Show Page 1: Defining Differentiated Instruction
Although differentiated instruction as a whole is yet to be validated by scientific research, a growing body of evidence shows that the approach has positive effects on student learning. Research Shows
In addition to using the kinds of evidence-based strategies listed above, teachers who differentiate instruction often: When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it, one-third of the kids will get it, and the remaining third won’t. So two-thirds of the children are wasting their time.”
x flexible grouping A fluid or dynamic method of grouping students. Rather than being set, group membership changes to meet the different needs of the students.
Teachers often have a number of misperceptions about differentiated instruction. Carol Ann Tomlinson addresses two of these (time: 1:33). Carol Ann Tomlinson, EdD Transcript: Carol Ann Tomlinson, EdD One is it takes too much time to plan, but the other is it takes too much time in a classroom to differentiate. The planning piece, of course, is a matter of saying differentiation doesn’t say spend an hour planning tonight like you always did and then add differentiation to it. What it would say is, if you have an hour to plan, think about how you can do that in a way that’s going to work for kids. And, again, if you go slowly it doesn’t need to eat your life in any way at all. But the issue in terms of it takes too much time in class is an intriguing one to me because it turns out that differentiation is not what takes extra time in class. What takes extra time in class is giving kids chances to work with ideas and manipulate ideas and come to own the information. It doesn’t take as long just to tell kids things or just to cover standards, but we also don’t have any evidence that students come away with understanding or the capacity to use what they’ve learned to transfer knowledge. When you take time to let kids think and make meaning of stuff, that slows us down some in terms of coverage. If you let kids make meaning of stuff in two different ways, or if you let kids make meaning of stuff working alone or working with somebody, or if you let kids making make meaning working independently or working with a teacher, that doesn’t take any longer. Where it got to take longer was in the making meaning part. For Your InformationWhat is the difference between differentiated instruction and Universal Design for Learning (UDL)? Both attempt to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. Additionally, both emphasize learning environments that are engaging and utilize ongoing assessments to make adjustments to meet the instructional needs of students. So what is the difference? The difference is in when and how changes are made to address the needs of students.
CAST, Inc. (2007) How does response to intervention (RTI) fit in with differentiated instruction? x response to intervention (RTI) A multi-tiered method for delivering instruction to learners through increasingly intensive and individualized interventions. Both are instructional frameworks. Whereas the purpose of differentiated instruction is to address the needs of all students, the purpose of RTI is to identify and address the needs of struggling students. Though the two frameworks overlap—differentiated instruction is often provided in an RTI classroom—under RTI, students may receive more intensive levels of instruction than they would normally receive in a differentiated classroom. How do adaptations (i.e., accommodations and modifications) fit with differentiated instruction? Differentiated instruction might not be enough for some students to succeed. Those with disabilities might need additional supports—accommodations or modifications—to learn the concepts and skills being taught. These supports are identified in the student’s individual education program (IEP). x individualized education program (IEP) A written plan used to delineate an individual student’s current level of development and his or her learning goals, as well as to specify any accommodations, modifications, and related services that a student might need to attend school and maximize his or her learning. What is differentiated instruction approach?Differentiated instruction is a teaching approach that tailors instruction to all students' learning needs. All the students have the same learning goal. But the instruction varies based on students' interests, preferences, strengths, and struggles.
How do you approach differentiated instruction in the classroom?Try the ones that best apply to you, depending on factors such as student age.. Create Learning Stations. ... . Use Task Cards. ... . Interview Students. ... . Target Different Senses Within Lessons. ... . Share Your Own Strengths and Weaknesses. ... . Use the Think-Pair-Share Strategy. ... . Make Time for Journaling.. What strategies do you use to differentiate instruction?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.
What are 3 elements of differentiated instruction?As teachers begin to differentiate instruction, there are three main instructional elements that they can adjust to meet the needs of their learners: Content—the knowledge and skills students need to master. Process—the activities students use to master the content. Product—the method students use to demonstrate ...
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Differentiated instruction should be utilized for different ability groups what approach
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