In collaboration with a special education colleague, she has also included a teacher-made “unit dictionary” that captures essential vocabulary words and concepts. Students indicate green if they are “good to go,” yellow means “I need more practice,” and red indicates, “I just don’t get it.”. Not the ones we would like to have. A second-grade teacher asks students to reflect on their progress toward important benchmark skills and establish a goal to assist them in making progress toward mastery. Differentiated Instruction gives students choices about how to learn and how to demonstrate their learning. differentiating instruction for multiple intelligences. Teachers should continually expand their instructional repertoire in order to better meet the diverse needs of students. Both visual and linguistic options are offered. For this reason, the content was divided into facts, principles, and concepts. Underlying Principles of Differentiated Instruction This visual aid provides a picture of progress, as well as indicating to the teacher which students might be having difficulty with task pacing. All students come to understand the key principles on which the study is 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. Tags: differentiated instruction, professional development, teaching reading Is differentiated reading instruction really necessary? A second-grade teacher encourages students to begin a unit by brainstorming ideas about a particular concept. This means that instruction, assignments, and assessments are tailored to the needs of individual students. Formative assessment, done at the beginning of instruction, informs a teacher as to the range of “starting points” for each student. 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. The teacher strives for all students to reach mastery in understanding the element of setting. In the spirit of differentiation, summative assessment should also allow for individual differences and strengths. To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. ���Identify and explain the keyprinciples of differentiated instruction. A high school student might take the initiative to meet with a teacher in order to self-advocate for a helpful instructional accommodation. The principles of instruction incorporated into all of Wilson's programs are key to their success. Creating a “working-with” classroom environment means that teachers and students share decisions about instructional activities, routines for accomplishing classroom tasks, ways in which students might work together, and how students can demonstrate their learning. Creating an Environment to Support Differentiated Instruction 6. Middle school students might develop a list of resources necessary to complete a multi-faceted assignment. She then creates a class web to help students begin to sort and label aspects of the concept. %PDF-1.3 * 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. Opportunities for children to think for themselves is clearly evident. 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. 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. Teachers can create differentiated, personalized, or responsive classrooms in a number of ways. Ongoing, formative assessment: Teachers continually assess to identify students��� strengths and areas of need so they can meet students where they are and help them move forward. A fifth-grade teacher establishes expectations in context of teaching about the preamble of the U.S. Constitution. This student also has access to a picture dictionary to assist with the language demands of the task. Key Characteristics of Differentiated Instruction Differentiation can look very different in various classrooms because teachers use numerous strategies and tools to differentiate instruction. Using her knowledge of her students, the teacher creates multiple instructional options: Assessment and differentiation are integrally linked, and both should occur throughout instruction. This allows for accessibility to the curriculum based on students’ learning preferences. 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. Students, Structures and Strategies 7. A fifth grader might be asked for input about a classroom seating arrangement. <> Required fields are marked *. A high school student might select which projects to include in his art portfolio. acquire additional skills needed for effective differentiated instruction. Examine the instructional strategies currently in your instructional repertoire. 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. Summative assessment, done at the end of instruction, provides feedback as to how well students have mastered learning outcomes. Discover tips on differentiating instruction for multiple intelligences in this popular blog post. %�쏢 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. Research shows that differentiated instruction is one effective method for meeting the needs of all learners. is used to help target instruction to student needs. Page 2: General Principles Differentiated instruction is not a one-size-fits-all approach, but instead should be shaped to meet the needs of students. So, how would you define differentiated instruction? Transcript of Speaker II. Differentiated instruction also stretches students��� ��� 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. He encourages his students to form lab teams composed of students with complementary strengths. The students then work in small groups, with each group painting a picture of classmates following the expectation successfully. Start with just a few of your favorite strategies and push yourself to incorporate greater differentiation within those strategies. Reaching and teaching all of your students can feel like an overwhelming task. Remember–providing choices to students is a powerful motivator! All students have the opportunity to explore and apply the key concepts of the subject being studied. 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. Instruction is concept focused and principle driven. 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. But if you’re teaching a classroom with 30 diverse students, all of them with different strengths and needs, it can be hard to know where to begin. In creating access to a standards-based curriculum, a middle-school language arts teacher focuses on a monthly theme or question in his literature units–for example, “Does courage always involve sacrifice?” Students choose to read a variety of novels or short stories that capture the theme of courage. 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. The ones we have right now. To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Lessons and assessments are adapted to meet the needs of all students. The indicators of effective differentiation outlined in the self-assessment are based on four general principles, or guidelines, of differentiated instruction found in 1. As we continue to learn more about the learner, we respond by differentiating instruction with increased precision and effectiveness. PRINCIPLES OF DIFFERENTIATION An environment that encourages and supports learning Quality curriculum Assessment that informs teaching and learning Instruction that responds to student variance Differentiated instruction is not the same as individualized instruction. In differentiated classrooms, students are active participants in the learning process. stream Includes specific suggestions for differentiating during science, math, and history! Reason to Di!erentiate Instruction Principles of Di!erentiated Learning VOICEOVER: Access the handout, ���Principles of DI,��� to follow along as Bruce outlines the basic Here are some key principles that lay the foundation for differentiated instruction. Differentiated instruction allows us to see learning from a variety of perspectives and provides countless, unexpected teachable moments that we may otherwise miss. All of them. A written paper-and-pencil assessment doesn’t work for everyone! Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. 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. Today’s post on differentiated instruction is part of our Fair is Not Always Equal…Now What? blog series. All students want to contribute, be respected, and be cared about. Your email address will not be published. Two other students work together to create an alternative setting and then analyze how the new setting would alter the story. Her plans for other students involve identifying familiar insects and investigating their characteristics. 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. Use a broad repertoire of effective instructional and assessment strategies to differentiate how students learn and how they demonstrate their learning (content, process, product, and learning environment) Differentiated instruction is a cyclical process of 鍖� nding out ��� In fair and equitable inclusive classrooms, the general curriculum must be accessible to all students, regardless of their challenges or learning styles. ���Examine teaching practices that differentiate content, process, and/or product according to students��� needs. A seventh grader might meet with his teacher to select a culminating project at an appropriate level of challenge. Elementary students might be taught to follow a learning contract, in which tasks are specified but each student selects the order in which he or she completes the tasks. A first-grade teacher checks in with her students throughout instruction using the colors of a stop light. Project and problem-based learning are also key in differentiated instruction and assessment. Be creative, think inclusively, and ask students how they can best demonstrate what they have learned. ���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^��|. Each week, students initial with a different color pen. 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. Differentiated instruction is based on modification of four elements: content,process, product, andaffect/learning environment. Rather, they . 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. Assessment and differentiation are integrally linked, and both should occur throughout instruction. In order to understand differentiated instruction, the principles for practicing must be articulated. It can work well in general education classes that include students with learning and thinking differences. Tell us in the comments below (and if you try any of the ideas in this post, let us know how it goes!). Key Features of Differentiated Instruction 5. Standards provide the targets for learning, and differentiated instruction provides the various routes through which students attain mastery of identified learning outcomes. Principles of Differentiated Instruction B. Principles of a Differentiated Classroom 13. Underlying Principles of Differentiated Instruction Differentiated instruction is a cyclical process of finding out about the learner and responding by differentiating. Key Elements of Differentiated Instruction. 1. A lecture 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. The answer is no. Principles of Differentiated Instruction Learning experiences are based on student readiness, interest or learning profile. 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. This does not mean that teachers individually tailor instruction. 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. A few students will spend several days in the library doing research. Differentiated instruction allows students to show what they know in different ways. 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! Assessment of students��� needs is ongoing, and tasks are adjusted based on assessment data. 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). A learning outcome in language arts might involve knowing specific literary elements. 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. 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. Differentiated Instruction: 7 Key Principles and How-Tos. A fourth-grade student might select three activities from a menu of nine activities in order to increase his understanding of the Underground Railroad. Professional Development to Practice ��� Time use is flexible in response to student needs. Not the ones we used to have. ���Expand your repertoire of instructional strategies that support differentiated instruction. learning profile. 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 Figure 1.1 presents a concept map for thinking about and planning for effectively differentiated classrooms. 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. There are key principles of differentiated instruction that we know to be best practices and that support everything we do in the classroom. A first grader might complete the “must-do” activity at the learning center and then choose between two “can-do” learning center activities. Here is a list of some key principles that form the foundation of differentiating instruction. Stay tuned for more posts that show you how to teach and reach every learner in your classroom! […] RT @BrookesPubCo: *NEW POST! ����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��ۦַx��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��� In a first-grade class, students identify four to five classroom expectations. This modification is guided by the teacher���s understanding of student needs���the students��� readiness,interests, and. For example, one group paints a picture titled “This is a picture of us taking turns.” The pictures are displayed in the classroom and visually remind the students to follow their expectations. 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With the language demands of the Underground Railroad clear a path for more effective learning teaching about the of! Unit by brainstorming ideas about a classroom seating arrangement the learner, we respond by differentiating differentiating! On differentiating instruction in the same class can feel like an overwhelming...., personalized, or program type would you add to this list provides students! Method for meeting the needs of all students, regardless of their challenges or key principles of differentiated instruction styles and intelligences.
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