Differentiated instruction will look different in every classroom because every classroom has a diverse group of students. However there are some distinct features that make instruction differentiated. Here are some ideas that really "stand out" to me.
Artifact 1-Speed Activity (lesson)
When I think of differentiated instruction my immediate thought always goes to individualized instruction. However my next thought is "this can't be right." According to Tomlison (2001), "differentiated instruction offers several avenues to learning, it does not assume a separate level for each learner." She says it is more like a one-room-schoolhouse. This makes me think of multi grade level classrooms in the bush, or smaller communities elsewhere. This approach of different avenues is student-centered. The students have to be active participants in their learning. In the bush, a key aspect can be place-based and/or culturally relevant teaching. Students in Toksook Bay love to go sliding (sledding without the sled). In physical science we were learning about speed so I created a lesson where students went sliding and we calculated each person's speed to see who was the fastest. This implemented cultural practices that allowed my students to see a practical application of what they were learning in class.
Artifact 2-UBD Thermal Energy Unit (UBD unit)
I love that differentiated instruction is student-centered! Instead of just teaching the same thing another way, it is better to look at student needs and interests to get students understanding. You can differentiate lessons in 3 areas: content, process, and product (Carlson, n.d). I always think about the product, what students produce at the end of the lesson. This is probably the easiest change to make. When thinking about the products a neat idea is to give students more choice. Smith and Thorne (2009), state that students need options, and to feel included in decisions, rather than being told what to do. I have really been trying to go this route for my students over the past year. For example, in a UBD unit on thermal energy students were given a choice of materials and then were given a choice of product, either a written report or a video report. With this students had a feeling of ownership and could choose a project that best fit their skill set. It allowed each student or group of students to feel successful.
Two other key features of differentiated instruction include flexible grouping and frequent assessment. These two features are slightly connected. I always think about grouping students based on assessment, but sometimes it can be important to give more choice, or to group interests together. This will help students to experience a "wide range of contexts" (Tomlinson & Allan, 2000). The assessments you use to help group students should be more than once a year. You should be constantly making observations and collecting student work to modify groups. Groups should be more "fluid." (Tomlinson, 2001).
Artifact 1-Speed Activity (lesson)
When I think of differentiated instruction my immediate thought always goes to individualized instruction. However my next thought is "this can't be right." According to Tomlison (2001), "differentiated instruction offers several avenues to learning, it does not assume a separate level for each learner." She says it is more like a one-room-schoolhouse. This makes me think of multi grade level classrooms in the bush, or smaller communities elsewhere. This approach of different avenues is student-centered. The students have to be active participants in their learning. In the bush, a key aspect can be place-based and/or culturally relevant teaching. Students in Toksook Bay love to go sliding (sledding without the sled). In physical science we were learning about speed so I created a lesson where students went sliding and we calculated each person's speed to see who was the fastest. This implemented cultural practices that allowed my students to see a practical application of what they were learning in class.
Artifact 2-UBD Thermal Energy Unit (UBD unit)
I love that differentiated instruction is student-centered! Instead of just teaching the same thing another way, it is better to look at student needs and interests to get students understanding. You can differentiate lessons in 3 areas: content, process, and product (Carlson, n.d). I always think about the product, what students produce at the end of the lesson. This is probably the easiest change to make. When thinking about the products a neat idea is to give students more choice. Smith and Thorne (2009), state that students need options, and to feel included in decisions, rather than being told what to do. I have really been trying to go this route for my students over the past year. For example, in a UBD unit on thermal energy students were given a choice of materials and then were given a choice of product, either a written report or a video report. With this students had a feeling of ownership and could choose a project that best fit their skill set. It allowed each student or group of students to feel successful.
Two other key features of differentiated instruction include flexible grouping and frequent assessment. These two features are slightly connected. I always think about grouping students based on assessment, but sometimes it can be important to give more choice, or to group interests together. This will help students to experience a "wide range of contexts" (Tomlinson & Allan, 2000). The assessments you use to help group students should be more than once a year. You should be constantly making observations and collecting student work to modify groups. Groups should be more "fluid." (Tomlinson, 2001).
References
Carlson, A. (n.d.). What Is Differentiated Instruction? - Examples, Definition & Activities. Retrieved January 19, 2016, from http://study.com/academy/lesson/what-is-differentiated-instruction-examples-definition-activities.html
Smith, Grace E., and Throne, Stephanie. Differentiating Instruction with Technology in Middle School Classrooms. Eugene, OR, USA: ISTE, 2009. ProQuest ebrary. Web. 15 January 2016.
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2001. ProQuest ebrary. Web. 15 January 2016.
Tomlinson, C., & Allan, S. (2000, December 1). Chapter 1. Understanding Differentiated Instruction: Building a Foundation for Leadership. Retrieved January 19, 2016, from http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx
Carlson, A. (n.d.). What Is Differentiated Instruction? - Examples, Definition & Activities. Retrieved January 19, 2016, from http://study.com/academy/lesson/what-is-differentiated-instruction-examples-definition-activities.html
Smith, Grace E., and Throne, Stephanie. Differentiating Instruction with Technology in Middle School Classrooms. Eugene, OR, USA: ISTE, 2009. ProQuest ebrary. Web. 15 January 2016.
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2001. ProQuest ebrary. Web. 15 January 2016.
Tomlinson, C., & Allan, S. (2000, December 1). Chapter 1. Understanding Differentiated Instruction: Building a Foundation for Leadership. Retrieved January 19, 2016, from http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx