Welcome!!
Welcome!!
Reading Endorsement - Competency 4/5
Foundations and Applications of Differentiated Instruction
In this course, teachers will have a broad knowledge of students from different profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, and intensify instruction based on individual student needs.
Differentiated instruction is having the student's best interest at heart. It means tailoring our lessons to meet our students needs. This can be done by becoming aware of our kids learning styles and grouping them in more effective ways. It means sacrificing a bit more to find ways to engage every student by doing lots of research (us teachers). On a personal level, it means being humble and asking for ideas we figure out that we are doing is not working. It is working harder, but once we master DI, we'll be able to do it "with our eyes closed".
ReplyDeleteDeferentiated instruction is not grouping students and giving them the same worksheet, it's not pretending that they all learn the same way, it is not punishing those who excel.
Differentiated instruction is making our classrooms more student centered rather than teacher centered. It is taking a step back and looking at your students individually and seeing how you can meet the needs of every student. As a teacher, when you can understand that each student learns at a different rate and with different learning styles you can then make adjustments to make them learn better. You can make centers around your classroom that meet all students learning styles and have students in groups and after a certain amount of time have them move to the next center. Differentiated instruction is not standing up in front of the class and lecturing them on information; it is using visuals, manipulatives, groups, centers, etc. Some students need to move around to learn as others just need to sit and take notes in silence. In order to meet both of these needs you must provide both types of instruction in your classroom.
ReplyDeleteLearning that is tailored to your diverse classroom is what differentiated instructions is all about. It is teaching that gives students multiple options for learning any given material. Instructional approaches should vary and be adapted to meet the needs of your students. This requires alterations in the delivery of your lesson. The teacher must be flexible and adjust the content, process, and product of the material in order to help students experience success. Differentiated instructions always keeps the learner in mind. Data is dissected, learning styles are addressed, and students are learning in their ideal classroom. Every students feels as if they are learning regardless if they are above grade level, below grade level or on grade level. Multiple intelligences are addresses. A lesson is designed for each group of students.
ReplyDeleteTeacher led centers is not differentiate instructions. Yes, it can be a part of it if grouped by scores, but this is just one facet of it. Guided reading groups shouldn't be the same the entire year. Everyone should not be doing the same assignments. Lessons are not lectured or taught the same way everyday. Teaching to the middle is not differentiated instructions.
Learning that is tailored to your diverse classroom is what differentiated instructions is all about. It is teaching that gives students multiple options for learning any given material. Instructional approaches should vary and be adapted to meet the needs of your students. This requires alterations in the delivery of your lesson. The teacher must be flexible and adjust the content, process, and product of the material in order to help students experience success. Differentiated instructions always keeps the learner in mind. Data is dissected, learning styles are addressed, and students are learning in their ideal classroom. Every students feels as if they are learning regardless if they are above grade level, below grade level or on grade level. Multiple intelligences are addresses. A lesson is designed for each group of students.
ReplyDeleteTeacher led centers is not differentiate instructions. Yes, it can be a part of it if grouped by scores, but this is just one facet of it. Guided reading groups shouldn't be the same the entire year. Everyone should not be doing the same assignments. Lessons are not lectured or taught the same way everyday. Teaching to the middle is not differentiated instructions.
The best aspects of DI in my teachihng are 1)Instructional Strategies 2) Readiness, Interest,and Learning Profile in Lesson Planninig 3) Differentiation with Content,Process and Product 4) Grading, 5) Learning Environment and finally 6)Classroom Management. The last is because I haven't really had the full range of supplies available to the students and had to use a few excellent materials repeatedly.
ReplyDeleteDI is differentiate to each students "starting point" and has lessons that are suited to the type of learner that student is regardless of test scores.
DI is not directed teaching and is not the student as listener receiving one standard lesson for all learners in the classroom. It is not expecting all levels of aptitude to absorb on means of teaching, one test or one assignment. It allows assessments for each student as each fulfills their lessons and learning at their own pace and ability. A much more gratifying way to learn. A much more gratifying way to teach.
Differentited instruction is taking a survey of the different learners in your classroom and their needs and customizing your lessons to meet those individual needs. Benchmarks and objectives remain the same while activities and assessments may vary to ensure that in the end the students can prove that the content that was presented and delivered by the teacher was understood and processed by the learners.
ReplyDeleteDifferentiated instruction is not planning a cookie cutter lesson that will not meet the needs of all your learners.
Differentiated instruction is to prepare your lesson according to the interests, learning styles and readiness of your students. It is also to give them the opportunity to excel in what they are good at and to give them choices.The differentiated classroom means scaffolding the assignments to bridge the gap between the students' current abilities and their goals.
ReplyDeleteDifferentiated instruction is not to make the students rotate through different groups without a defined purpose (as the District specialist sometimes does) and it is not to assign the same task to all students at different times.
Differentiated instruction is adjusting instruction to address children's needs,learning styles and interests. It is matching instruction to students' skills and abilities.It is varying the degree of complexity of an activity taking into consideration children's academic performance.DI is challenging fast learners and giving slow learners a second or a third "chance" to learn a skill, a strategy.DI is giving each child the opportunity to "shine".
ReplyDeleteDifferentiated instruction is not whole-group instruction.It is not teaching addressing one learning style.It is not planning the same activity for the entire class and it is not ignoring cultural and linguistic differences.
Differentiated Instruction is preparing lessons tailored to the individual learning styles of the students, and making necessary adjustments according to their needs. DI is doing everything possible to teach 99.9 % (if not 100%) of my students, even those who pretend not to want to be taught.
ReplyDeleteDifferentiated Instructions is not inflexible “preaching” to a crowd of children.
Differentiated instruction is a method of teaching that involves matching learning styles with abilities. It is best accomplished through intentional grouping of children at similar academic levels to better facilitate the learning process. Differentiated instruction requires careful planning. For it to be effective, a teacher must know how the students learn (kinetically, aesthetically, or visually). Once the teacher is aware of there class's needs, they can design or research activities that will help there students gain mastery of skills. In addition, the teacher can allow students to choose, with the teacher direction, the route to their learning.
ReplyDeleteDifferentiated instruction is not the amount of work given to students but rather putting students in a learning environment in which students can achieve learning. Assigning more work to students who have demonstrated mastery in an area, is not differentiated instruction. For example, a student who has already mastered a concept in math should not be given more problems; the student should stop practicing that skill and practice more on a subsequent skill. Giving a student who is struggling less examples is less effective. This student may need more assistance or an alternative way to express knowledge.
See you guys on Thursday :o)
ReplyDeleteMs. Arrascaeta
ReplyDeleteSession 2
ReplyDeleteDifferentiated Instruction is when the teachers plan varied approaches according to what the students need to learn (content), and how they will process it to reach the adaptation (product). The differentiated instruction is responsive teaching; it is not "one size fits all" (Tomlinson, 2003). It means to start teaching where the learners are rather than adopting a standardized approach to teach a group of students who look essentially alike.
Differentiated Instruction is like planting seed in different type of soils were the teacher is the farmer, the seeds are the knowledge to be learned and the soils are the students. The farmer have to make sure that his seeds grow no matter how fertile or barren the soil might be, so he needs to work the soils in different ways according to their nature, composition and capability to make seeds grow.
ReplyDeleteDifferentiated instruction is not planting the seeds altogether and working the varied soils in the same way, using the same fertilizers with the sole purpose of hoping the all grow under the same circumstances and forgetting about the ones that can't make it through the harvest.
Differentiate Instruction is reaching out to all student’s need by using a variety of teaching strategies. It means to be flexible and open mind, to make adjustment when is necessary and to take risks. Letting students explore in a learning environment that will allows them to maximize their potential. Differentiated instruction is not giving all students the same assignment and presuming all students will do well. Is not having individualize lesson plan for each student each day.
ReplyDeleteThe differentiated classroom is a claasroom in which multiple intelligences are valued, where assignments offer multiple options and multiple levels of learning, where flexible grouping is practiced and materials are varied. The teacher facilitates student self-reliance and grading is determined by learning goals. Assessment is ongoing and diagnostic assessment is used.
ReplyDeleteDifferentiated instruction is not coverage of texts and curriculum drive instruction, single option assignments, teacher solving problems, a single form of assessment being used, and grading based on teacher-set inflexible objectives. The differentiated classroom is one of the hardest objectives for a teacher, especially when she has a multi-leveled class, but the better you get at differentiation, the more success for your students.
Differentiated Instruction is tailoring the curriculum to meet the needs of all learners. It can be done through small group and individualized instruction. The focus can be on the same benchmark, but the level of the activity is adjusted based on the student needs.
ReplyDeleteDifferentiated Instruction is not one size fits all, cookie cutter whole group instruction.
Differentiated Instruction is grouping students based on their data results from assessments.
ReplyDeleteOf course now in this class I have learned and expand my knowledge of what is DI.
Differentiated Instruction is offering powerful teaching and learning opportunities for all the students, not just for some.
Differentiated Instruction is not separating groups into advanced, middle, and strugglers.or an individualized instruction.
Differentiated Instruction is to provide the learner the instruction at his/her level having in mind the way that he/she likes to learn and how she/he learns.
ReplyDeleteDifferentiated instruction is not having a lot of different groups trying to learn a zillion different things with the teacher struggling to follow the schedule, pacing guides, skill-based instruction and everything that everyone said instead of what his/her students really need. In other words a chaos!!
DI is the way we as teachers provide different types of instructions to our students at the moment we are teaching and instructing a new concept or material, targeting their needs regardless of differences in abilities. In addition we are explaining that the quantity of assignments should not be relevant; instead the quality is more important. Teachers offer different approaches to what students learn, having a positive result of on what students have learned. Multiple intelligences are addresses with the use of DI.
ReplyDeleteDI is not lecturing the students about a topic or giving the same assignment to the whole group. Also we cannot consider DI when we group our students without taking in consideration their learning styles.
Differniate Instruction means tailoring our lessons to meet our students needs and learning styles. It mean planning carefully so that student achieve their goals. It also means to have an open mind to new ideas to help the students maximize their full potential.
ReplyDeleteDifferniate Instruction is not grouping the students and give them busy work or lengthy worksheets. It doesn't mean to give them long lectures that will bored them. It is not expecting all levels of students to process the same information.
DI is an instructional process that offers several learning options that respond to each student’s particular learning challenges. It allows the teacher to select methods appropriate to the needs and obstacles faced by each student. DI is an instructional methodology that gives teachers the ability to match tasks and activities to the particular difficulties faced by each student, and provides teachers with different assessment strategies coordinated to a student’s needs. DI rejects the concept of standardized instruction and that all students can be taught using the same methodology. DI challenges the concept of “teaching to the middle”, and in its place puts emphasis on a process that responds to each student’s unique needs, strengths, and learning processes.
ReplyDeleteDifferentiated Instruction is addressed three ways: content, process, and product. The content should be aligned so that students are able to learn at their independent reading level. It should also focus on not only benchmarks to be addressed, but student interest and learning styles. The process in which students learn sets a clearly defined instructional purpose and focuses on one key understanding. It also helps students relate new concepts to previous ones. The products are demonstrations of what students have come to know.
ReplyDeleteI will make sure that each of my groups reflects these 3 areas. Although I have addressed them, I have never ensured that each was addressed.
Differentiated instruction is making our classrooms work for all students, finding activities that work best for all student to meet there educational needs. Sometimes this mean changing our activities and assessments from time to time or just using different strategies, allowing students to choose make learning more challenging. DI make them have ownership in there finish product.
ReplyDeleteDifferentiated instruction is organized planning for a classroom centered around the needs of students. It is a continuous process of teach, reflect, revise, reteach, reflect, revise, teach, reflect, revise and so on.
ReplyDeleteDI is not data driven but data applied. It is not what the data reveals but how the data relates to student needs.