Inclusion - Differentiated Instruction Flashcards
Goal of DI?
Create independent thinkers, who are responsible for their own learning
Effective DI involves:
- Know your students
- understand the curriculum
- providing multiple pathways to learning
- share responsibility with students
- taking a flexible and reflective approach
DI vs. Good Teaching
GOOD TEACHING
- all students feel welcome, getting to know each student
- promote on task behavioral & be sure students have a plan
DI
- flexible grouping, why/what purpose for groups
- satisfying student needs to grow & succeed
- allow for different timelines/version of assignments
Response to Intervention model (RTI)
Tier 1: universal: disabilities, high quality learning opportunities and support for all students–disabilities that have mild to moderate impact on their learning: response is + to supports
Tier 2: target support - academic failure at risk & behaviour problems, targeted, specific prevention & intervention for students– benefit from DI,
Tier 3: intensive - specialists involved, intensive, individual interventions, insufficient response to intervention
Who are exceptional learners?
- gifted or DEVELOPMENTALLY ADVANCED: show high abilities in 1 of several areas
- LEARNING DISABILITIES: discrepancy between ability & achievement
- SPEECH AND LANGUAGE EXCEPTIONALITIES
- ADHD
- BEHAVIOR & EMOTIONAL EXCEPTIONALITITES
- INTELLECTUAL DISABILITIES
- AUTISM SPECTRUM DISORDER
- DEAF & HARD OF HEARING
- VISUAL IMPAIRMENTS/BLIND
- PHYSICAL DISABILITIES
What does Understanding the Curriculum entail?
- big ideas
- implications of outcomes
- skills that are essential for meeting the LO
- outcomes relate to different students experiences & backgrounds
- motivation
- building their understanding and skills
When providing multiple pathways to learning what do teachers need to do?
- know/use a variety of teaching methods
- build open-endedness
- work in a variety of contexts
- learning groups based on: readiness, interest, preferences, experience, needs
Sharing responsibility with students, teachers need to:
- scaffold
- build on interest/skills
- student choice & independent learning
- build personal strategies and set goals, reflect, self-monitor/assess
Flexible and reflective approaches:
- interest are always changing, keep them interested
- multiple routes
What are two different adaption?
AKA
Examples
- Accommodation: change HOW a student is taught/assessed (instructional accommodations). Fully access the subject matter & instruction or demonstrate knowledge Examples: enlarged print, sign language, preferential seating - Modification: change WHAT a student is taught/assessed (curriculum modifications). alteration of performance level by reducing content to be learned, change in evaluation, alteration of goals, difficulty TEAM decision (student, teacher, parent)
Keep in Mind:
- opportunities to get to know students
- set goals & identify key concepts, ideas, skills
- set up multiplie pathways to learning
- involve students through choice, interests, independence & reflections
- flexibility is key
- opportunities to get to know students
- set goals & identify key concepts, ideas, skills
- set up multiplie pathways to learning
- involve students through choice, interests, independence & reflections
- flexibility is key
What are the ways to differentiate instruction?
content, process, and product
What is Differentiating Content
- WHAT
- input
- what you want students to learn
What is Differentiating Process
- HOW
- self-aware of LP
- activity, specifically what they’re doing
- what else can we do to meet objective
What is Differentiating Product
- assessment
- choice=engagement in learning
how to differentiate content by interest
- figure our what students interests are
the choice = motivating, & enthusiastic - interest surveys
How to differentiate learner profiles?
- gardner’s mi
- how do they learn best
- Expert teacher: knows how each student learns best
How to differentiate readiness?
- their is choice, but there are tasks for all students to do
- current level & growth, little bit of challenge, but still room to grow
What is DI?
“shaking up what goes on in the classroom”
- multiple actions for taking info in, making sense, and expressing
- maximizing lrng. & increase success for ALL
- different avenues to acquire C, P, P
DI is not?
- individualized instruction
- providing homogenous grouping (must be fluid)
- “tailoring the same suit of clothes”
- Chaotic
DI is?
- Proactive: variety of ways to get @, & express learning
- More qualitative than quantitative
- Rooted in assessment: beg, mid, end.
- A way to provide multiple approaches to content process and product
- student centered
- a blend of whole class, group and individual instruction: small/individual, brings out new lrng
- organic: dynamic: continuously making adjustments
Learning takes place most effectively in classrooms where?
- knowledge is organized
- highly active in lrng. process
- assessment is rich and varried
- connection to lrng
- zpd
- motivation increases when interested in lrng
Rationale for DI:
3 conclusions about teaching and learning that drive effective differentiating?
- the image of the “standard issue” student: inevitability exists
- there is not substitute for high-quality curriculum/instruction
- build bridges between lrner & lrng
- non negotiable
Comparing Classrooms: Traditional
- differences are masked
- assessment is single form at the end
- single definition of intelligence
- student interest is infrequently tapped
- LP aren’t taken into account
- whole class instruction
- single options
- inflexible
- single interpretations
- teacher directed
Comparing Classrooms: Differentiated
- work together to set goals
- differences are used
- ongoing assessment
- MI
- excellence = individual growth
- interest based learning
- LP’s are produced
- multi-optioned assignments/materials
- teacher facilitates
DI: words of wisdom
- doesn’t have to be everyday
- can work within comfort zone
- start small
Teaching Struggling Learners
- look for the positives: everyone does something well
- don’t let whats broken extinguish what works
- pay attention to relevance
- go for powerful lrng: lrn key concepts
- use many avenues of lrng: sensory, kinesthetic
- teach up: knowing lrng profile, complex tasks
- see with the eyes of love: acceptance & potential
Advanced Learners may not achieve their full potential because they..
- can become mentally lazy
- hooked on the trappings of success
- perfectionist
- fail to develop a sense of self-efficacy and study and coping skills
what is learned helplessness
depending on others more than necissary
when coaching Advanced learners for growth:
- raise expectations
- clarify what constitutes excellence
- raise a support system
- balance rigor and joy in learning
why do we call it advanced learners
- not as controversia
- mixed ability classroom
What is differentiating content?
And what is its goal?
- input of teaching and learning, what we teach, or want students to learn
goal: offer approaches to input
Differentiating Content can be thought of in 2 ways:
- adapt what we teach
2. adapt/modify how we give students access to what we want them to learn
Interest differentiation of content
content in the curriculum that builds on their interest
learning profile differentiation (content)
allowing for students to “come at” materials that match their prefered way of learning
readiness differentiation (content)
matching material to a student’s capacity to read and understand it
strategies for differentiating content
- concept-based teaching:emphasize key concepts
- using varied text and resource materials: match levels of complexity
- learner contracts
- minilessons: reteach part of lessons, find another way of teaching to groups
- curriculum compacting: helps AL maximize their timing
- varied support systems: stretch capacities as learners - highlighting print materials, audio/visual recorders
curriculum compacting stages
- identify who is a candidate: what do they know/don’t
- go over what student didn’t master
- student to engage while others go about general lesson
Differentiating Process
- “sense making”
effective activities: learn new concepts, consolidate learning a new concept, progress to more complex levels of learning
Differentiating Process happens best when class activities:
- are interesting
- higher level of thinking
- have to use skills to understand ideas
Differentiating Process according to students interests
- give student choices in which to help link personal interest to a sense making goal
Differentiating Process and learning profile
- encouraging to make sense of an idea in a preferred way of learning
Differentiating Process - student readiness
-matching complexity to current level of skill
Differentiating Product
- helps students rethink, use and extend what they’ve learned
- represent extensive understandings of ideas
- represent elements of curriculum students can “own”
Creating high quality product assignments
- scaffold
- goal: anticipate what is necessary to lift the student’s sights and build bridges to attaining goals
- apply, extend, stretch understanding & skill
strategies that support differentiating process
- learning logs
- journals
- graphic organizers
- learning centers
- jigsaw
Way to assess skill, understanding, and knowledge (differentiating product)>
high quality products - show what they know better when products are differentiated
Benefits of keeping records when compacting/
- demonstrates accountability for students
- parents understand adv. for their children
- students develop awareness of their specific LP
guidelines for successful product assignment
- help students see skills & ideas used in real-world
- blend multiple sources of info
- use time wisely
- many ways to express self
- ## “check-in” dates
three student characteristic guide differentiation:
- interest
- learner profile
- readiness
students learn better if:
- tasks ignite curiosity/passion (interest)
- encourages students to work in a preferred manner, suitable to LP
- close match for skill & Understanding of a topic (readiness)
planning lessons differentiated by interests is
how to engage students in your lesson
Goals to interest-based instruction
- match between school & own desires to learn
- demonstrate connections between all lrng
- use familiar skills/ideas as a bridge to less familiar
- enhance motivation to learning
how are all 4 goals of interest based instruction likely to be achieved
- look at a topic of study through lens of own interest
two ways for a teacher to think about student interest?
- identify interest students bring to class
2. try and create new interests in their students
Strategies for drawing on and expanding existing interests and linking them to the curriculum:
- sidebar studies
- interest centers/groups
- specialty teams
Guidelines for interest based DI
- link IB exploration with key componets of curriculum
- structure for student success
- efficient ways of sharing IB findings
- open invitation for student interest
- open eye/mind for students with a serious passion
- IB DI can be combined with other types of DI
What is learning profile?
this refers to ways in which we learn best as individuals
goals of LP
- help students understand individual modes of lrng that work best for them, and to find options that is a good fit in the classroom
Categories of LP factors
- learning style: environmental/personal factors (lighting, oral)
- intelligence preferences: brain-based predispositions we all have for lrng (gardner-mi, sternberg)
- culture: creativity or conformity; partners or individuals
- gender based preferences: lrng patterns with great varience same as culture
- combined preferences: gender & culture, flexible
what is readiness?
- extends that student’s knowledge, understanding, and skill are a bit beyond what the student can do independently
- zpd
Modifying lessons according to Student Responses
- foundational –> transformational: info is new to students - info is clear - practice - move along quickly
- concrete –> abstract: key information - implications/interrelationship
- Simple –> complex: big picture - framewrok of understanding
- Single Facet –> Multiple Facet: few steps-greater flexability of approach
- Small leap –> great leap: mental leaps
- structured –> open ended: fairly laid out- explore
- Dependent–> independed: skill building-structured independence-shared-self-guided
- Slow –> fast: more time to study - more quickly through familiar
Equalizing troubleshooting tips (readiness)
- lessons are: coherent, relevant, powerful, transferable, authentic, and meaningful
- curriculum that is good = zpd
- plan to work up
Guidelines for LP Differentiation
- some students share your LP
- help reflect on their own preferences
- ## use teacher-structured & student-choice avenues to LP DI
Differentiation of instruction tree
- Respectful tasks
- flexible grouping
- ongoing assessment and adjustment
~~~TEACHERS CAN DIFFERENTIATE
-process
-content
-product
~~~ACCORDING TO STUDENTS - interest
- readiness
- learning profile
