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Differentiated Instruction
at HIS
DI doesn't mean having to create a personal assessment for every member of your classroom. What it does mean is knowing your students well enough to know how they acquire understanding the best and how they can show that understanding.
The 5 Areas for Differentiated
Instruction
1. Resources (the information we give the students to work from)
In Elementary school this might ber esources in the Elementary classroom might be selections from a basel text, trade books, websites, brochures and pamphlets, maps and graphs to name a few. An aim is made to offer material at various reading levels to meet the needs of each learner.
In Secondary this might be chosing different novels of the same topics for students to learn the same understandings. Texts at levels that are slightly above learners' reading levels support their understanding and further their language acquisition.
1. Create a Climate for Differentiation - Students must build respect for their differences. This begins with learning that we all have
differences and similarities
Establish a safe, welcoming environment
Set an expectation for growth
Establish a new sort of fairness based on continual improvement
Develop and acceptance of everyone’s difference and similarities
Communicate with parents, students
and administrators
2. Know Your Students:
Interest Surveys, Assessment Data
Learning Style Inventories
3. Design Units and Assignments to Give All Students the Best Possible Chance of Learning the Content:
Tiered Units, Cooperative Learning
Differentiated Content, Process, Assessments, & Simulations, Creative Projects, Self paced work
4. Use Ongoing Assessment to Adjust Grouping Based on Student Need
Differentiation occurs in three areas:
according to ability (readiness)
according to interest (passion)
according to learner profiles
Differentiation is a systematic approach to planning curriculum and instruction for academically diverse learners.
(Carol Ann Tomlinson)
5. Group Structure (from individual tasks to group tasks).
In all grade levels we know of the benefit of having groups made up of multi-leveled learners. Not only does the lower level student learn from the higher, but the higher level student benefits from instructing and leading the others. We also know that when a particular task needs to be taught, students who have not acquired that task can be grouped for explicit instruction.
3. Response (how the teacher interacts with each student)
Besides teaching in a large group setting, the teacher meets with individual students or small groups to support students in their learning. During workshops, teachers move around the room and conference with different students on different days.
4. Support (from different teachers, peers, resources, etc)
In lower Elementary school this can be seen as pairs or small group work
whereas as students get older, a classroom assistant, someone who has mastered the task is often assigned as the person to ask for information when the teacher is involved supporting individual students. Across the board, scaffolding for students may vary depending on their proficiency in English, reading levels or giftedness.
Carol Ann Tomlinson
2. Tasks (all outcomes that we expect the students to complete, initial and final) In both Elementary and Secondary school, writing and reading workshop approach which allows for individual students to perform at their own levels. Progress is expected from each student, but what that progress looks like is different for each one. Homework may be the same or different, or the amount of work to be done will be different, depending upon the needs of each learner.
Rick Wormeli
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