Presentation on theme: "Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact the author for permission."— Presentation transcript:
Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact the author for permission to use this PowerPoint, please To use this PowerPoint presentation in its entirety, please give credit to the author.
Differentiated Instruction Presented by: Brenda Stephenson The University of Tennessee CEASD Conference Atlanta Georgia 2005
WHAT IS IT? “Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse classrooms.” (adapted from Hall, T.,2003)
Preassessment Curriculum State and Local Standards & Benchmarks Student Readiness Ability Interests Talents Prior Knowledge Content What teacher plans to teach Process How T Plans Whole class Groups/Pairs Product
WHAT IT IS NOT? It is not just giving all students the same assignment and …only… Adjusting the level of difficulty Grading some students harder than others Letting students who finish early play games Giving gifted students more work
HOW DO YOU DIFFERENTIATE? Differentiation can occur in: Content Process Product Environment of the classroom
Content Differentiation Teachers must PRE-TEST students Determine which students need direct instruction Plan application of concept through problem solving Allow students to work ahead independently
Process Differentiation Vary the learning activities or strategies Use graphic organizers, maps, diagrams or charts to display comprehension Vary the level of graphic organizer
Product Differentiation This means varying the complexity of the product that students create to demonstrate the mastery of concepts. It is important to allow choices of products. Group Activity: I need 4 volunteers…
Environment Differentiation This means accommodating the students’ individual learning styles. Many studies and research about learning styles such as the work of Dunn and Dunn, Renzulli, and Gardner Valuable to use what we know about students to enable them to demonstrate mastery of content.
Learning Styles This url has an interactive test to determine learning styles.
What does the research say? Very little empirical data is available in our field about research based strategies and best practices Most of what is published is anecdotal or experienced-based. We need to establish a research agenda in our schools so that we can prove that the strategies we are implementing are effective.
How do teachers implement DI? Encourage teachers to begin with only one content area at a time. Teachers need to focus on concepts and emphasize ways the content is meaningful. Teachers must use ongoing assessment.
Begin at best practice level instead of middle of the range Time is needed to accomplish DI; block scheduling is helpful Use multiple texts and supplemental materials Use problem-based learning strategies
The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson is a great resource
What is your role as an administrator? Promote your belief in the concept of DI by actions
Provide your faculty with a clear plan of action which includes your expectations
Training in DI must be provided.
Provide assessment training for your teachers.
Provide time to your teachers for planning the implementation
Visit in the classrooms more
Assign mentors Group teachers
Give examples of DI
Be a part of the team Allow teachers to discuss what they need
Review lesson plans and make comments and suggestions
Accept the pace of your faculty and reward their efforts!
Conclusions… With IDEA and NCLB the need to use the general curriculum increases We need to find ways to help our deaf and hard of hearing students progress to their potential DI is a strategy that will promote that achievement!