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Foundations: Differentiated Instruction A Guide For Elementary School Teachers

This document provides an overview of differentiated instruction for elementary school teachers. It defines differentiated instruction as classroom practices that address different learning styles, interests, prior knowledge and needs of students. The key principles are that learning happens when students make meaning from information (constructivism) and that differentiated instruction involves planning, patience, organization and reflection to provide students choice, teach learning strategies, include variety and make connections. The document outlines some myths about differentiated instruction and emphasizes the value it provides students and teachers.

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65 views12 pages

Foundations: Differentiated Instruction A Guide For Elementary School Teachers

This document provides an overview of differentiated instruction for elementary school teachers. It defines differentiated instruction as classroom practices that address different learning styles, interests, prior knowledge and needs of students. The key principles are that learning happens when students make meaning from information (constructivism) and that differentiated instruction involves planning, patience, organization and reflection to provide students choice, teach learning strategies, include variety and make connections. The document outlines some myths about differentiated instruction and emphasizes the value it provides students and teachers.

Uploaded by

MAlvarado12675
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Chapter 1

Foundations
Differentiated Instruction
A Guide for
Elementary School Teachers
What is differentiated
Instruction?
• Variety of classroom practices to
address different learning styles,
interests, prior knowledge,
socialization needs and comfort
zones of students.
• Help students reach a balance
between content and competencies
expectations, while helping them
learn in a meaningful way
Theory of Constructivism
• Belief that learning happens when
the learner makes meaning out of
information.
• First step in differentiated
instruction:
-knowing what understanding
means.
Some Myths about
Differentiated Instruction
• Abandoning basic skills
• Reinventing the wheel
• Back to where we started
• Consist of students doing workbook
exercises
• Are for students with learning deficits
• Means that teacher does not present
information
• Brighter students used to teach others
Values of Differentiated
Instruction
• Way we treat students
• Design curriculum
• Establish rules
Requires:
• Planning
• Patience
• Organization
• Communication
• Reflection
Values…
• Choice- students experience real
learning when allowed to have a choice
of what they learn and to show how
they know it.
• Learning how to learn-making students
aware of how they learn and what they
learn
• Ritual/Variety-Ritual establishes
expectation and variety brings
enjoyment and excitement to learning.
More values….
• Variety in assessment-allows for a road
spectrum of abilities and modes of
expression to demonstrate knowledge.
• Collegiality-collaboration contributes to
shared learning experiences that
encourages creativity, while fostering
learning.
• Student talk-Students doing most of the
talking, they are doing most of the
learning.
More values cont…..
• Multiple learning modes-durable learning
increased through the use of inquiry,
facts, multi-sensory methods, technology,
etc.
• Open-Endedness-Thinking leads to more
questions.
• Connections-Between self, world and text
help make learning more meaningful.
• Different Teaching Styles-Adapt to
different teacher strengths.
Points of Reflection
What does your Class Look
Like?
• Writing on board
• Holding conferences with small
groups
• Explaining and modeling a task
• Reading aloud
• Explaining a visual
• Helping students plan a presentation
• Off-task behaviors
Points of Reflection
What the Students are
Doing?
• Copying notes from board
• Constructing something
• Asking open –ended questions
• Telling personal anecdotes
• Organizing information
• Listening to peers
• Finding information
• Off-task behaviors
Learning Differentiated
Instruction
• How to teach in more than one
informed way
• Open to reflection
• Open to adjustment
• Focus on solutions rather than
problems
• Clarify content, process and product
• Know students diverse needs
Happy
Learning!

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