Empowerment Through Recognition of Difference
Differentiated Instruction in the Classroom Debbie Youd Victorian Association for Gifted and Talented Children EmpowerED…for Giftedness Conference Melbourne, 23rd - 24th April, 2013.
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Our Learning Intentions • To understand what is meant by differentiated instruction. • To understand why differentiated instruction is necessary in the classroom. • To be able to identify the key principles and processes that underpin differentiation. • To be able to identify a range of strategies that teachers can use to differentiate the curriculum.
What do we mean by differentiated instruction?
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences…. (Tomlinson, 2003) It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible and responsive, leading to successful achievement and the development of students as self-regulated learners. (van Kraayenoord, 1997)
‘When we recognise the diversity of the learners in our classrooms and provide for their diverse learning needs in our planning and instruction, we differentiate the curriculum.’ (Braggett, 1997)
In other words…
Differentiation is responsive teaching rather than one-size-fits-all teaching. One Size Does Not Fit All
Differentiated Instruction
Is Not…… • •
•
• • • •
An approach designed to help students with disabilites Adaptations “tacked on” to already developed lessons More work for the "good" students and less and different for the “weak" students Changing parts of a lesson for one or two students Just changing the marking system Individual Instruction A new strategy or approach to teaching and learning
Is….. • • •
• • • •
An approach that benefits all students a BLEND of whole class, group, and individual instruction. Curriculum, instruction, and assessment that is carefully designed to meet the needs of all students MULTIPLE approaches to content, process, and product. A way of thinking about and organising instruction. All students engaged in respectful and challenging tasks. STUDENT CENTERED.
Adapted from Tools for Schools, Kluth (2000)
Why Differentiate?
The Reality is that Students Bring a Range of Differences with them into the Classroom Prior Skills and Knowledge
Learning Rate
Strengths & Talents
Environmental Catalysts
Interests
Learning Preference
Motivation, Attention & Effort
Cognitive Ability
The effect of these differences is that no two students are the same.
The Other Reality Classrooms are increasingly becoming more diverse. Seated side by side in classrooms are: • Students with learning disabilities • Highly able / gifted learners • English language learners • Students who chronically underachieve • Students from broadly diverse cultures • Students from highly diverse economic backgrounds (Carol Ann Tomlinson , 2007)
And what about gifted students? Differentiation is particularly im