Caitlin Caiazza - Unit 2

Unit Objectives

- The participant/learner will identify ways in which instruction can be differentiated.

- The participant/learner will identify strategies to differentiate instruction.

- The participant/learner will identify tools to differentiate instruction.

Unit Overview

There are multiple ways in which instruction in classrooms can be differentiated. The tools to differentiate instruction are all designed to assist teacher to meet the needs of all learners. In this unit, we will discuss strategies that teacher can integrate to differentiate the instruction in their classrooms.

Pre-assessment:

Before we begin, write down your answers to the following questions:

1) What is a strategy you use in your classroom that is designed to meet the personal needs of learners?

2) What is one aspect that you can address while differentiating?

Mini Lecture

In Unit 1, we learned about what it means to differentiate instruction. Now, we must keep in mind that there are multiple ways teacher can differentiate.

Students vary in:

1) Readiness

2) Interest

3) Culture

These factors must be included while planning instruction.

According to Tomlinson readiness can be addressed by:

-Adjusting the degree of difficulty of a task to provide an appropriate level of challenge.

-Adding or removing teacher or peer coaching, use of manipulatives, or presence or absence of models for a task. Teacher and peer coaching are known as scaffolding because they provide a framework or a structure that supports student thought and work.

-Making the task more or less familiar based on the proficiency of the learner's experiences or skills for the task.

-Varying direct instruction by small-group need.

According to Tomlinson Interest can be addressed by:

-Using adults or peers with prior knowledge to serve as mentors in an area of shared interest.

-Providing a variety of avenues for student exploration of a topic or expression of learning.

-Providing broad access to a wide range of materials and technologies.

-Giving students a choice of tasks and products, including student-designed options.

-Encouraging investigation or application of key concepts and principles in student interest areas

According to Tomlinson culture can be addressed by:

-Creating a learning environment with flexible spaces and learning options.

-Presenting information through auditory, visual, and kinesthetic modes.

-Encouraging students to explore information and ideas through auditory, visual, and kinesthetic modes.

-Allowing students to work alone or with peers.

-Ensuring a choice of competitive, cooperative, and independent learning experiences.

-Balancing varied perspectives on an issue or topic.

-Providing authentic learning opportunities in various intelligence or talent areas.

Now read: https://www.edutopia.org/topic/differentiated-instruction

Learning Activity

Task:

1) Think of a lesson you have done recently.

2) Write one paragraph on a way in which you would alter that lesson to address student readiness.

3) Write one paragraph on a way in which you would alter that lesson to address student interest.

4) Write one paragraph on a way in which you would alter that lesson to address student culture.

5) Once you are finished, comment on two classmates posts.

Exploration

Just like I did in Unit 1, I want to differentiate for my learners. Let's take another trip to a classroom!

While you are watching, keep in mind the following questions:

1) Is the teacher addressing the readiness of the students?

2) Is the teacher addressing the interest of the students?

3) Is the teacher addressing the culture of the students?

Watch: https://youtu.be/8BVvImZcnkw

Assessment

1) Look back at your questions from the Unit 2 pre-assessment.

2) Comment on each answer and state whether you were correct or not.

3) Explain each answer.

4) Compare with your classmates!