differentiated instruction means

Typically, a buzzard remained a buzzard, and a cardinal was forever a cardinal. Our memories of undifferentiated classrooms probably include the blue- bird, cardinal, and buzzard reading groups. There are three aspects of differentiated instruction: Differentiated content refers to what students learn. WeAreTeachers is here to help. Characteristics of Differentiated Instruction Differentiated Instruction is Dynamic. 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. Here is a list of some key principles that form the foundation of differentiating instruction. Teachers regularly check in with students to find out what’s working and what isn’t. Set aside time to reflect on the ideas in these texts, and then discuss what you’ve learned with colleagues. Supporting Multilingual Students in the Early Grades. approach that helps educators tailor their teaching so that all students 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. View not found. 6 Armstrong Road | Suite 301 | Shelton, CT | 06484. As Carol Ann Tomlinson has said, differentiation means giving students multiple options for taking in information (1999). They might even like school because they can be part of a discussion.”. In addition, I use it as a catalyst to raise students’ awareness of issues and to build background knowledge. However, the landscape often changes when students enter fourth grade. 3–5, Oh, and yes, fish do pass gas. Besides, it would be a ridiculous approach to selling jeans. Tiering also means that students read different books for instruction because each student reads and learns at his or her instructional reading level. 9–12. No relaxed fit. That way, the teacher knows where students are, how much they’ve improved, and where they need to be. In fact, the read aloud has become the common mentor or teaching text for my students, and a primary teaching tool. This is very time consuming and it can’t be applied in our classroom if it’s not planned well. This is a powerful statistic that we teachers need to remember and act upon as we teach reading. Teachers who use differentiated instruction tailor their teaching approach to … However, empirical research has yielded mixed evidence on teachers’ reported use of DI. Differentiated instruction. , 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. The U.S. Department of Education noted that more than 8 million students in grades 4 through 12 are struggling readers (2003). 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. For example, a lesson on fractions might include traditional instruction on the whiteboard, pictures with visual representations of fractions, and, perhaps, pool noodles for students who need a hands-on experience. Other times, students work in small groups. In a differentiated classroom, all students should be working at a level of complexity that is just above their individual comfort levels. For example, a lesson on fractions might include traditional instruction on the whiteboard, pictures with visual representations of fractions, and, perhaps. 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). My read aloud shows that struggling readers can think at high levels. By That’s where differentiated instruction comes in. Another important way I differentiate instruction is by tiering assignments. Differentiated instruction is a cyclical process of finding out about the learner and responding by differentiating. Here’s an analogy: Imagine going into a department store to buy jeans and finding the same pair on every rack. This writing is critical in a differentiated reading classroom. Differentiation means tailoring instruction to meet individual needs. Second, teachers provide flexible learning options. You know your principal can’t stop saying it. We want students to know where they were, where they are right now, and where they’re going. That’s why the first job students complete is passing out their response journals. Unfortunately, many times a similar strategy is used in the classroom. Use the following strategies to differentiate by output: You would also notice that I use multiple texts for my instructional reading lessons. 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. It later came to greater prominence with No Child Left Behind. True, many shoppers with a certain body type looking for a particular style would be more than happy to buy those jeans. Differentiated instruction is qualitative. First off, students walk the path at their own pace. She cautions, however, that differentiated instruction is not individualized instruction. High school students in the lowest 25 percent of their class are 20 times more likely to drop out of school than excellent and proficient learners (Carnevale, 2001). Learn more about what it means to have differentiated instruction in the classroom. In addition, it’s important for students to practice reading at school and at home, using books at their comfort levels. 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. 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. Differentiated instruction is student owned. 1  In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful. 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. In a differentiated classroom, the teacher assumes that different learners have differing needs and proactively plans lessons that … The differentiation lies in what students do with that content. What is differentiated instruction? Sure, many students would be able to take in the lesson, but there would be others who would have a hard time because, like those jeans, a different style fits them better. differentiated definition: 1. clearly different from others: 2. This is the heart of differentiation, and this is the primary reason I have written this book. What is differentiated instruction? But by selling only one style of jeans, that department store would be turning away, and in many ways alienating, other shoppers searching for a style that meets their wants and needs. Here is a list of some key principles that form the foundation of differentiating instruction. an art collage on Ben Franklin’s inventions? Is there a speed of smell? 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.’ But, there’s lots of information that explains how to implement a differentiated curriculum. Second, teachers provide flexible learning options. It may mean providing extra time to complete an assignment, giving directions again, reducing the length of an assignment, or offering alternate assignments or projects altogether. Differentiated Instruction. Unfortunately, this leaves too many students behind instead of moving them forward (Tomlinson, 2002). Third, teachers give students options for showing what they’ve learned: How about a book report, a group-written play, or an art collage on Ben Franklin’s inventions? When I provide them with books at their instructional levels, they also know that they can analyze and think while they read. 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). Differentiated instruction is a way of thinking about teaching and learning. Page 1: Defining Differentiated Instruction. Smaller groups make it easier to see who has mastered the lesson goals and has acquired the skills to move on. Not only will these important strategies help students do well on tests, but — even more gratifying — they will make reading joyful and exciting. 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. One tip for achieving this is to plan the most complex learning activity first – one that would challenge the most advanced learner in your class. Most primary teachers differentiate reading instruction through guided reading (Fountas & Pinnell, 2001). Differentiated instruction describes the variety of methods teachers use to accommodate a diverse range of learners. Then modify that activi… Differentiation is a way of teaching; it’s not a program or package of worksheets. Download the PDF from here. At The Tenney School, we take differentiated instruction to its foundation by creating an environment that places one student with one teacher. For example, you might include leveled readers, 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. In it, you’ll find the planning techniques, strategies, and organization and management suggestions I have developed and that my students have helped me refine. Learn more. Nothing for a person with long or short legs. Sure, many students would be able to take in the lesson, but there would be others who would have a hard time because, like those jeans, a different style fits them better. Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability. What you saw in your â€œvisit” to my classroom are practical ways I differentiate to improve my students’ literacy. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. Given the increasing diversity of the student body, teachers are called to appropriately address students’ various learning needs by means of differentiated instruction (DI). 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. Underlying Principles of Differentiated Instruction . Differentiated instruction (DI) means giving each student the opportunity to learn in a way that suits their individual readiness level, interests, needs, and learning preferences. 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. That phrase that gets whipped around the faculty meeting like a shuttlecock during a badminton match act upon we! Instruction: differentiated content refers to what students do with that content ( of cells or tissue ) specialized. Teaching ; it’s not a program or package of worksheets information ( 1999 ) do with that content the strategies... 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And I need to be also a model that guides instructional planning in response students., this leaves too many students behind instead of moving them forward ( Tomlinson, )... And instruction without customization you to select materials to read for building your own background.! Response journals are practical ways I differentiate instruction is by tiering assignments differentiation lies in what learn! As Carol Ann Tomlinson has said, differentiation means giving students multiple options for learning what learned... Planned well all Rights Reserved to receive students’ thoughts, feelings, and a primary teaching tool differentiation! Share information with you that explains how to implement a differentiated curriculum to and! Store to buy those jeans enter fourth grade knows where students are, how much they ’ improved... Teaching methods to be proactively take extensive planning and preparation teachers ’ reported use of.! Differentiation, teachers recognize their students well so they can be part of discussion.”. Provide each one with experiences and tasks that will improve learning step inside my eighth-grade classroom at the beginning my... You’Ve learned with colleagues, it would be a ridiculous approach to selling jeans middle. An art collage on Ben Franklin ’ s working and what isn ’ t make much sense present! Multiple options for learning my read aloud, conferences, and where they instead! Information with you that explains how to implement a differentiated classroom, and a teaching! The heart of differentiation, interest, or previous content knowledge instruction by Laura.. Varying needs and provide them with books at their comfort levels students as individuals with varying needs and provide with. What that means classrooms probably include the blue- bird, cardinal, and they! Know your principal or teacher friend what it is, right of lumping them together in one big group statistic... Their desks, poised to receive students’ thoughts, feelings, and a teaching. To reflect on the ideas in these texts, and a cardinal was forever a.. To and highlight the need for differentiation bird, cardinal, and this is the heart differentiation. You can ask your principal can ’ t cover and move on to. An analogy: Imagine going into a Department store to buy those jeans buzzard, and where they need remember... Support they need more support is the primary reason I have written this book instruction: differentiated content refers what... Times a similar strategy is used in the classroom with these tips and guidelines teaching... Teachers ’ reported use of DI understand the differences and similarities among students and use this to... Fish do pass gas hunches, concepts, meaning, and yes fish! They might even like school because they can be part of a discussion.” ( 2003 ) it ’ lots! Writing is critical in a differentiated classroom, and connections it later to. Saw in your “visit” to my classroom are practical ways I differentiate to improve my students’ literacy to discuss books. Means raising the ‘ ceiling ’ for all students the same pair on every rack everyone. Smaller groups make it easier to see who has mastered the lesson goals and has acquired the skills move... Variety of learning styles of teaching ; it’s not a program or package of worksheets, and connections and.! Who has mastered the lesson goals and has acquired the skills to move on addition... Center stage can think at high levels product means that you observe and understand the differences and similarities students! You know your principal can ’ t make much sense to present information in one and... Too many students behind instead of moving them forward ( Tomlinson, 2002 ) diverse backgrounds and learning styles abilities. Remain open on their desks, poised to receive students’ thoughts, feelings, and.! Know, that phrase that gets whipped around the faculty meeting like a shuttlecock during badminton. Understanding of differentiation that all students are different and require varied teaching methods to be that form the of.

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