Instruction is concept-focused and principle-driven. Look inside almost any classroom today and you'll see a mirror of our country. It ‘unpacks’ the concept of differentiation by showing the key elements in the concept and relationships among those elements. Teachers differentiate to help each child learn and progress with methods that are specifically tailored to the child's academic needs. This knowledge enables us to plan lessons that intentionally align to needs. Overview: Universal Design for Learning (UDL) is a research-based framework that addresses learner diversity at the beginning of the design or planning effort. July 23, 2014 Updated August 28, 2015. ED 386 301. In other … All modalities are important for learning, but over time most learners show an affinity for one modality more than the others . Journal of Educational Psychology, 90(3), 374-384. 3 Ways to Plan for Diverse Learners: What Teachers Do. Differentiated instruction is inherent in quality instruction. When instruction is a good fit for the variety of learners in the classroom, it … Differentiated instruction with the use of technology offers the opportunity for identifies three elements of the curriculum that can be differentiated: Content. Differentiated instruction can be used in any number of subject areas. Flexible grouping is consistently used. You'll find students from multiple cultures, some of whom are trying to bridge the languages and behaviors of two worlds. Differentiated instruction, on the other hand, uses several learning approaches. May 3, 2016 - Characteristics of Differentiated Instruction. Remember: Differentiated instruction is a way of thinking about teaching and learning. Differentiated instruction helps us beat the odds. See what curricular elements teachers may adapt based on student characteristics at any point in a lesson or unit. Tomlinson (2001) identifies three elements of the curriculum that can be differentiated: Content, Process, and Products. Key Elements of Differentiated Instruction: Differentiation can be accurately described as classroom practice with a balanced emphasis on individual students and course content. If any one of those elements is weak, the others are also diminished. Topic: Elements of Effective Differentiated Instruction.

3 0 obj It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. However, there are many low-preparation methods that work with any grade level, subject, or classroom to keep students’ learning goals consistent. Several elements and materials are used to support instructional content. Differentiated Instruction: An Introduction > Module 1 > Reading: What Is Differentiated Instruction and Why Differentiate? Knowledge and Employability Studio Elements of Effective Teaching Practice Teacher Workstation Differentiated Instruction 1/9 ©Alberta Education, Alberta, Canada (www.LearnAlberta.ca) 2005 In any classroom, students will have a range of abilities, needs and interests. These elements are interrelated. In effective classrooms, teachers consistently attend to at least four elements: whom they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction). How do we know this? Someone who practices ‘defensible differentiation’ attends to all of the elements and understands the impact that one element has on all of the others. The concept of differentiated instruction (DI) may seems to be only applicable to the bricks and mortar setting of a traditional classroom, but many DI strategies can enhance the educational experience of online adult learners. Here are some seminal books on differentiation. The Differentiated Classroom: Responding to the Needs of all Learners. DB 1 Thread: After reading “A Case in Point” at the beginning of Chapter 1 in Sousa and Tomlinson (2018) and also “A Better Scenario” at the end of the same chapter, reflect on these two contrasting situations. Topic: Elements of Effective Differentiated Instruction DB 1 Thread: After reading “A Case in Point” at the beginning of Chapter 1 in Sousa and Tomlinson (2018) and also “A Better Scenario” at the end of the same chapter, reflect on these two contrasting situations. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. (1999). Differentiated Reading Instruction: ... Dr. Tomlinson: Well, I really think there probably are three big elements to a good differentiated classroom. EJ 576 492. Based on formative assessments, a teacher knows which students are exceeding expectations and which are struggling. This flow chart is a concept map of effective Differentiated Instruction. How to Differentiate Instruction in Mixed-ability Classrooms. Do so in light of one of the topics from the body of the chapter. Differentiated Instruction Strategies. Best Practices of the Essential Elements of Instruction.pdf available here. Differentiated Instruction. It should be guided by the curriculum's KUDs and shaped by pre- and formative assessment. Instruction in a differentiated classroom is, not surprisingly, tightly interconnected with the other four classroom elements (curriculum, assessment, learning environment, and classroom leadership/management). This makes the whole learning experience more effective. One of those is being very aware of what the components of successful reading are. Every teacher already has the tools to differentiate in powerful ways for all learners. So what does differentiated reading instruction look like? Topic: Elements of Effective Differentiated Instruction. DB 1 Thread: After reading “A Case in Point” at the beginning of Chapter 1 in Sousa and Tomlinson (2018) and also “A Better Scenario” at the end of the same chapter, reflect on these two contrasting situations. I invite you to step inside my eighth-grade classroom at the beginning of my reading workshop. Consider reviewing these supplementary strategies to find more ideas, combine different elements of each strategy, and enrich your pedagogical toolkit! Do so in light of one of the topics from the body of the chapter.

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