differentiated instruction. teaching is hard but rewarding work! learning is hard work. people learn...
TRANSCRIPT
![Page 1: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/1.jpg)
Differentiated Instruction
![Page 2: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/2.jpg)
Teaching Is Hard But Rewarding Work!
• Learning is hard work.• People learn better when they feel valued and
supported.• To value and support learners, we must know them.• We honor learners by caring for them as they are and
simultaneously expecting more of them.• People learn differently.• Teaching is more efficient and effective when it matches
learners need.• To teach academically diverse learners well, teachers
must teach flexibly.• All learners benefit when they learn in places with high
instructional ceilings and lots of ways to climb to the top.
![Page 3: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/3.jpg)
Differentiated Instruction Is Hard Work!
• There are No Magical Programs;• There are No Silver Bullets;• It is a Philosophy; it is Not a recipe
book;• It is a process; it is Not an event;
![Page 4: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/4.jpg)
Brain Research Confirms What Experienced Teachers have Always
Known
• No two kids are alike.
• No two kids learn in the identical way.
• An enriched environment for one student is not necessarily enriched for another.
• In the classroom, we should teach children to think for themselves.
– Marian Diamond
![Page 5: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/5.jpg)
What is Differentiated Instruction?
“Differentiation simply suggests that teachers have clear learning goals that are rich in meaning and provide various avenues and support systems to maximize that chance of each student succeeding with those rich and important goals.”
- Carol Ann Tomlinson
![Page 6: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/6.jpg)
What Differentiated Instruction Is Not
• D.I. is NOT the “individualized instruction” of the 1970s.
• D.I. is NOT chaotic.• D.I. is NOT just another way to
provide homogeneous grouping.• D.I. is NOT just “tailoring the same
suit of clothes.”– Carol Ann Tomlinson
![Page 7: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/7.jpg)
What Differentiated Instruction Is
• D.I. is PROACTIVE.• D.I. is more QUALITATIVE than quantitative.• D.I. is ROOTED in ASSESSMENT.• D.I. provides MULTIPLE APPROACHES to
content, process and product.• D.I. is STUDENT-CENTERED.• D.I. is a BLEND of whole-class, group, and
individual instruction.• D.I. is “ORGANIC.”
![Page 8: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/8.jpg)
The Eight Guiding Principles of the Differentiated Classroom
1. The teacher must be clear about what matters in subject matter.
2. The teacher must understand, appreciate and build upon student differences through empowering relationships
3. The teacher must recognize that assessment and instruction are inseparable. Alignment is the key.
4. The teacher must adjust content, process, product, classroom and instructional approach in response to student readiness, interests, and learning profile.
![Page 9: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/9.jpg)
The Eight Guiding Principles of the Differentiated Classroom
5. The teacher must allow all students the opportunity to participate in meaningful, respectful, and dignified work that is focused on the end goal.
6. The teacher along with all students must be collaborators in the learning process.
7. The teacher must understand that the goals of a differentiated classroom are maximum growth and individual success. The end goal is high expectations for all.
8. The teacher must understand that flexibility is the key to building a differentiated classroom.
![Page 10: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/10.jpg)
The Learning Triangle
The Teacher
The ContentThe Student
![Page 11: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/11.jpg)
As We Move to Stronger Differentiated Instruction
“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process and product in anticipation of and response to student differences in readiness, interest, and learning needs.”
– Carol Ann Tomlinson
![Page 12: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/12.jpg)
Student Traits
• Readiness – knowledge, understanding, and skills
• Interest – curiosity and passion in a learner
• Learning Profile – how students learn best
• Affect – feelings about their work, learning environment and themselves
– Carol Ann Tomlinson
![Page 13: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/13.jpg)
Classroom Elements
• Content – what teachers teach and how student gain access to knowledge
• Process – how a student makes sense of the learning objective
• Product – the opportunity to show what is learned
• Learning Environment – the operation and tone of the classroom
– Carol Ann Tomlinson
![Page 14: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/14.jpg)
Linking Student Traits and Classroom Elements
“In differentiated classrooms, teachers continually assess students readiness, interest, learning profile, and affect. Teachers then use what they learn to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class.”
– Carol Ann Tomlinson
![Page 15: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/15.jpg)
Differentiated Instruction Motivates Students!
Dynamic strategies + Energized Bodies + engaged minds = motivation
− Charles A. Beaman
![Page 16: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/16.jpg)
Cogs of Differentiation
The Student Seeks
Curriculum & Instruction Are the Vehicle
The Teacher Responds
![Page 17: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/17.jpg)
The Student Seeks
• Affirmation• Contribution• Power• Purpose• Challenge
![Page 18: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/18.jpg)
The Teacher Responds
• Invitation • Investment • Persistence• Opportunity• Reflection
![Page 19: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/19.jpg)
Curriculum & Instruction Are the Vehicle
• Important• Focused• Engaging• Demanding• Scaffolded
![Page 20: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/20.jpg)
A Reflective Thought
“Challenge in the classroom gives roots and wings to young dreams. It prepares learners with the substance, habits, and confidence necessary to move toward their dreams.”
-Carol Ann Tomlinson
![Page 21: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/21.jpg)
Effective Differentiation
1. The teacher is aware of basic student needs.
2. The teacher understands basic student needs.
3. Teachers improve their understanding of how those basic needs manifested in the classroom.
4. Teachers improve their understanding of how each facet of classroom experiences meets a learner’s need – or misses the mark for that learner.
- Carol Ann Tomlinson
![Page 22: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/22.jpg)
What Do I Need To Do?
1. Teach to Developmental Needs2. Treat Academic Struggle as
Strength3. Provide Multiple Pathways to
Standards4. Give Formative Feedback5. Dare To Be Unconventional
– Rick Wormeli
![Page 23: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/23.jpg)
The Three New “Rs”
• Relevance• Rigor• Relationships
![Page 24: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/24.jpg)
Three Reasons Why Teachers need to use These
Strategies:
• Increase Academic Achievement for All Students
• Reduce Behavior Problems• Make Teaching and Learning Fun!
![Page 25: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/25.jpg)
Conclusion
“The concept of differentiating instruction for varied learners has its roots in the belief that we teach best when we accept the need to tame the fox. That is, we teach responsibly when we understand the need to teach the human beings before us as well as to teach the content.”
-Carol Ann Tomlinson
![Page 26: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/26.jpg)
Conclusion
“It is important to begin with the conviction that we are no longer teaching if what we teach is more important than who we teach or how we teach.”
-Carol Ann Tomlinson
![Page 27: Differentiated Instruction. Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value](https://reader035.vdocuments.mx/reader035/viewer/2022062717/56649e245503460f94b12b95/html5/thumbnails/27.jpg)
Works Cited
• Beaman, Charles A. (2005). Diversity & Motivation in the Middle School: Reaching All Student. Middle Ground. V.9.1.
• Tomlinson, Carol Ann, (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria: Virgina, ASCD.
• Tomlinson, Carol Ann. (2001). How To Differentiate Instruction In Mixed-Ability Classrooms. Alexandria: Virgina, ASCD.
• Tomlinson, Carol Ann, (2003). Fulfilling the Promise of the Differentiated Classroom. Alexandria: Virgina, ASCD.
• Wormeli, Rick. (2006). Differentiating for Tweens. Educational Leadership. V.63.7.