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Page 1: Defining Differentiated InstructionMr. 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. Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based. These evidence-based strategies include:
Although differentiated instruction as a whole is yet to be validated by scientific research, a growing body of evidence shows that the approach has positive effects on student learning. Research Shows
In addition to using the kinds of evidence-based strategies listed above, teachers who differentiate instruction often: When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it, one-third of the kids will get it, and the remaining third won’t. So two-thirds of the children are wasting their time.”
x flexible grouping A fluid or dynamic method of grouping students. Rather than being set, group membership changes to meet the different needs of the students.
Teachers often have a number of misperceptions about differentiated instruction. Carol Ann Tomlinson addresses two of these (time: 1:33). Carol Ann Tomlinson, EdD Transcript: Carol Ann Tomlinson, EdD One is it takes too much time to plan, but the other is it takes too much time in a classroom to differentiate. The planning piece, of course, is a matter of saying differentiation doesn’t say spend an hour planning tonight like you always did and then add differentiation to it. What it would say is, if you have an hour to plan, think about how you can do that in a way that’s going to work for kids. And, again, if you go slowly it doesn’t need to eat your life in any way at all. But the issue in terms of it takes too much time in class is an intriguing one to me because it turns out that differentiation is not what takes extra time in class. What takes extra time in class is giving kids chances to work with ideas and manipulate ideas and come to own the information. It doesn’t take as long just to tell kids things or just to cover standards, but we also don’t have any evidence that students come away with understanding or the capacity to use what they’ve learned to transfer knowledge. When you take time to let kids think and make meaning of stuff, that slows us down some in terms of coverage. If you let kids make meaning of stuff in two different ways, or if you let kids make meaning of stuff working alone or working with somebody, or if you let kids making make meaning working independently or working with a teacher, that doesn’t take any longer. Where it got to take longer was in the making meaning part. For Your InformationWhat is the difference between differentiated instruction and Universal Design for Learning (UDL)? Both attempt to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. Additionally, both emphasize learning environments that are engaging and utilize ongoing assessments to make adjustments to meet the instructional needs of students. So what is the difference? The difference is in when and how changes are made to address the needs of students.
CAST, Inc. (2007) How does response to intervention (RTI) fit in with differentiated instruction? x response to intervention (RTI) A multi-tiered method for delivering instruction to learners through increasingly intensive and individualized interventions. Both are instructional frameworks. Whereas the purpose of differentiated instruction is to address the needs of all students, the purpose of RTI is to identify and address the needs of struggling students. Though the two frameworks overlap—differentiated instruction is often provided in an RTI classroom—under RTI, students may receive more intensive levels of instruction than they would normally receive in a differentiated classroom. How do adaptations (i.e., accommodations and modifications) fit with differentiated instruction? Differentiated instruction might not be enough for some students to succeed. Those with disabilities might need additional supports—accommodations or modifications—to learn the concepts and skills being taught. These supports are identified in the student’s individual education program (IEP). x individualized education program (IEP) A written plan used to delineate an individual student’s current level of development and his or her learning goals, as well as to specify any accommodations, modifications, and related services that a student might need to attend school and maximize his or her learning. When teachers adjust their level of support and guidance to the level of skill of the student what is this called according to Vygotsky )?The zone of proximal development (ZPD or Zoped) is defined as the difference between a child's “actual developmental level as determined by independent problem solving” and the child's “potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” ( ...
Which of the following refers to teachers adjustment of their?which of the following refers to teachers adjustment of their level of support and guidance to the level of skill of the student? scaffolding; changing level of support.
Which of the following describes Lev Vygotsky's belief about the development of thought and language quizlet?Which of the following describes what Lev Vygotsky believed about the development of thought and language? They develop independently at first and merge later in development.
Which of the following determines the categories for obesity overweight and at risk of being overweight quizlet?Which of the following determines the categories for obesity, overweight, and at risk of being overweight? The Centers for Disease Control and Prevention (2018) has established categories for weight that are determined by body mass index.
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