Scribd Logo
Upload

Welcome to Scribd!

  • 3K views

    Differentiating Performance Task For Diverse Learners Who Are Diverse Learners?

    Uploaded by

    Jasmine Gonzaga Mangon
    This document discusses differentiating instruction for diverse learners. It defines diverse learners as students from various backgrounds and with different abilities. It identifies eight types of learners, such as auditory, visual, logical, and kinesthetic learners. The document also provides examples of differentiated instruction techniques to engage different learners, like using real-world objects, cooperative learning, and connecting new concepts to prior knowledge. Finally, it outlines three elements of differentiated instruction: content, which is the knowledge and skills to be learned; process, how students understand content; and products, how students demonstrate their learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Differentiating Performance Task For Diverse Learners Who Are Diverse Learners?

    Uploaded by

    Jasmine Gonzaga Mangon
    3K views3 pages
    This document discusses differentiating instruction for diverse learners. It defines diverse learners as students from various backgrounds and with different abilities. It identifies eight types of learners, such as auditory, visual, logical, and kinesthetic learners. The document also provides examples of differentiated instruction techniques to engage different learners, like using real-world objects, cooperative learning, and connecting new concepts to prior knowledge. Finally, it outlines three elements of differentiated instruction: content, which is the knowledge and skills to be learned; process, how students understand content; and products, how students demonstrate their learning.

    Original Title

    Jasmine-M.

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses differentiating instruction for diverse learners. It defines diverse learners as students from various backgrounds and with different abilities. It identifies eight types of learners, such as auditory, visual, logical, and kinesthetic learners. The document also provides examples of differentiated instruction techniques to engage different learners, like using real-world objects, cooperative learning, and connecting new concepts to prior knowledge. Finally, it outlines three elements of differentiated instruction: content, which is the knowledge and skills to be learned; process, how students understand content; and products, how students demonstrate their learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    3K views3 pages

    Differentiating Performance Task For Diverse Learners Who Are Diverse Learners?

    Uploaded by

    Jasmine Gonzaga Mangon
    This document discusses differentiating instruction for diverse learners. It defines diverse learners as students from various backgrounds and with different abilities. It identifies eight types of learners, such as auditory, visual, logical, and kinesthetic learners. The document also provides examples of differentiated instruction techniques to engage different learners, like using real-world objects, cooperative learning, and connecting new concepts to prior knowledge. Finally, it outlines three elements of differentiated instruction: content, which is the knowledge and skills to be learned; process, how students understand content; and products, how students demonstrate their learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    DIFFERENTIATING PERFORMANCE TASK FOR DIVERSE LEARNERS

    Who are diverse learners?


    Diverse learners include children and students of all abilities from racially,
    ethnically, culturally, and linguistically diverse backgrounds.

    Diversity in classroom
    *get to know your student
    *re-evaluate your teaching materials
    *be willing to address inequality
    *connect the families and community
    *meet diverse learning need

    DIFFERENT TYPES OF LEARNERS


    1. AUDITORY AND MUSICAL LEARNERS
    - Auditory Learners like to hear solutions and examples explained to them, and
    may gravitate towards music subjects and group learning as way to understand
    information.
    2. VISUAL AND SPATIAL LEARNERS
    - These Learners prefer information presented visually rather than spoken.
    3. VERBAL LEARNERS
    - Verbal Learners might have a preference for reading and writing, word games
    and poems. They know the meanings of a broad category of words, can use
    effectively, and actively seek out new words to add their reportoire.
    4. LOGICAL AND MATHEMATICAL LEARNERS
    - Logical learners look for patterns and trends in what they learn. They search for
    the connections, and the reasons and results. These learners greatly appreciate
    any type of learning that logically explains the subject at hand.
    5. PHYSICAL AND KINESTETIC LEARNERS
    - Commonly called “hands-on” learners that emphasizes a type of “ Learning by
    Doing’.
    6. SOCIAL INTERPERSONAL LEARNERS
    - Social Learners show preference towards groups and collaboration
    7. SOLITARY AND INTRAPERSONAL LEARNERS
    - These learners can be visual, auditory, physical,verbal, or logical learners.
    8. NATURE LEARNERS
    - Nature learners are learners who do best when interacting with nature.

    DIFFERENTIATED INSTRUCTION TECHNIQUES TO REACH DIVERSE


    LEARNERS
    Key Vocabulary- educators work with students to help them identify,
    recognize, develop, and use new terminology. Consider matching key
    vocabulary with one of the other differentiated instruction techniques below
    to engage all your students. Create a memory match game to learn and
    review key vocabulary terms.
    Prior Knowledge Links- This technique taps into students’ prior
    experiences and knowledge. Have students interview each other to learn
    about their own individual experiences in reference to a certain topic. You
    can also address pointed questions to the entire group, such as: Have you
    ever visited a forest? What was it like? Did you like it?
    Paired and Cooperative Learning- Combine students with varying
    learning abilities, interests, language proficiencies, or other skill strengths
    into groups of two or more to provide peer support throughout a lesson.
    Nonlinguistic Representations- Help students learn using modalities
    other than the printed word, such as singing, role-playing, sketching, taking
    photographs, etc.
    Realia and Hands-on Learning- Provide students with tangible objects to
    illustrate what is being discussed, and get students to participate through
    the use or creation of materials to engage multiple learning modalities.
    Curricular and Personal Connections- Help students make connections
    with other content and discipline areas by relating new concepts to
    previously learned ones. This can be accomplished using group
    questioning, hands-on realia, or a more formal assessment.
    Oral, Reading, and Writing Skills- Encourage students to integrate the
    three learning modalities of speaking, reading, and writing.
    Higher Order Thinking- Challenge students to go beyond comprehension
    of basic material by moving them toward more abstract reasoning, such as
    making inferences, predictions, and appropriate connections. This can also
    be accomplished using group questioning or a more formal assessment.

    3 ELEMENTS OF DIFFERENTIATED INSTRUCTION


    1. Content- knowledge, understanding and skills (KUD) that students need to learn.
    (Tomlinson and Imbeau,2010)
    2. Process- how students come to understand and make sense the content
    ( Tomlinson& Imbeau, 2010)
    3. Products- ways for students to demonstrate what they have come to know,
    understand, and be able to do after an extended period learning.

    You might also like