Tools for Differentiation / FrontPage
Digital Differentiation
Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation. Note: The interactive graphics you see below have been updated. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions. Teacher Facilitated Learning Experiences:
How to Differentiate Instruction
How to Differentiate Instruction What's All the Hype? Unfortunately, our images of school are almost factory images, so school is very standardized. But kids don't come in standard issue. Effective teachers have been differentiating instruction for as long as teaching has been a profession. What The Research Tells Us About Differentiate Instruction There are three bodies of research worth mentioning. 1) Brain-based Research 2) Learning Styles and Multiple Intelligences 3) Authentic Assessment Brain-based Research on Learning Research on the brain has been used to inform educational practice for many years and is becoming more and more popular. Other valuable links on this topic can be found at: Learning Styles and Multiple Intelligences Learning styles research is predominantly used to understand learning preferences that students use to receive and/or process information.
The Best Resources On Differentiating Instruction
My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction, and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon (it’s appeared: The Five By Five Approach To Differentiation Success), and an upcoming post in my blog there will be talking about it, too (that two part series has also appeared). I also did a second two-part series in Ed Week on differentiation. Also, check out The Best “Fair Isn’t Equal” Visualizations. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction: The Best Places To Get The “Same” Text Written For Different “Levels” Busting Myths about Differentiated Instruction is by Rick Wormeli. Reconcilable Differences? Deciding to Teach Them All is by Carol Ann Tomlinson.
Differentiated Instruction with UDL
By Tracey Hall, Nicole Strangman, and Anne Meyer Note: Updated on 11/2/09; 1/14/11; Please visit the AIM Center home page. Introduction Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. This report on differentiated instruction and UDL begins with an introduction to differentiated instruction in which we provide the definition, a sampling of considerations and curriculum applications, and research evidence for effectiveness. The literature review in this paper is also available as a stand alone document, with annotated references. Top Definition To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Figure 1. Identifying Components/Features Content Process Flexible grouping is consistently used. Products Figure 2.
Differentiation - tools, tips and resources
Differentiation is an important aspect of education. Students learn differently, have different needs, different backgrounds, different skills, different ability levels, different interests and more. As educators, we try to create engaging lesson activities that provide a variety of learning experiences and allow students to demonstrate their learning in different ways. Differentiation should occur in both how students learn and gain knowledge and skills, and in how they demonstrate and are assessed on what they have learned. “In the practice of education, differentiation is defined as working to address the abilities, interests, and needs (both perceived and real) of individuals. Here are some resources, tips, and tools on differentiation: Digital Differentiation - ideas and tools for differentiating with digital resources Tools for Differentiation - helping teachers meet the needs of all learners Differentiating with Web 2.0 Technologies
A Teacher’s Guide to Differentiating Instruction
Introduction Does effectively teaching 30 students in one classroom require teachers to develop 30 lessons, one tailor-made for each student? Or should teachers “aim for the middle” and hope to reach most students in a given lesson? What is Differentiation? Simply stated, differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. How to Start Four planning steps set the stage for effective differentiated instruction. Vary Materials Author Joyce Van Tassel-Baska (2003) suggests that the selection of materials for use in the classroom is a crucial next step to effective differentiated instruction. Nonfiction and fiction, written at a variety of reading levels. The use of varied materials will encourage these students to understand the concept of “main idea” not only within language arts but in other settings as well. Vary Process Vary Assessment Conclusion References Good, M. View Full Article
School of Education Johns Hopkins University Can Novice Teachers Differentiate Instruction? Yes, They Can!
by Holly C. Gould Teaching calls on the professional to use a variety of skills in order to reach a wide range of learners. One of the most important skills for teachers to develop is the ability to differentiate instruction. Differentiation involves modifying the content, process, product or learning environment to effectively address the variety of student interests, learning preferences, affective needs and readiness levels in today's classrooms (Tomlinson, 2003). As with other professions, teachers' skills develop and improve over time. Fuller and Brown (1975) found that novices proceed through three stages: survival concerns, teaching situation concerns, and pupil concerns. Lidstone and Hollingsworth (1992) conducted a longitudinal study of the first four years of teaching and found three stages of cognitive attention: management focused, subject/pedagogy focused, and student learning focused. Education professors must "talk the talk" and "walk the walk." References Tomlinson, C.
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