Caitlin Caiazza - Unit 1

Unit Objectives

- The participant/learner will define vocabulary used in Differentiation of Instruction.

- The participant/learner will know the difference between a traditional classroom and a classroom that has been differentiated.

- The participant/learner will be able to identify the components of differentiation.

Unit Overview

Differentiation of Instruction can assist educators in addressing the needs of diverse learners. In the past few years, classrooms have become increasingly diverse. As this has occurred, there has been an emphasis on how teachers can use differentiation in lessons to adhere to the needs of individual learners.

Pre-Assessment:

Take out a sheet of paper and jot down a few points that come to mind when you are asked these questions...

1) What is Differentiation of Instruction?

2) What are a few ways you can differentiate instruction?

Key Terms

Content- Content consists of facts, concepts, generalizations or principles, attitudes, and skills related to the subject, as well as materials that represent those elements.

Process- Process is how the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject.

Products- We use the term products to refer to the items a student can use to demonstrate what he or she has come to know, understand, and be able to do as the result of an extended period of study.

Readiness- To differentiate in response to student readiness, a teacher constructs tasks or provides learning choices at different levels of difficulty.

Interest- To differentiate in response to student readiness, a teacher constructs tasks or provides learning choices at different levels of difficulty.

Mini Lecture

What is Differentiation of Instruction?

Have you ever had a teacher that you just did not "click" with? Maybe, you are a visual learner and had a teacher that just lectured the entire time and expected you to take notes and learn from those notes. In an age of inclusion, teaching one way, everyday will not work for all learners. Differentiation of Instruction is a method in which a teacher delivers instruction to adapt to the individual needs of learners. In order for a teacher to differentiate, the teacher must gain prior knowledge of the student. The prior knowledge may include but are not limited to learning style, academic ability, learning disability, culture, language, and/or socioeconomic status. An educator uses this knowledge while planning lessons to adhere to the specific needs of learners. Carol Ann Tomlnson has stated "differentiation means giving students multiple options for taking in information (1999)." Lessons can be differentiated through content, process, product, readiness, and interest. Studies have shown that if a teacher is able to differentiate correctly, students will become succesful in their learning environment.

Watch Tomlinson speak about differentiation: https://youtu.be/mLzCqoPFxRwN

Now read: https://en.wikipedia.org/wiki/Differentiated_instruction

Learning Activity

Start by reading: https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/

Instructions:

1) Write a brief description of a lesson that does NOT differentiate.

-What is the teacher doing?

-What are the students doing?

-How is the instruction being delivered?

-How are they being assessed?

2) Write a brief description of a lesson that DOES differentiate.

-What is the teacher doing?

-What are the students doing?

-How is the instruction being delivered?

-How are they being assessed?

Exploration

TRADITIONAL VS. DIFFERENTIATED

I want to differentiate this course for all my learners. Let's take a field trip into a classroom to really understand what a differentiated classroom looks and feels like compared to a traditional classroom!

While watching the video, think about the questions that were asked of you during the learning activity.

-What is the teacher doing?

-What are the students doing?

-How is the instruction being delivered?

-How are they being assessed?

WATCH: https://youtu.be/33L2eB8IJHM

Assessment

Review the questions and answers from the learning activity and exploration part of Unit 1.

-What is the teacher doing?

-What are the students doing?

-How is the instruction being delivered?

-How are they being assessed?

Task: Think of a teacher or professor that you have had in your life that you did not personally "click" with. Now, you are going to write a mock letter to this teacher (do not use actual names). In your letter, you are going to explain to the teacher why your learning needs are not being met. Explain your teacher your personal learning styles and learning needs. You will provide ways in which you think your teacher can assist you so that your learning needs are met.

Think Ahead

In Unit 1, you have learned what differentiation of instruction is.

Now begin to think of specific strategies that can help you differentiate.

References

https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/

Tomlinson, C. (1996). Differentiating instruction for mixed-ability classrooms [A professional inquiry kit]. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.