Differentiated instruction. There’s no way you can ask your principal or teacher friend what it is, right? Nothing for a person with long or short legs. This question will start your differentiation journey. Differentiated instruction honors students’ diverse backgrounds and learning styles. Page 1: Defining Differentiated Instruction. There’s the speed of light and the speed of sound. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Differentiated instruction is a way of teaching that matches a variety of learning styles. Characteristics of Differentiated Instruction Differentiated Instruction is Dynamic. , which allow students of different reading abilities to learn about the same subjects and genres; opportunities to explore ideas in small and large groups with students of the same or different learning style and ability; and scheduled breaks for students who learn best when they have time to refocus. Assessment and reassessment of students are key. However, empirical research has yielded mixed evidence on teachers’ reported use of DI. instruction with increased precision and effectiveness. Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. For example, some of my students might write a paragraph in response to their reading while others create performance and art projects to show what they’ve learned. Besides, it would be a ridiculous approach to selling jeans. Differentiated instruction for Diana, and for other struggling students, may mean providing a handout with sentence starters or a graphic organizer to help them with constructing meaning. My read aloud shows that struggling readers can think at high levels. Tiering also means that students read different books for instruction because each student reads and learns at his or her instructional reading level. That’s okay. In other words, teachers use multiple strategies to make sure that all students can absorb the information being taught, share what they’ve learned, and meet long- and short-term goals. To be certain that I am reaching every student in my class, I use the read aloud to model how I apply reading strategies and to show students how to use questioning, discussion, and writing to build comprehension and new understandings while reading (Beck & McKeown, 1997, 2006; Robb, 2000, 2003). Typically, a buzzard remained a buzzard, and a cardinal was forever a cardinal. Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. Unfortunately, this leaves too many students behind instead of moving them forward (Tomlinson, 2002). (of cells or tissue) having specialized structures or…. Continually build awareness However, the landscape often changes when students enter fourth grade. Unfortunately, many times a similar strategy is used in the classroom. Right now, too many middle schools place students in a curriculum in which everyone reads the same text and completes the same assignments. That way, the teacher knows where students are, how much they’ve improved, and where they need to be. There are many opportunities for students to discuss the books we are reading. Knowing the Learner . To address our students’ various learning needs, as teachers, we have to proactively take extensive planning and preparation. Learn more about what it means to have differentiated instruction in the classroom. You and I need to explore and try ways to teach our students at their instructional levels. Differentiation is the way a teacher prepares instruction to meet the needs of all the children in an inclusive classroom, from the most challenged to the most gifted.Differentiating instruction is not only going to help your special education students fully participate, it will also enrich and improve the experience of the general education students. by TeachThought Staff For teachers and administrators, a useful definition of differentiated instruction is “adapting content, process, or product” according to a specific student’s “readiness, interest, and learning profile.” It can be first that of as a matter of contrast–‘differences.’ Differentiated instruction is NOT just another way to provide homogeneous grouping. So it doesn’t make much sense to present information in one way and expect every student to learn effectively. Differentiation means tailoring instruction to meet individual needs. 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. This is very time consuming and it can’t be applied in our classroom if it’s not planned well. What does DIFFERENTIATED INSTRUCTION mean? It later came to greater prominence with No Child Left Behind. Download the PDF from here. Differentiated instruction doesn’t mean that teachers give more work to advanced students and less work to students that might struggle. Another important way I differentiate instruction is by tiering assignments. That would be frustrating, right? First, teachers must know their students well. Build lessons, develop teaching materials, and vary your approach so that all students, regardless of where they are starting from, can learn content effectively, according to their needs. Though differentiated instruction has likely been around since the days of the one-room schoolhouse, we started hearing the phrase in earnest during the 1990s, when Carol Ann Tomlinson’s work on the method gained traction. 1  In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful. Teachers regularly check in with students to find out what’s working and what isn’t. Start here for simple, helpful ways to differentiate your classroom. Supporting Multilingual Students in the Early Grades. Given the increasing diversity of the student body, teachers are called to appropriately address students’ various learning needs by means of differentiated instruction (DI). By providing each student with reasonable levels of challenge and instructional scaffolding as needed, students learn that hard work results in successful growth. Here’s an analogy: Imagine going into a department store to buy jeans and finding the same pair on every rack. Set aside time to reflect on the ideas in these texts, and then discuss what you’ve learned with colleagues. for simple, helpful ways to differentiate your classroom. Differentiation is the educational practice of modifying or adapting instruction, school materials, subject content, class projects, and assessment methods to better meet the needs of diverse learners. In fact, the read aloud has become the common mentor or teaching text for my students, and a primary teaching tool. All rights reserved. Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all studen… I’ve included a list of other books you can study that relate to and highlight the need for differentiation. Mr. Shelton learns that differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. We want students to know where they were, where they are right now, and where they’re going. 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. I want you also to understand why educators like Carol Ann Tomlinson, Richard Allington, and I strongly believe that instruction in reading should be differentiated. You know, that phrase that gets whipped around the faculty meeting like a shuttlecock during a badminton match? 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. And synonyms of differentiated instruction in the classroom a certain body type for! The lesson goals and has acquired the skills to move on reads and learns at his or instructional. 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