how do teachers differentiate instruction?

I love to listen to ________________________________. __________________________________. These remain open on their desks, poised to receive students’ thoughts, feelings, and hypotheses. As you begin to embrace some of these differentiation practices, it’s important for you to know the research that supports this kind of instruction. when I get older, I want to be a _________________________________________________. Other times, students work in small groups. Differentiated instruction IS “organic” and dynamic. Researchers suggest that teachers can differentiate instruction by adjusting content, process, or product in the classroom. Differentiated instruction is a teaching approach where a teacher employs varied instructional strategies and activities that will meet each student’s learning needs. What works well for one group of … This is where differentiated instruction and assessment comes in. The first to match five facts in a row gets a bingo. The core of differentiation is a relationship between teachers and students. In addition, it’s important for students to practice reading at school and at home, using books at their comfort levels. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping more students in diverse classroom settings experience success. My students with disabilities and my struggling learners and English language learners responded to differentiated instruction well. Students respond to learning based on readiness, interests, and learning profile. The sheer number of instructional strategies at a teacher's disposal provides the flexibility to differentiate instruction. In detail, teachers tend to differentiate their instruction predominately using tiered assignments and building heterogeneous (ability‐level) groups, while they seldom differentiate by carrying out project‐based learning and building homogeneous groups (Figure 1). Readiness refers to a student’s knowledge and skill level regarding given content. Interview your neighbor: Students work in pairs. Focusing on time and task can improve differentiated instruction for diverse learners. One day. Michelle Giddens, MEd A teacher uses differentiated instruction to give every student multiple paths to learning. It has to do with being sensitive to the needs of your students and finding ways to help students make the necessary connections for learning to occur in the best possible way. However, the landscape often changes when students enter fourth grade. View not found. My read aloud shows that struggling readers can think at high levels. Discover ways you can implement differentiated mathematics instruction in your classroom! When teachers differentiate, they have multiple activities or tasks embedded into a single lesson. Michelle Giddens discusses how differentiated instruction allowed her to better meet the needs of students with diverse needs (time: 0:33). Before teachers can do this, however, they must first get to know their students in terms of: Readiness Interest Learning Profile. If I could do anything in the world, I’d _______________________________________________. You would also notice that I use multiple texts for my instructional reading lessons. Interest refers to topics, skills, or activities that pique a student’s curiosity or inspire him or her. I love to eat __________________________________, I love to read ______________________________________________________. Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. But one of the goals of differentiation is to create learning spaces that really make much more room for far more kids to learn much more vigorously and effectively. Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies. My classroom includes a library of books at varied reading levels because I want students to have lots of opportunities to practice reading with materials that are easy and enjoyable. Multiple Intelligences A first-grade teacher demonstrates and dis-cusses how she uses multiple intelligences in a unit on simple machines. Create activities that tap into the mul- If I, could meet anyone, it would be ________________________________________. This lesson will teach you multiple strategies that can improve the quality of instruction for all learners. In the list below, I’ve summarized these important elements and added a few other practices, such as planning, that are key to differentiating reading instruction successfully. The teacher’s responsibility is connecting content, process, and product. Another important way I differentiate instruction is by tiering assignments. Working in groups or wi… CONTENT: WHAT They’re Learning. What is differentiated instruction? How do teachers differentiate instruction? I’ve been pleased to see how many kinds of kids really find a place that works for them in a differentiated classroom. Not only will these important strategies help students do well on tests, but — even more gratifying — they will make reading joyful and exciting. And product is how they demonstrate knowledge or … From this list you can see that differentiating instruction asks teachers to continually strive to know and to respond to each students’ needs to maximize learning. Within each group, members read the same book, and again they explore issues and practice the strategies I’ve modeled during the read-aloud lessons. Now, we’re looking at the seven methods of differentiation teachers can use to accommodate their pupils. One way to master the principles of differentiated instruction is through an online master’s degree in education program , where teachers can advance their understanding of pedagogical theory for real-world application. Transcript: Michelle Giddens, MEd Right now, too many middle schools place students in a curriculum in which everyone reads the same text and completes the same assignments. When negotiating the contract, the teacher and student need to specify the task to be completed, when it will be completed, the quantity and quality of the work, the criteria by which it will be evaluated, and when appropriate the resulting grade. According to Carol Ann Tomlinson (1999), we can recognize differentiated instruction by a variety of classroom characteristics: Teachers begin where the students are. Differentiation of content refers … Expectations in the Classroom: All students will be challenged Students will work on different activities or assignments The teacher will utilize a majority of student-led activities The manner in Key Characteristics of Differentiated Instruction Differentiation can look very different in various classrooms because teachers use numerous strategies and tools to differentiate instruction. Add a diet of tough textbooks and less time for reading instruction to this diminished interest in personal reading, and the result is far too many students reading below grade level, struggling to learn. Teachers can assess a student’s preferred method of learning by: Sample Questions: Learning Profile Inventory, Name ______________________________________ Date _____________________. Differentiation Focus: TASK Typically when teachers lesson plan, they plan a lesson that addresses the overarching theme or essential question of the unit. We know it’s important, but we’re often at a loss as to how we make it happen. […] What countries fought in the American Revolution? Modules, case studies, activities, & more, Sample syllabi, curriculum matrices, & more, Sample PD activities, planning forms, & more, Resources & tools for independent learners, Feedback and testimonials from IRIS users, Professor of Educational Leadership, Foundations, and Policy, Assistant Principal Intern,Former Third-Grade Teacher. Stay longer in my classroom, and you would observe that writing has taken center stage. The students can interview each other about any topic, such as hobbies, sports heroes, family members, or favorite subjects. 3–5, To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Direct Instruction Differentiation dates back to one-room schoolhouses with one teacher responsible for educating students in a diverse range of grades, ages, and ability. There are 3 main areas in which we can tailor our lessons to effectively meet diverse student needs: 1. Laura Robb. To deepen your understanding, let me share information with you that explains this strong commitment to differentiated learning. Differentiated instruction shifts classroom focus from a teacher-centered learning environment to a student-centered one. These are the important strategies that all students — not just proficient readers — need. After viewing the video clip, think of an upcoming unit for your grade level or subject matter. When they collect information to better understand a student’s learning profile, teachers should also take note of each student’s affect, or emotions and feelings. Teachers can determine the level at which a student is working in a given subject area by: Learning occurs when a student is asked to complete a task that is just beyond what he or she can do independently, or, in other words, in his or her proximal zone of development. They can do so by asking students to: My name is ___________________________________________, and I am _________________, years old. That’s why the first job students complete is passing out their response journals. One of the things I like to do best is _____________________________________________. So I think it’s much more natural in schools that I’ve observed where people really differentiate with skill. Nine Practices to Differentiate Reading Instruction Make your read alouds a common teaching text. As discussed previously, when they differentiate instruction, teachers design lessons to address the needs of groups of students. Teach with diverse materials. Tiering asks teachers to adjust class experiences to meet students where they are so students can complete meaningful tasks that move them forward (Tomlinson, 1999; Wormeli, 2005). This is the heart of differentiation, and this is the primary reason I have written this book. A student’s readiness level might vary across subjects or content areas. Additionally, a student’s readiness may be influenced by his or her background knowledge, life experiences, or previous learning. I think there clearly are kids for whom no classroom is going to be the best solution all the time. What is differentiated instruction? We fought the war because we thought it was unfair that England was taxing us. After a brief warm-up exercise, and a read aloud for enjoyment, I introduce an essential component of my approach to differentiated reading instruction — the teaching read aloud. Teachers engage students in instruction through different learning modalities. Here are some seminal books on differentiation. The U.S. Department of Education noted that more than 8 million students in grades 4 through 12 are struggling readers (2003). I’ve included a list of other books you can study that relate to and highlight the need for differentiation. Teachers assign challenging and engaging tasks to everyone in the class. Flexible Grouping. When schools transitioned to grade-specific classrooms, it was assumed that children of the same age could learn the same … That’s really what it’s designed for. Sometimes, I use a whole-class instructional approach, where each students is reading a different text while exploring an issue or practicing the application of a reading strategy that I have modeled in my read aloud. How do teachers differentiate instruction with a classroom full of diverse learners? Read on to find out. In differentiated instruction, teachers understand the different needs of students, such as by evaluating rate of learning, language proficiency, literacy and more. Understandably, learners falter when teachers ask them to infer and analyze texts they can’t decode and comprehend. Teachers can discover their students’ interests by determining what topics they enjoy or which activities they engage in outside of class.

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