• Differentiated Instruction

-                          To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

-                          Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class.

-                          The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is, and assisting in the learning process.

·        3 Ways to Differentiate Instruction

1.      Content:

a.      Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers.

b.      Several elements and materials are used to support instructional content. These include acts, concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated classroom is most frequently the manner in which students gain access to important learning. Access to the content is seen as key.

c.      Align tasks and objectives to learning goals. Designers of differentiated instruction determine as essential the alignment of tasks with instructional goals and objectives. Goals are most frequently assessed by many high-stakes tests at the state level and frequently administered standardized measures. Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks. An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels.

d.      Instruction is concept-focused and principle-driven. The instructional concepts should be broad based and not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles and skills that students should learn. The content of instruction should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom.

2.      Activities/Product:

a.      Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. For example students may use graphic organizers, maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can very effectively facilitate differing levels of cognitive processing for students of differing ability.

b.      Flexible grouping is consistently used. Strategies for flexible grouping are essential. Learners are expected to interact and work together as they develop knowledge of new content. Teachers may conduct whole-class introductory discussions of content big ideas followed by small group or pair work. Student groups may be coached from within or by the teacher to complete assigned tasks. Grouping of students is not fixed. Based on the content, project, and on-going evaluations, grouping and regrouping must be a dynamic process as one of the foundations of differentiated instruction.

c.      Classroom management benefits students and teachers. Teachers must consider organization and instructional delivery strategies to effectively operate a classroom using differentiated instruction.

3.      Process:

a.      Differentiating the product means varying the complexity of the product that students create to demonstrate mastery of the concepts. Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking. There are many sources of alternative product ideas available to teachers. However sometimes it is motivating for students to be offered choice of the product.

b.      Initial and on-going assessment of student readiness and growth are essential. Meaningful pre-assessment naturally leads to functional and successful differentiation. Assessments may be formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures. Incorporating pre and on-going assessment informs teachers to better provide a menu of approaches, choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.

c.      Students are active and responsible explorers. Teacher's respect that each task put before the learner will be interesting, engaging, and accessible to essential understanding and skills. Each child should feel challenged most of the time.