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Office of Instructional TechnologyTroy Fischer, DirectorDivision of Teaching and Learning
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Teacher Submitted ResourcesDifferentiated InstructionConstructivist StrategiesBook- Meeting Standards and Engaging Adolescent Minds [resource details] Posted by Amy Reynolds (Approved May 14, 2008) Differentiated instruction definitionDefinition of differentiated instruction from Wikipedia [resource details] Posted by Amy Reynolds (Approved May 14, 2008) Eight Ways Of Being SmartGardner first published his theory , derived from extensive brain research, on Multiple Intelligence. [resource details] Posted by Lia Lambrides (Approved May 14, 2008) Resources for Differentiated InstructionNettrekker is a website that has over 180,000 of the best online resources, aligned with state standards and organized by readability and grade level. [resource details] Posted by Lia Lambrides (Approved May 14, 2008) Learning Styles, Modalities and StrategiesThe children in our classes are unique in their personalities, cultural experiences and values. Different students prefer different learning environments, learning modalities and they all exhibit unique strengths, talents and/or weaknesses. If we are to be successful in leading our students through the task of learning we must provide a variety of learning approaches so that these differences can be recognized and provided for in every classroom. Understanding the different ways that children learn, interact with and process information can help us modify the way we teach so that all students have an equal opportunity to succeed. [resource details] Posted by James McDermott (Approved May 13, 2008) The Learning Curve: Learning ModalitiesThere are three basic modalities to process information to memory: visual (learning by seeing), auditory (learning by hearing), and kinesthetic (learning by doing). Most people have one predominant modality, but some have a balance between two or even all three. Many students are aware of their preference, which helps them approach their own learning more efficiently. [resource details] Posted by James McDermott (Approved May 13, 2008) Online DI LessonsEach lesson includes text and audio instruction, examples, handouts, a reading assignment, and a lesson review with which you can assess your own learning progress. Broadband connection recommended. Approximate time to complete, including readings, downloads: 1.5 hours. [resource details] Posted by Winnie Bracco (Approved May 12, 2008) Differentiating instruction for advanced learners in the mixed-ability middle school classroomThe ability to differentiate instruction for middle school aged learners is a challenge. Responding to the diverse students needs found in inclusive, mixed-ability classrooms is particularly difficult. This digest provides an overview of some key principles for differentiating instruction, with an emphasis on the learning needs of academically advanced students. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) Differentiation of instruction in the elementary gradesTo meet the needs of diverse student populations, many teachers differentiate instruction. This digest describes differentiated instruction, discusses the reasons for differentiated instruction, what makes it successful, and suggests how teachers may begin implementation. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) Leadership for differentiating schools and classroomsThis Web site provides summaries of the chapters from Tomlinson’s publication: Leadership for differentiating schools and classrooms, Association for Supervision and Curriculum Development. This book is designed for those in leadership positions to learn about differentiated instruction. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) Teaching Strategies to differentiate instructionThere are a variety of ways to differentiate instruction including adaptation of time, participation, level of support, and output, to name a few. This website provides 9 ways to adapt instruction as well as providing examples. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) Standards-based teaching and differentiation: Reconcilable differences?Is there a contradiction between effective standards-based instruction and differentiation? No, curriculum tells us what to teach, while differentiation tells us how. Thus, when we teach a standards-based curriculum, differentiation simply suggests ways in that we can make that curriculum work best for varied learners. In other words, differentiation can show us how to teach the same standard to a range of learners by employing a variety of teaching and learning modes. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) Paving the way for Differentiated InstructionAn effective classroom culture helps every child achieve. Teachers need to challenge students while giving support and acceptance of every students’ contribution in order for students to be successful learners. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) How to differentiate instruction: Baby steps—A beginner’s guideHere are some tips compiled by Wehrmann for making differentiation doable and for meeting the needs of gifted and talented students. First, take baby steps. Second, make activities different; don't just add more of the same. Third, the best way to meet the needs of the gifted in a mixed-ability classroom is to raise the bar for everyone. The fourth tip is to find your students' passions and then create assignments linking their world to school to create more engaging and relevant educational experiences. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) Finding Manageable Ways to Meet Individual NeedsTeachers are working to deliver instruction in ways that meet the needs of auditory, visual, and kinesthetic learners. They are differentiating instruction. Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Nearly all teachers believe that it's better to differentiate instruction but the challenge lies in translating that belief into action. This article shows how teachers can differentiate three aspects of the curriculum: content, process, and products. It provides strategies for both the elementary and secondary levels. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) CAST: Universal Design for LearningDifferentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. [resource details] Posted by Winnie Bracco (Approved May 05, 2008) |
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