Differentiated Learning Within Groups

1
Differentiated Learning Within Groups

• Cara Mulcahy

2
A Differentiated Classroom

• provides different avenues to acquiring content,
  to processing or making sense of ideas, and to
  developing products so that each student can
  learn effectively.
• (Tomlinson, 2001p.1)

3
In a differentiated classroom

• Students are presented with many ways in which to
  process information and ideas, and are allowed to
  express what they learn in a variety of ways
• Students interact with many of their peers in a
  variety of group settings. These groups are
  fluid and ever changing as they relate to
  ability, interest, and tasks.

4
Differentiated Instruction is

• proactive
• qualitative
• rooted in assessment
• one that provides multiple approaches
• student centered
• a blend of whole-class, group and individual
  instruction
• environmental

5
The Teachers Role

• As a facilitator or guide to the students, the
  teacher
• assesses student readiness in different ways
• knows students interests
• creates a variety of ways for students to collect
  information and knows that students differ in
  learning needs
• allows students to explore their own ideas

6
The Teachers Role

• allows students to exhibit what they have learned
  in a variety of ways.
• develops a community of learners
• develops an atmosphere of collaboration
• teaches for success through scaffolding
• plans with flexible grouping in mind
• believes that a classroom of active learners is
  better than one of passive learners

7
When Differentiating Consider

• Student Readiness
• Student Interest
• Student Learning Profiles

• Content
• process
• product

8

• Learning style how students acquire new
  information how they first
  take it in.
• Processing style how students make sense of
  new information how they work with it
  to make connections and understand it
• Product style how students communicate what
  has been learned how they
  demonstrate learning by
  articulating it in a different way

9

• Visual learners graphic and textual
• Auditory learners
• Tactile learners
• Experimental/exploratory learners

10

• Student Readiness
• Ensuring that the tasks closely match the
  students skills and understanding
• Student Interest
• Ensuring that the tasks ignite student
  curiosity and passion.
• Student Learning Profile
• Ensuring that assignments encourage students
  to work in a preferred manner

11
Content What the student learns Process How
the student learns Product How the student
displays what s/he has learned
12
Some Differentiating strategies

• I Search
• Design a Day
• Group investigation
• web Quests
• Jigsaw
• Literature circles
• reciprocal teaching
• flexible grouping

• Compacting
• independent investigation
• peer review
• learning centers
• cubing
• parallel tasks at varied levles
• differentiated interactive journals

13
Differentiating Instruction Rules of Thumb

• Be clear on key concepts
• Think of assessment as a roadmap for planning
• assessment practices need to reflect the
  complexity of the learner (e.g. interest,
  motivation, skill level, learning style)
• emphasize critical thinking and creative thinking
  in lessons for all students
• Create lessons which will engage all students
• Ensure that a balance exists between
• student selected and teacher assigned tasks and
  working arrangements
• Avoid tracking by employing flexible grouping