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    11.19 - Differentiation PD Powerpoint UPDATED

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    Jell Vicor Opena
    This document discusses differentiation, which refers to techniques teachers use to instruct diverse students with different needs together. It involves modifying practice, process, products, content, assessment, and grouping. Teachers deliver instruction, design lessons, assign work, select materials, measure learning, and arrange students in ways suited to individual needs. Flexible grouping is important, allowing purposeful or random temporary groups. Assessments should also be differentiated to match students' varying abilities and learning styles. This provides opportunities for all students to demonstrate what they've learned.

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    11.19 - Differentiation PD Powerpoint UPDATED

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    Jell Vicor Opena
    17 views19 pages
    This document discusses differentiation, which refers to techniques teachers use to instruct diverse students with different needs together. It involves modifying practice, process, products, content, assessment, and grouping. Teachers deliver instruction, design lessons, assign work, select materials, measure learning, and arrange students in ways suited to individual needs. Flexible grouping is important, allowing purposeful or random temporary groups. Assessments should also be differentiated to match students' varying abilities and learning styles. This provides opportunities for all students to demonstrate what they've learned.

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    This document discusses differentiation, which refers to techniques teachers use to instruct diverse students with different needs together. It involves modifying practice, process, products, content, assessment, and grouping. Teachers deliver instruction, design lessons, assign work, select materials, measure learning, and arrange students in ways suited to individual needs. Flexible grouping is important, allowing purposeful or random temporary groups. Assessments should also be differentiated to match students' varying abilities and learning styles. This provides opportunities for all students to demonstrate what they've learned.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    17 views19 pages

    11.19 - Differentiation PD Powerpoint UPDATED

    Uploaded by

    Jell Vicor Opena
    This document discusses differentiation, which refers to techniques teachers use to instruct diverse students with different needs together. It involves modifying practice, process, products, content, assessment, and grouping. Teachers deliver instruction, design lessons, assign work, select materials, measure learning, and arrange students in ways suited to individual needs. Flexible grouping is important, allowing purposeful or random temporary groups. Assessments should also be differentiated to match students' varying abilities and learning styles. This provides opportunities for all students to demonstrate what they've learned.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 19

    Differentiation

    November 19, 2020


    Beginning Teacher Professional Development
    Image Credit: TeachThought.com
    Image Credit: Utah Education Network
    Differentiation refers to a wide variety of teaching techniques and lesson adaptations
    that educators use to instruct a diverse group of students, with diverse learning needs,
    in the same course, classroom, or learning environment.

    Also called “differentiated instruction”, differentiation typically entails modifications to:

    practice (how teachers deliver instruction to students),


    process (how the lesson is designed for students),
    products (the kinds of work products students will be asked to complete),
    content (the specific readings, research, or materials students will study),
    assessment (how teachers measure what students have learned), and
    grouping (how students are arranged in the classroom or paired up with other students).
    Practice
    how teachers deliver instruction to students

    In order to differentiate instruction using data, educators should:

    ● Adjust whole-group instruction to meet the broad needs of the entire


    class.
    ● Strategically group learners to differentiate instruction based on
    shared needs.
    ● Create individual learning pathways to support the unique needs
    Process
    how the lesson is designed for students

    ● Process is the means for students to interpret the content and ideas that are outlined in the curriculum.

    ● Each student needs time to think about new material and make sense of it. It is important to
    ensure that the activities is meaningful and is promoting new learning at an appropriate level for the
    students.

    ● This means it should match a student’s readiness level.

    ● It’s also a formative assessment opportunity for teachers to monitor students’ progress .
    ASSESSMENT
    *how teachers measure what students have learned*

    DIFFERENTIATED ASSESSMENT is the way in which teachers modify & match their assessments with their
    individual students’ needs to enhance their learning and boost their ability to show what they have learned.

    Teachers use differentiated assessment to match & respond to the varying learning needs of the diverse students in their
    classroom - which helps them to successfully demonstrate their competencies in particular ways that are fitting & effective for
    them.

    Designing various assessments appropriate for specific groups of learners provides more opportunities for students to effectively
    demonstrate what they have learned and guides teachers on how they can differentiate, modify and improve instruction moving
    forward.
    Ways to DIFFERENTIATE ASSESSMENTS for

    ALL TYPES OF LEARNERS:

    ● Design tiered activities


    ● Scaffold information for struggling learners
    ● Challenge advanced learners with more mind-stimulating activities
    ● Adjust your questioning
    ● Pre-Assess before teaching new material
    ● Assign flexible groups for more collaboration
    ● Give flexible assignments & tasks based on students’ learning styles
    ● Utilize learning contracts
    ● Let students role play
    ● Facilitate quality project based learning (PBL)
    ● Allow for oral, visual or written presentations
    ● Have students summarize & reflect
    ● Use lists, charts & graphic organizers
    ● Allow children to be creative - comic books, raps, songs & dances

    adapted from a list by Burrus, Messer & Dodge


    GROUPING
    *how students are arranged in the classroom or paired up with other students*

    FLEXIBLE GROUPING
    is at the heart of differentiated instruction. It
    provides opportunities for students to be part of
    many different groups based on their readiness,
    interest, or learning style. These groups may be “In a differentiated
    homogenous or heterogenous. They may be classroom, flexible grouping
    student-selected or teacher-selected. Group
    is a nonnegotiable.”
    assignments may be purposeful or random.
    Groups may work together for a day or a ~ Tomlinson & Sousa
    month. Flexible grouping can also provides
    opportunities for independent work.
    FLEXIBLE GROUPIN
    G
    Benefits: Pointers:
    ● Increases Social Skils ● Make sure that students have opportunities to be part of
    ● Increases Confidence
    ● Provides Experience Working with People of Diverse Backgrounds and with homogenous and heterogenous groups equally
    Different Abilities & Different Real-Life Experiences ● Provide for both teacher-selected & student-selected groups
    ● Promotes On-Task Behaviors & Attention
    ● Alternate purposeful assignment to groups with random assignment
    ● Teaches Personal & Social Responsibility
    ● Develops Collaborative Skills to groups
    ● Creates a Sense of Classroom Community ● Instruct students how to work collaboratively & cooperatively
    Credit: Tracy L. Kaufman, 2008, Flexible Grouping PowerPoint Presentation
    ● Meet with each group each time they are together & allocate the
    amount of time spent with each group based on their needs
    ● Establish behavior guidelines for group work
    ● Clearly communicate expectations about the quality of student work
    ● Create tasks that students can manage independently after you give
    Planning: directions
    ● When does grouping benefit students?
    ● Develop a system for students to get assistance while you’re working
    ● When does grouping facilitate instruction? with other groups
    ● Which activities lend themselves to group work? ● Make decisions about grading – will it be individual, group, or a
    ● How do you determine group membership?
    combination?
    Credit: Berks IU, rtsd.org

    Credit: Chrystyna Mursky, Wisconsin Department of Public Instruction


    Additional Resources
    Advanced Learning & Gifted Education
    CCS
    https://www.cravenk12.org/Page/1719

    NCDPI
    https://www.dpi.nc.gov/students-families/enhanced-opportunities/advanced-learning-and-gifted-education

    English as a Second Language


    CCS
    https://www.cravenk12.org/Domain/4029

    NCDPI
    https://sites.google.com/dpi.nc.gov/ncels/home

    Exceptional Children
    CCS
    https://www.cravenk12.org/Page/1576

    NCDPI
    https://ec.ncpublicschools.gov/
    Additional Resources

    The Ultimate List of Differentiation Strategies

    50 Strategies for Differentiated Instruction

    25 Strategies to Engage Students on Your Next Zoom Meeting


    https://hookedoninnovation.com/2020/05/13/25-strategies-to-engage-zoom/

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