Continually build awareness In addition, I use it as a catalyst to raise students’ awareness of issues and to build background knowledge. In fact, the read aloud has become the common mentor or teaching text for my students, and a primary teaching tool. Knowing the Learner . Differentiated instruction is a cyclical process of finding out about the learner and responding by differentiating. Page 1: Defining Differentiated Instruction. Differentiated instruction is an approach that helps educators tailor their teaching so that all students, regardless of their ability, can learn the classroom material. Synonyms and related words Definition and synonyms of differentiated instruction from the online English dictionary from Macmillan Education. Assessment and reassessment of students are key. That way, the teacher knows where students are, how much they’ve improved, and where they need to be. All rights reserved. instruction with increased precision and effectiveness. Most primary teachers differentiate reading instruction through guided reading (Fountas & Pinnell, 2001). There’s the speed of light and the speed of sound. Add a diet of tough textbooks and less time for reading instruction to this diminished interest in personal reading, and the result is far too many students reading below grade level, struggling to learn. She cautions, however, that differentiated instruction is not individualized instruction. Studies show that these students’ personal reading lives and their delight in reading start to wane, and by middle school, they read less on their own than they did in the early grades (Ruddell & Unrau, 1997). Differentiated instruction IS proactive. http://www.theaudiopedia.com What is DIFFERENTIATED INSTRUCTION? Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. What is differentiated instruction? Copyright © 2020. 6–8, Differentiated instruction is a way of teaching that matches a variety of learning styles. The concept of differentiated instruction has been around a while, but it increasingly gets more attention. You would also notice that I use multiple texts for my instructional reading lessons. However, the landscape often changes when students enter fourth grade. 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. This article was excerpted from Differentiating Reading Instruction by Laura Robb. approach that helps educators tailor their teaching so that all students Not only will these important strategies help students do well on tests, but — even more gratifying — they will make reading joyful and exciting. Differentiated instruction is NOT just another way to provide homogeneous grouping. There’s no way you can ask your principal or teacher friend what it is, right? 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). Here are some seminal books on differentiation. Right now, too many middle schools place students in a curriculum in which everyone reads the same text and completes the same assignments. So what does differentiated reading instruction look like? In a differentiated classroom, all students should be working at a level of complexity that is just above their individual comfort levels. They note: “A full 70 percent of U.S. middle and high school students require differentiated instruction, which is instruction targeted to their individual strengths and weaknesses.”  â€“Reading Next. There are many opportunities for students to discuss the books we are reading. Differentiating by output or finished product means that you can give all students the same content and instruction without customization. It is also a model that guides instructional planning in response to students’ needs. Other times, students work in small groups. What does DIFFERENTIATED INSTRUCTION mean? This is very time consuming and it can’t be applied in our classroom if it’s not planned well. You know, that phrase that gets whipped around the faculty meeting like a shuttlecock during a badminton match? Of course, with a classroom full of kids, the idea of differentiated instruction may seem daunting. WeAreTeachers is here to help. Is there a speed of smell? Learn more about what it means to have differentiated instruction in the classroom. That would be frustrating, right? Whether they come from middle- and upper-class income levels, from low-income households, from families living in poverty, or from families who are English language learners, 70 percent of adolescent learners will benefit from differentiated instruction. As you begin to embrace some of these differentiation practices, it’s important for you to know the research that supports this kind of instruction. Unfortunately, this leaves too many students behind instead of moving them forward (Tomlinson, 2002). As Carol Ann Tomlinson has said, differentiation means giving students multiple options for taking in information (1999). But, there’s lots of information that explains how to implement a differentiated curriculum. My experiences with teaching students who are reading below grade level continue to show me that although these students may have difficulty reading, they are capable of inferring, drawing conclusions, and making connections to characters, events, people, and information. In subsequent chapters of this book, we’ll take a closer look at these elements and explore ways to integrate them into your lessons so you can support every student you teach. Differentiation means tailoring instruction to meet individual needs. First, teachers must know their students well. Start here for simple, helpful ways to differentiate your classroom. Differentiated instruction is an educational practice that encourages teachers to understand each student’s unique gifts and challenges, and connect with their interests, aptitudes and learning styles to deliver a more effective education than a so-called “one-size-fits-all” approach. 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. Differentiation is a way of teaching; it’s not a program or package of worksheets. Kind of? 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. Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. Just as people have different body types, they have different learning styles and abilities. Second, teachers provide flexible learning options. What is differentiated instruction? View not found. 1  In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful. This is a powerful statistic that we teachers need to remember and act upon as we teach reading. Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all studen… During my read aloud, conferences, and small-group meetings, students write to explore hunches, concepts, meaning, and connections. The differentiation lies in what students do with that content. Of course, with a classroom full of kids, the idea of differentiated instruction may seem daunting. Differentiated instruction doesn’t mean that teachers give more work to advanced students and less work to students that might struggle. Differentiation is the educational practice of modifying or adapting instruction, school materials, subject content, class projects, and assessment methods to better meet the needs of diverse learners. Gina Biancarosa and Catherine Snow (2004), authors of Reading Next, point to a statistic that should cause all middle grade, middle school, and high school educators to rethink their instructional practices. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability. What you saw in your â€œvisit” to my classroom are practical ways I differentiate to improve my students’ literacy. Differentiated Instruction. Unfortunately, many times a similar strategy is used in the classroom. Teachers regularly check in with students to find out what’s working and what isn’t. 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. Unfortunately, many times a similar strategy is used in the classroom. Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student. Just as people have different body types, they have different learning styles and abilities. My classroom includes a library of books at varied reading levels because I want students to have lots of opportunities to practice reading with materials that are easy and enjoyable. Second, teachers provide flexible learning options. From this list you can see that differentiating instruction asks teachers to continually strive to know and to respond to each students’ needs to maximize learning. 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). 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. 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. I invite you to step inside my eighth-grade classroom at the beginning of my reading workshop. 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? Differentiated instruction is student owned. First, teachers must know their students well. However, the quality of the work required may vary according to ability, interest, or previous content knowledge. 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). Just the same jeans on every rack. Each student completes the same amount of work. 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The following strategies to differentiate by output or finished product means that you and! Support change in my classroom are practical ways I differentiate to improve my students’ literacy matches a of. To differentiated learning badminton match list of other books you can study that relate to and the! Practical ways I differentiate to improve my students’ literacy Suite 301 | Shelton, |... Hard work results in successful growth awareness of issues and to build background knowledge for because.

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