Differentiated Instruction Judith Lopez Chrissie Giovanneli Amber Hooper.

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Presentation transcript:

Differentiated Instruction Judith Lopez Chrissie Giovanneli Amber Hooper

Workshop Overview What is differentiated Instruction? What aspects of student learning are focused on when differentiating? What can be differentiated? Review of the multiple intelligences Example activity Practice Wrap-up

What is differentiated Instruction?

What it is NOT A one-size fits all type of teaching An instructional strategy A teaching model

What it IS! “A way of thinking, an approach to teaching and learning that advocates beginning where students are and designing experiences that will better help them to achieve” (Koechlin & Sandi 2008, p. 8).

The Purpose “…bring the ideas and concepts of the curriculum to the learner at a pace and depth that is appropriate for the ability of each student” (Larsen 2004, p. 14). Address the interests and learning styles of each and every student

What areas of student learning are focused on when differentiating? AND…what areas of instruction can be differentiated?

What aspects of learning are addressed by DI? Readiness: how ready a student is to learn and understand what is taught Interest: what the student finds intriguing or fun Learning style: the type of learner a student is (the multiple intelligences will be reviewed later)

What can be differentiated? Content: WHAT students learn Process: HOW students learn Product: How students SHOW what they’ve learned Environment: WHERE students learn

Think about your library…

The differentiated library Areas for individual, small group, and whole class activities Matching resources with student skill level (readiness) Areas for computers and other multimedia equipment Virtual library spaces: Homework help, wikis, blogs, etc. Any others? Anchor activities and areas for them: Activities that students do whenever there is any down time. –Can you think of any?

Multiple Intelligences and things to keep in mind

Multiple Intelligences Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")

Things to keep in mind… Do NOT think that you need to differentiate for all areas for every activity or lesson! All students should be exposed to all kinds of learning, not just their strength. Constantly reassess in order to understand student ability and interest!

Example Activity Rally Coach –Partner A solves the first problem. –Partner B watches and listens, checks/coaches, and praises. –Partner B does the next problem. –Partner A watches and listens, checks/coaches, and praises. –Repeat until finished! –WHEN FINISHED FLIP OVER SHEET SO I KNOW ALL ARE DONE!

How did Rally Coach differentiate? Keep in mind the type of differentiation that took place and the aspects of student learning that were addressed.

Your Turn In groups of 2 or 3 think of how you would address the learning style on your card. Provide an example.

Multiple Intelligences Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")

Resources Web Resources (2009) National Conference on Differentiated Instruction. Retrieved August 9, 2009 from Staff Development for Educators Web Site: ction/index.asp ction/index.asp Theroux, P. (2004). Links on differentiation. Retrieved August 9, 2009 from Enhancing Learning with Technology Web Site: glinks.html glinks.html

Resources Continued… Articles Kachka, A. (2009, January). Differentiating instruction in the library media center. School Library Media Activities Monthly, 25(5), Retrieved from EBSCO database. Koechlin, C. & Zwaan, S. (2008, June). Everyone wins: Differentiation in the school library. Teacher Librarian, 35(5), Retrieved August 9, 2009 from Library Information Science & Technology Abstracts with Full Text database. Knowles, L. (2009). Differentiated instruction in reading: Easier than it looks! School Library Media Activities Monthly, 25(5), Larsen, K. (2004, November/December). Sind or swim: Differentiated instruction in the library. Library Media Connection, 23(3), Retrieved from Academic Search Premier database.

Resources Continued… Books Kaplan, P., Rogers, V., & Webster, R. (2008). Differentiated instruction made easy. San Francisco: Jossy-Bass. Thousand, J.S., Villa, R., & Nevin, A. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Thousand Oaks: Corwin Press. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria: Association for Supervision and Curriculum Development.