Differentiated Instruction Flashcards
What is the goal of differentiated instruction?
To design the lesson so that each student, no matter their ability, can be moderately challenged by the material (think ZPD).
In what 4 ways can teachers differentiate instruction?
- Content (what is taught)
- Process (how it’s taught)
- Product (how students show)
- Affect/Environment (where it’s taught)
What 3 aspects of a student should we consider when deciding to differentiate?
- Readiness
- Interests
- Learning profile (preferred approaches)
Why might we need to differentiate instruction according to students’ readiness?
Differences in:
- Prior experience
- Misunderstandings about the topic
- Communication/thinking skills
- Developmental stage
-Physical/mental health
Why might we need to differentiate instruction according to students’ interests?
Interest as a motivator! All students will have their own interests, but we’re also talking here about how to grab their attention.
When differentiating instruction for students’ interest, what 2 types of interest are talked about in the slides?
- Situational interest (temporary, externally motivated)
- Individual interest (stable over time, personal)
What factors can help to capture a student’s “situational interest” when trying to differentiate instruction?
Novelty, social interaction, humour, etc. Basically anything to make it more interesting!
When differentiating instruction for students’ learning profile, what sorts of considerations do we make?
Any in which personal preferences of students may vary (not learning styles!). For example, working alone vs in groups, or working with the overhead lights on or off, or doing desk-work with calm music on, etc.
When planning to differentiate instruction, how do you know what students’ preferences are? Or their interests? Or their readiness?
Assessment! And early discussion! Basically create a classroom community and get to know them!
