Instructional Strategies for Differentiating Instruction
Grade Levels
Detailed Description
Providing a Multitude of Examples
K-12
Lessons with a number of potential explanations for the end result are important. Lessons should always provide examples in different genre categories that encompass a broader number of interests or genres.
Sufficient Exploration of Crucial Features
The primary elements of the lesson plan are clear and concise. No students can move to more complicated understanding without first mastering the basics. Lesson plans need to highlight these features to show their importance and relevance to other core concepts.
Lessons Tailored to Learning Goals
4-12
The method of delivery can be adjusted in order to meet specific learning goals in the class. Introduction activities can help teachers understand individual skills and abilities. Understanding from an individual level can then help teachers to use specific strategies to target these groupings.
Use of Multi-Media Components
K-12
Lessons must incorporate multi-media designs. Working with creative technology helps students express themselves and their own individuality through the learning process. It is also more engaging, leading to greater levels of participation within the learning process.
Proper Practice Provisions
3-12
Students must be given time and support to practice their learning material. Guided support followed by independent practice can help provide students time to practice, and then receive appropriate feedback based on their results.
Flexible Demonstrations
K-12
Lessons need to be able to be flexible to adapt to the learning environment as the learning process is taking place. When certain questions are raised or topics discussed, the teacher...
Differentiated Instruction is an approach to education that is increasingly taking hold in the earlier stages of primary education. This proceeds from the understanding that all individuals learn, integrate and apply knowledge differently. This is true of learners at all ages. The lesson plan here employs such strategies as they apply to a classroom of 3rd graders. The average age of students here is 9 and most students are believed to
In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in
(Brown, nd) Brown lists 'labor intensive' strategies for differentiation to include those as follows: Assessment, data analysis, and diagnosis; Flexible grouping; Tiered tasks; Anchor activities; Differentiated learning encounters; Learning contracts; Independent study. (Brown, nd) The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently
Differentiated Instruction and Closing the Achievement Gap It is not always easy to see how differentiated instruction is able to initiate an advantage in schools that are performing extremely low or how it could help in closing the achievement gap. On the other hand, research done by experts show something different. Research has been taking a look at schools that have been on the AYP list and achieving results that are
Teachers may provide introductory discussions to the entire class and follow this up with smaller working groups that are coached by members and the teacher. Based on the results, content and projects, grouping and regrouping should be a dynamic process to meet objectives. 4. How do we differentiate and evaluate products? Bransford, Brown, and Cocking (2000) advise that the use of tools in the classroom provides no guarantee that student learning
" T. he following illustration provides the characteristics of 'fully differentiated' and 'not differentiated' instruction in programs and classrooms. Differences in Programs and Classrooms that are Differentiated and those which are not Differentiated Source: Walker (nd) U.S. Department of Education Publication Therefore, differentiated instruction may take many forms and may utilize various instructional methods in differentiation of instruction and includes those listed in the table above under the heading 'Differentiated'. Flexibility is 'key'
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