Guest Speaker: Jon Bennett
Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. It means using a variety of instructional strategies that address diverse student learning needs. It places students at the center of teaching and learning and student needs drive instructional planning. Differentiated instruction is a way to enhance learning for all students by engaging them in activities that respond to particular learning needs, strengths, and preferences. The goals of differentiated instruction are to develop challenging and engaging tasks for each learner (from low-end learner to high-end learner).
Translation: Challenge every student. There are four key elements of instruction that can be altered in order to challenge ever student. When just getting started, modify only one thing at a time:
- Content: Concepts, principles and skills,
- Process: How the concepts are taught/learned; activities that promote understanding
- Product: The artifacts and expectations after the process; criteria for an assignment
- Environment:The setting in which the content is presented or the presentation itself
Which one you chose to modify, depends on the ability levels of your students and the objectives of the assignment.
- The most vital element of a differentiated classroom is assessment. It is absolutely vital that you accurately assess your students. This is the baseline data that you use in order to know how to modify your lessons. A variety of formal and informal instruments can be used, as long as the focus is on what the student CAN do.
- Look at your assignment and pull out the skills needed to complete it.
- Decide on the "big picture" concept that you want your students to walk away with. This should be broad, something like, "compute fractions".
- Based on your assessment of your students and your big picture, create some tiers.Try two or three at first. Tiers differ in the element that you chose to modify (see four elements above).
- Create separate unrelated work.
- Use the same assignment and cut it short for some students
- Employ static groups
- Stress out! Its not easy, but its not hard either; it takes time, practice and a great understanding of your students abilities.
Try it out and watch all of your students succeed!