. In preparing for the unit, she gathers a tub of varied resources that include grade-level reading material, resources rich with photographs and light on words, several audiotapes, a list of websites, and several 3D models of insects. Differentiated Instruction gives students choices about how to learn and how to demonstrate their learning. Differentiation is all about creating multiple pathways for learning. Key Features of Differentiated Instruction 5. A first-grade teacher checks in with her students throughout instruction using the colors of a stop light. ���Expand your repertoire of instructional strategies that support differentiated instruction. All of them. Another student uses a software program that provides a list of descriptive terms and then creates a web of categories. So, how would you define differentiated instruction? When teachers provide many guided opportunities for students to build competence and confidence, students develop the skills they need to be productive and responsible learners. It gives teachers new to differentiation a jumping-off point for their instruction (and it’s a great source of ideas for educators who already differentiate). In her newly revised book, The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition, Carol Ann Tomlinson discusses the meaning of differentiation and how teachers can modify their instruction to engage all students. ���W�\lOY���Cd� �= ~�ɵ�m���s���zu1K��!Ű�E�t�I���T��`�FH p��G�ɐ�N�z''I �@)�-�cY(��@��0�1G-��Z���_�v���ɒ��rGǓ���GI���qu���&��(U���ٜ�).R�Ȍ�́q/�M?CDϦ��(c���1�@F팑Bv[��C�I0g⑅���X;Fm1X�{NjX�H����y��Ե�=�t�Mد�(�bL�D��Aj^���Z���&ڠ�o:�� �1h+���M/����(^������@@��r1Ac������4� �fNB2c�r������f�k.-�`v��*V9|!��!rd���1ra�m�B�q�-Tw��mqf�0��`*{h�c�����b1p`�N���0s�PQ����1�l�ݼ���J3Va0z�Ф)t�\��>�-2VĠᜐ�?�T�K�_#ja�SJ��D��Wӧ>��]s^��|. A learning outcome in language arts might involve knowing specific literary elements. Tell us in the comments below (and if you try any of the ideas in this post, let us know how it goes!). Teachers can create differentiated, personalized, or responsive classrooms in a number of ways. Transcript of Speaker II. 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