The document discusses differentiation as a teaching strategy to meet different learning needs in a group. It provides 12 examples of differentiated strategies or activities, such as writing group/individual targets, adjusting questions, choice boards, and leveled reading. The document also outlines steps to differentiate, including introducing a concept to the whole class, dividing students into tiered groups, creating varied activities, and assessing students. Challenges of differentiation and ways to manage it in the classroom are also addressed.
5. Based on the student’s… Retrieved from://www.learnerslink.com/curriculum.htm Readiness How students perform in your class, such as their reading ability, pace of learning, dependence on the teacher, or independence, …. Interests What does the student enjoy? Learning Profile What learning preference does the student have? Auditory, visual, kinesthetic? Multiple Intelligence preference(s)?
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It is like juggling, the more balls, the more difficult to manage.Tiered instruction:“A flexible approach to teaching in which the teacher plans and carries out varied approach to context, process and product in anticipation of and in response to student differences in readiness, interests and learning needs”.(Tomlinson, C.A.) The idea is that tiered instructions meets the needs of all students. Often gifted students are not appropriately challenged. All students are regularly offered CHOICES. Based on the student's readiness levels, interests, and learning profile , we modify the content, process, product and/or learning environment . D ifferentiating instruction makes teaching more interesting and effective as YOU meet the needs of your students.
Purpose and types: Why bother differentiating? Whole class teaching is much simpler. Different styles of content and delivery of content, process and product (different ways to express knowledge). It is a blend of whole, small group and individual learning. Focuses on student learning. Supportive learning environment, Continuous assessment of flexible groupings
Different starting points for different children, varied resources. Allow movement between groupings so children don’t become stuck in one group. Six thinking hats: blue: thinking; black: caution; red: feelings: yellow: optimism and benefits; green – creativity; white: facts
Accomodating multiple learning needs in which children feel valued
Lesson should set individual, group and whole class targets Assessment of tiered learning can involve rubrics, tests, checklists, contracts, self-evaluation, peer evaluation, or conferences.
Learning is focused. Teachers can reflect on students’ development. Higher leveled students need more challenging tasks and lower leveled students need less intrusive tasks. Enrichment programmes. Research shows… A form of continuous assessment, if groupings are flexible and children can move from one to another.
All kids can do extension activities – early finishers. Differentiated activities are not necessarily extra activities. Below grade level: use concrete materials
Strategies and management: Lower students on floor, one group working with assistant, other working independently. Assess using checklists, ruberics etc.
Write on a flip chart: obstacles; possibilities. Feedback. Subject co-ordinators plan for differentiation. Al children learn objective as same tests. Small classes pose logistical problems for differentiated work that involves kinesthetic activities. However, worksheets can be handed out to different groups and no movement is required. In the education of children we continually assess the individual's progress. Tiered instruction lends to this perfectly (IEPs) With assignments that appropriately challenge students 'real' progress occurs. Like any other teaching strategy we must use a wide range of assessment tools.
Brown bear story: Lower: Point to the picture and say initial sound Middle: Match animal words to pictures Top: Attempt Sentence level: Rashid, rashid, what can you see, I see a ….looking at me. Lower students on floor, one group working with assistant, other working independently. Below grade level: point to pictures At grade level: describe pictures Above grade level: describe favourite character; part of book/scene Stories, organized thematically Non-fiction books Extension readers Poems Big books Workbooks – phonic, comprehension and grammar , spelling Teacher’s Guide Multimedia – CD-Roms, audiocassettes Kits – alphabet cards, word cards etc. Core Support Extension Brown bear brown bear/Hamda’s surprise. When do you differentiate e.g. in the ppp lesson. Practice stage of the lesson. Divide group in groups, 5, 5, 4,4,4. Your group is going to focus only on one of those areas.
When to differentiate? Use classroom assistants for reading groups and reading records
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