by: jennifer brown sarah kenyon lisa kolman melanie tyrrell

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  • Slide 1
  • By: Jennifer Brown Sarah Kenyon Lisa Kolman Melanie Tyrrell
  • Slide 2
  • In reading, there are three main characteristics that guide differentiation: 1. Readiness: skills and understanding of the topic 2. Interest: tasks that ignite curiosity or passion in a student 3. Learning profile: the assignment encourages students work in a preferred manner. In this chapter we took a look at the basics of differentiating instruction based on these three traits.
  • Slide 3
  • Differentiated Instruction: Strategies for Teachers This website is an excellent source for teachings looking in create a differentiated classroom. It lists all of the DI strategies we have studied, gives examples of them, as well as links to additional information about each one. It also provides links to additional differentiated instruction websites and lesson ideas to implement in the classroom. Reading Rockets: Teaching kids to read and helping those who struggle Reading Rockets has a mountain of information for teachers about differentiated instruction and best practice ideas to implement when working with struggling readers. It also gives classroom strategies, FAQ, research on reading, and a list of childrens books and authors. It even has links for parents and other professionals, as well as a Spanish section. Differentiated Instruction This link is to an electronic portfolio created on differentiated instruction. It has several links to helpful resources for teachers. There are web quests, how to integrate technology, graphic organizers, classroom management techniques, and reading strategies just to name a few.
  • Slide 4
  • Learning and Succeeding in a Caring Environment This is a link to a pdf file that appears to be of a presentation on creating a differentiated classroom. It lists teaching strategies, ideas for centers and projects, and even incorporates the multiple intelligences. While the document is long, 36 pages, the amount of information is worth reading through since it has a lot of useful strategies that would be helpful to any teacher. Strategy Bank This website is provided by the West Virginia Department of Education and is just what its name implies, a bank of strategies. It gives strategies for activating prior knowledge, vocabulary development, building comprehension, summarization techniques, writing across the content areas, getting to know your students, and using technology in the classroom. Each category has tips to use in the classroom as well as links to more information.
  • Slide 5
  • Lauria, J. (2010). Differentiation through learning-styles responsive strategies. Kappa Delta Pi Publications, 47(1), 24-29. http://0- _maincontentframe.jhtml?_DARGS=/hww/results/results_common.jh tml.44 http://0- _maincontentframe.jhtml?_DARGS=/hww/results/results_common.jh tml.44 Bowgren, L, & sever, K. (2010). Three steps to differentiation. Journal of Staff Development, 31(2), 44-47. http://0- _maincontentframe.jhtml?_DARGS=/hww/results/results_common.jh tml.44 http://0- _maincontentframe.jhtml?_DARGS=/hww/results/results_common.jh tml.44 Smith, S.R. (2009). A dynamic ecological framework for differentiating the primary curriculum. Gifted and Talented International, 24(2), 9-20. http://0- _maincontentframe.jhtml?_DARGS=/hww/results/results_common.jh tml.44 http://0- _maincontentframe.jhtml?_DARGS=/hww/results/results_common.jh tml.44
  • Slide 6
  • In Jennifer Laurias article, Differentiation through learning styles responsive strategies the major goal is to help all students find the learning style that works for them. The article suggests creating learning style prescription so the student is successful both in the home and school environment. This prescription could be used in the classroom as well as at home during homework time. The article also found that students who studied according to their learning styles achieved statistically higher achievement-test scores than peers who were not provided home prescriptions. As the author pointed out that this is a long process and it takes time, commitment and sometimes a change in current teaching practices to allow this to take place.
  • Slide 7
  • In order for teachers to implement differentiation through learning styles they must look at The Dunn and Dunn Learning-Style Model. This model looks at five different strands of learning style elements. The article suggests its important to use this model and other learning style assessments to first find the learning style of the child you are working with. The Dunn and Dunn Learning Style Model contain the elements below. Environmental Elements Sound Light Temperature Seating design Emotional Elements Motivation Conformity/Responsibility Task Persistence Structure Sociological Elements Alone Pair Peer Group Authority Variety Physiological Elements Perceptual Elements Intake Time of day Mobility
  • Slide 8
  • Some suggestions that the article pointed out when working with learning styles include; Share experiences with your students when you were a young learner and struggles that you encountered. Implement only a few strategies at a time that work for your students, being sure that you do not overwhelm them. Read aloud books that talk about learning styles and how children learn differently Use different type of learning style assessments to find out what learning styles students have and share the results with their families Implement different practices in your classroom that will work for all students that have different learning styles. There are always barriers and challenges when trying to reach all students. By embracing learning styles responsive instruction and taking the time to identify your students individual learn style strengths and preferences. This instructional model has great potential to change the lives of struggling students.
  • Slide 9
  • This article comes from the aspect of preparing teachers to incorporate differentiation instruction into their classroom by having professional development that is also differentiated. This process has 3 components which include I do We do and You do. These job embedded professional learning opportunities unlock the potential of all adult learners. By experiencing the power of differentiation in their own learning, teachers will be better equipped to transfer differentiated support to their students.
  • Slide 10
  • As teachers we are often required to do professional development throughout the school year. As the article suggest that if teachers start to use a differentiated model than they will become better coaches and equipped to help their own students in their classroom The three components are listed and described below. I Do Teacher leader demonstrates new learning through traditional workshops Teachers make connections between new learning and district initiative and cement the purpose of any new professional development Teachers become aware of expectations and process for reaching them We Do One to one coaching provides the meat of differentiation Each learner is allowed many tried and times to achieve self-sufficiency with learning Work with coaches in a push in, co plan and co teach to develop individual action research plans for all classrooms. Build emotional connections where colleagues become equal partners for effective learning paths. You Do The teachers make a final shift and accept ownership of their learning. Colleague to colleague support results in deep learning for both involved The coaching and peer observation is continuously taking place to answer questions as they arise.
  • Slide 11
  • This article suggests that the increase in the diversity of the students that attend school shows a greater need for differentiated instruction. It proposes that this could be used not only for struggling students, but ELL learners and gifted and talented learners. It suggests that the curriculum and pedagogy of teachers must also be differentiated for the students to be successful in the school environment. It gives an example of an Australian primary school are regularly using individualize instruction and this has increased the student achievement. The article also talks about how even though science has shown that meeting childrens individual needs works, many classrooms are still primarily using whole group instruction. The article refers to using an ecological systems view which the development of a child within their environment as a part of a system of related components influencing each other. This complex model has a holistic view that reflects individuality, with complex interconnectedness between mind, body, spirit, and social relationships. With this model in mind it is important for teachers to understand the connections and how it impacts a childs learning.
  • Slide 12
  • Recognize that teaching and learning should be flexible Individual stu