1. Inclusive Education: Differentiated Instruction
EDFGC 5807 Theory and Practice of Learning and Teaching
Week 7
Monday 10th April 2017

2. See, think, wonder

3. See, think, wonder

4. See, think, wonder

5. What is differentiation?
Work in a small group
Brainstorm (mindmap)
Report ideas

6. Differentiated Learning or Instruction
Differentiated learning or instruction is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.

7. Differentiation and Universal Design

8. Differentiated Instruction
Differentiated instruction, according to Carol Ann Tomlinson is the process of
"ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32),
Teachers can differentiate through four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner.

9. Carol Ann Tomlinson Carol Ann Tomlinson
Thoughts

10. Reading: Elements of Differentiation
Individually read a part of Chapter 2: Elements of Differentiation from The Differentiated Classroom, Carol Ann Tomlinson
Discuss
Present findings

11. Differentiation and Universal Design
Differentiating Content
Content is comprised of the knowledge, concepts, and skills that students need to learn based on the curriculum. Differentiating content includes using various delivery formats such as video, readings, lectures, or audio.

12. Differentiation and Universal Design
Differentiating Process
Process is how students make sense of the content. They need time to reflect and digest the learning activities before moving on to the next segment of a lesson.
Such as Think/Pair/Share

13. Differentiation and Universal Design
Differentiating Product
Product differentiation is probably the most common form of differentiation.
Teachers give choices where students pick from formats.
Students propose their own designs.
Such as an assessment rubric

14. 5 Key Aspects of Differentiated Instruction
Discuss the key aspects

15. Differentiation
Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers need to be aware of these varieties as they are planning their curriculum. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively.

16. Differentiated Instruction
Differentiated instruction counters the traditional mindset that all students can be taught at the same pace, from the same materials, using the same teaching strategies, in the same groups, day after day.’ (Armstrong & Haskins, 2010).
It involves responsive teaching and the implementation of ‘patterns of instruction likely to serve multiple needs’ (Tomlinson & McTighe, 2006).

17. Universal Design for Learning
This involves translating the mandated curriculum (AusVels) into ‘meaningful and relevant learning activities that are accessible to all students in a class.’ (Lorman, Deppler and Harvey, 2011, p.139)
Universal design involves ‘planning’ for differentiated instruction.

18. Personalised Learning
This involves the development of an individualised curriculum tailored to meet specific, personal learning needs such as an
Individualised Learning Plan

19. Collaborative and Cooperative Learning
Collaborative learning involves:
teamwork, shared responsibility and shared purpose. Caters for the varying learning needs (and styles) of all student
student interaction, small group and interpersonal skills, social interdependence

20. Tips and strategies for effective differentiation and instruction
Ways to differentiate:

21. Reading Comparing Classrooms p. 16
Chapter 2 The differentiated classroom, Carol Ann Tomlinson
Sort statements under:
Traditional Classroom or Differentiated Classroom

22. Differentiation in the Classroom
Wooranna Park PS (Dandenong) Differentiating the Curriculum
Take notes whilst watching as to how the teacher/school differentiates teaching and learning.