At the beginning of a science unit, a middle school teacher asks her students to write a best-guess definition of the word “catalyst.” Based on their responses, the teacher designs a differentiated activity at the beginning of the unit that allows each student to work from his or her starting point. While different definitions exist, many scholars and practitioners agree that differentiated instruction embodies both a set of principles and a repertoire of instructional practices that are proactively implemented for the purpose of meeting the varied needs of all students. %PDF-1.3 Required fields are marked *. Be creative, think inclusively, and ask students how they can best demonstrate what they have learned. Her plans for other students involve identifying familiar insects and investigating their characteristics. Principles of a Differentiated Classroom 13. x��[�r�6}�W�n�BH������δ�~ �-I�$����g�Re�!L)v��8#� �X�=� ��F��n�������z�/������럤�O.믗�[��ht��o��;���� ����euT�|��7���ݓ�.c7}u��q��g����~ly|� r�����e�k����Ee��6�4� Using her knowledge of her students, the teacher creates multiple instructional options: Assessment and differentiation are integrally linked, and both should occur throughout instruction. ���W�\lOY���Cd� �= ~�ɵ�m���s���zu1K��!Ű�E�t�I���T��`�FH p��G�ɐ�N�z''I �@)�-�cY(��@��0�1G-��Z���_�v���ɒ��rGǓ���GI���qu���&��(U���ٜ�).R�Ȍ�́q/�M?CDϦ��(c���1�@F팑Bv[��C�I0g⑅���X;Fm1X�{NjX�H����y��Ե�=�t�Mد�(�bL�D��Aj^���Z���&ڠ�o:�� �1h+���M/����(^������@@��r1Ac������4� �fNB2c�r������f�k.-�`v��*V9|!��!rd���1ra�m�B�q�-Tw��mqf�0��`*{h�c�����b1p`�N���0s�PQ����1�l�ݼ���J3Va0z�Ф)t�\��>�-2VĠᜐ�?�T�K�_#ja�SJ��D��Wӧ>��]s^��|. A lecture �ޞU�_TVHS��|�s��S��&b�|��U5qFO���9`���)��=J�ҡDkb�������m�� Key Characteristics of Differentiated Instruction Differentiation can look very different in various classrooms because teachers use numerous strategies and tools to differentiate instruction. Which differentiation strategies work best with your students? In fair and equitable inclusive classrooms, the general curriculum must be accessible to all students, regardless of their challenges or learning styles. For example, one group paints a picture titled “This is a picture of us taking turns.” The pictures are displayed in the classroom and visually remind the students to follow their expectations. Project and problem-based learning are also key in differentiated instruction and assessment. Differentiated instruction allows us to see learning from a variety of perspectives and provides countless, unexpected teachable moments that we may otherwise miss. Teachers who create “working-with” learning environments encourage students to build responsibility for monitoring their work habits, making choices to enhance their learning, self-assessing their quality of work, and helping make decisions about how the overall classroom is functioning. Formative assessment, done at the beginning of instruction, informs a teacher as to the range of “starting points” for each student. %�쏢 Pick up Quick-Guides to Inclusion for fast, friendly, and practical guidance on including students with disabilities in general education classrooms. Student responsibilities include demonstrating such skills as: 1) making effective choices, 2) being self-directed, 3) organizing learning materials, 4) following directions, 5) completing tasks, and 6) working cooperatively with classmates. Remember–providing choices to students is a powerful motivator! Teachers can create differentiated, personalized, or responsive classrooms in a number of ways. Underlying Principles of Differentiated Instruction Differentiated instruction is a cyclical process of finding out about the learner and responding by differentiating. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. Don’t forget to use your specific students as resources; they can share responsibility in suggesting various routes to a common destination. Key Principles Our job is to teach the students we have. Assessment informs both the teacher and the student of the current level of understanding, progress, effectiveness of teaching and learning, and areas in need of improvement or enrichment. Opportunities for children to think for themselves is clearly evident. Assessment of students��� needs is ongoing, and tasks are adjusted based on assessment data. Professional Development to Practice Differentiated instruction also stretches students��� ��� 1. Four ways to differentiate instruction According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment. Differentiated instruction changes the roles of students as well as teachers. Includes specific suggestions for differentiating during science, math, and history! 8 0 obj Reason to Di!erentiate Instruction Principles of Di!erentiated Learning VOICEOVER: Access the handout, ���Principles of DI,��� to follow along as Bruce outlines the basic The ones we have right now. Key Features of Differentiated Instruction 5. Key Elements of Differentiated Instruction. differentiating instruction for multiple intelligences. In her newly revised book, The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition, Carol Ann Tomlinson discusses the meaning of differentiation and how teachers can modify their instruction to engage all students. This does not mean that teachers individually tailor instruction. Knowing the Learner (Readiness, Interests and Learning Preferences) 8. Transcript of Speaker II. Adapted from the book Quick-Guides to Inclusion, edited by Michael Giangreco & Mary Beth Doyle, today’s post lays out 7 principles of differentiated instruction and provides classroom examples for each one. Differentiated Instruction gives students choices about how to learn and how to demonstrate their learning. O���Brien & Guiney (2001) clearly enumerated these as major principles of differentiated instruction: 1) Every child can learn and every A first-grade teacher checks in with her students throughout instruction using the colors of a stop light. An eighth-grade teacher frames the targeted learning outcomes for an upcoming unit and asks her students to work in small groups to brainstorm instructional activities that would assist the students in reaching their benchmarks. But if you’re teaching a classroom with 30 diverse students, all of them with different strengths and needs, it can be hard to know where to begin. In creating access to a standards-based curriculum, a middle-school language arts teacher focuses on a monthly theme or question in his literature units–for example, “Does courage always involve sacrifice?” Students choose to read a variety of novels or short stories that capture the theme of courage. It gives teachers new to differentiation a jumping-off point for their instruction (and it’s a great source of ideas for educators who already differentiate). Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. Middle school students might develop a list of resources necessary to complete a multi-faceted assignment. 1. April 5, 2016 retrieved from http://blog.brookespublishing.com/differentiated-instruction-7-key-principles-and-how-tos/?utm_source=WeAreTeachers&utm_medium=BlogSeries_Blog2&utm_campaign=Brookes_WAT […], Your email address will not be published. A second-grade teacher asks students to reflect on their progress toward important benchmark skills and establish a goal to assist them in making progress toward mastery. All students participate in respectful work. In a first-grade class, students identify four to five classroom expectations. Differentiated instruction is based on modification of four elements: content,process, product, andaffect/learning environment. Page 2: General Principles Differentiated instruction is not a one-size-fits-all approach, but instead should be shaped to meet the needs of students. ����kqB��١�U�).Y;?4� ���q�^gd��%j(54� g�R���u�K�v\�y��5����o�q^�QFtf*���N�I�0꼡s3B=#+f���;��Ǩ�G�tFPfk��!&t�Tv�_��r�f�}��-?Y��>�Zg6�t���=�ߕw�f�ͩ����7�d��>����N.��Ѣ��G� �)��I.�2&5���~s���iS�y��|�w-��&��6�"v|����o:� mbR٩�̰A��ۦַ݋x��iڠ�+��|���[��;U3;##�)�=�i/f����7d3�ѩ��[����3Re��+� ���i����,��*r������� ߧ�Fm�n:O�""��V�k� ���"0�8���RAJ�Yĩ�t.�j���%(��i���Z9ٺ��RRH�n��Խ1��O�bD��X#:�:X �5NlK.V�FA[�X��2`�L�EP��X���t{����6��� There are key principles of differentiated instruction that we know to be best practices and that support everything we do in the classroom. * Differentiated Instruction: 7 Key Principles & How-Tos: https://t.co/npZhFnCXkf #inclusion #iechat https://t.…  […], […] Brookes Publishing Co. Differentiated Instruction: 7 Key Principles and How-Tos. Creating a “working-with” classroom environment means that teachers and students share decisions about instructional activities, routines for accomplishing classroom tasks, ways in which students might work together, and how students can demonstrate their learning. Tags: differentiated instruction, professional development, teaching reading Is differentiated reading instruction really necessary? ���Identify and explain the keyprinciples of differentiated instruction. Two other students work together to create an alternative setting and then analyze how the new setting would alter the story. ���Expand your repertoire of instructional strategies that support differentiated instruction. All students have the opportunity to explore and apply the key concepts of the subject being studied. During a fifth-grade class meeting, a teacher asks her students to discuss how different tasks might be assigned in order to complete a cooperative group project. A fifth-grade teacher establishes expectations in context of teaching about the preamble of the U.S. Constitution. Examine the instructional strategies currently in your instructional repertoire. Start with just a few of your favorite strategies and push yourself to incorporate greater differentiation within those strategies. Assessment informs both the teacher and the student of the current level of understanding, progress, effectiveness of teaching and learning, and areas in need of improvement or enrichment. Here is a list of some key principles that form the foundation of differentiating instruction. Your classroom will provide fertile ground for helping students learn how to value differences, appreciate commonalities, and come to deeper understandings of such complex issues as fairness, cooperation, equity, and justice. Ongoing, formative assessment: Teachers continually assess to identify students��� strengths and areas of need so they can meet students where they are and help them move forward. Not only are the students able to benefit from the background knowledge of their classmates, the teacher is able to informally assess what her students know about a particular topic. Differentiated instruction is not the same as individualized instruction. Tell us in the comments below (and if you try any of the ideas in this post, let us know how it goes!). Instruction is concept focused and principle driven. Key Principles Teachers should continually expand their instructional repertoire in order to better meet the diverse needs of students. All students learn to use their learning profile to guide choice making and to enhance reflection. 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