HI LERA CE THE ABC OF CL SSROOM M GEMEN  P III Four Ways to Differentiate Instruction DIFFEREN AT ING HE URRICULUM ON EN
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HI LERA CE THE ABC OF CL SSROOM M GEMEN P III Four Ways to Differentiate Instruction DIFFEREN AT ING HE URRICULUM ON EN

Differentiating the course content requires that students are pretested first so that the teacher can identify the students who do not require direct instruction Students who demonstrate an understanding of the course content may skip the direction

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HI LERA CE THE ABC OF CL SSROOM M GEMEN P III Four Ways to Differentiate Instruction DIFFEREN AT ING HE URRICULUM ON EN




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Presentation on theme: "HI LERA CE THE ABC OF CL SSROOM M GEMEN P III Four Ways to Differentiate Instruction DIFFEREN AT ING HE URRICULUM ON EN"— Presentation transcript:


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HI LERA CE THE ABC OF CL SSROOM M GEMEN , P III Four Ways to Differentiate Instruction DIFFEREN AT ING HE URRICULUM ON EN 1. Differentiating the course content requires that students are pre-tested first so that the teacher can identify the students who do not require direct instruction. Students who demonstrate an understanding of the course content may skip the direction instruction and go right to application where they apply the concepts to solve a problem. Another way to differentiate content is to allow students to accelerate at their own pace on some projects as they

can cover the content faster than some of their peers. What are 3 ways you can differentiate your curriculum content? __________________________________________________________________________________________ __________________________________________________________________________________________ DIFFEREN AT ING HE ROCESS AC IVI IES 2. Differentiating the process means that the teacher varies the learning activities or strategies to provide the appropriate methods for students to explore the concepts by using their strengths. It is important to give students alternative paths to embedding

the content into long-term memory. For example, students may use graphic organizers, maps, diagrams, charts, collages or other ways to display their comprehension of the concepts covered in class. Students could also vary the complexity of each of the visual organizers based on their abilities. What are 3 different approaches or strategies to teach the content you are currently covering in your classroom? __________________________________________________________________________________________ __________________________________________________________________________________________ DIFFEREN

AT ING HE RO UC 3. Differentiating the product means varying the complexity of what is expected of all students. Students have to create some demonstration of the master of concepts, but it doesnt have to be identical for each student. Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce more. Sometimes its motivating for students to be given a choice in regards to the product they produce. Thinking about what you are currently teaching in your class, what are 3 ways low, medium, high that students can produce

and show mastery of the same concepts? __________________________________________________________________________________________ __________________________________________________________________________________________ DIFFEREN AT ING BY MA NIPUL AT ING HE NVIRONMEN 4. There has been a great amount of work on learning styles and how manipulating the school environment aids many students in succeeding academically. Many classrooms offer limited opportunities to change the lighting or sound levels, to eliminate distracting visual stimuli or provide more casual seating. What are 3 ways you can

change your environment to help students? __________________________________________________________________________________________ __________________________________________________________________________________________