Differentiating+Instruction

been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways.** Dr. George H. Reavis, former Assistant Superintendent of the Cincinnati Public Schools once wrote a fable called [|The Animal School]. It was originally published in 1937, and has seen many adaptations since it's publication. Amazingly, the lesson it teaches is still pertinent today: children are all different. They learn differently, and should be taught accordingly . ** __ What is Differentiated Instruction? __ ** media type="custom" key="4943187"
 * The biggest mistake of past centuries in teaching has

** Differentiation is consistently and proactively creating different pathways to help all your students to be successful ** **. **  Betty Hollas

- For years, educators have been struggling to meet the diverse needs of all students. How can we, as educators and parents, engage all students in the learning process in the inclusive classroom? Differentiated instruction is the philosophy that all students can learn together regardless of the mixed abilities that exist within a classroom. In responding to each students' readiness, interest and learning profile ; we promote growth, efficiency and self-motivation in learning; through modified instruction. The responsibility for learning is thus shared by students and teachers alike. Although the rate of instruction and the degree of complexity will vary for all students, each will be held to high standards of learning. By differentiating, we respond to students at their level, and ultimately meet the needs of most students.

__ **Multiple Intelligences** **. . .** __ -  Dr. Howard Gardner has  divided children's learning into different categories. He calls these categories - multiple intelligences. In 1983, Gardner named seven types of intelligences. At present, he has divided children's learning styles into nine intelligences. He believes these nine different intelligences are relatively independent but have some interacting cognitive capacities.

1. Verbal-Linguistic: Students use spoken and written communications, abstract reasoning, conceptual patterning and symbolic thinking. Often these students excel at writing. This strength creates good writers and lawyers. This is considered the highest academic intelligence in schools.

2. Logical-Mathematical: Students use logic,and numeric symbols and operations. Often they recognize patterns and see the connection between separate pieces of information creating students who excel in mathematics and related fields like computers technology.

3. Musical: Students understand the concepts of sound, rhythm, pitch, harmony and melody. Often these students may create musical compositions. However, this does not mean they are worthy of performing on stage.

4. Spatial: Students can work and think in three dimensions. Often student athletes have good spatial intelligence as well as architects and cartographers.

5. Bodily-kinesthetic: Students use physical movement to express themselves. Many of these students are usually good at sports.

6. Naturalistic: Students understand nature and its phenomenon. They understand weather, animals and plant life. These students may become a forest ranger, marine biologist or a zoologist.

7. Interpersonal: Students can interact with others easily and flourish in cooperative learning groups. Sales or the political world is a career for interpersonal students.

8. Intrapersonal: Students understand and use their own thoughts, feelings and interests to navigate through life. This strength aides students in almost anything they do in life. They can become anything from a self made millionaire to a journalist.

9. Existential: Students can ponder things that having meaning beyond what we may understand scientifically. Students can think about things that have no real finite answer. Philosophy and liturgical work require this strength.

Determine your learning strength by taking any short multiple intelligence quiz.

[|Multiple Intelligence Inventory] [|Learning Inventory Quiz] __ [|Main three learning styles] __ - Brain based research in learning states that learning is about making connections within the brain. Learning is made through neurological connections which in turn make new neural connections and strengthen the old ones. These are called neural superhighways. These neurons connect to over ten thousand other neurons. The more often we learn something the neurons work faster. This causes the brain to retrieve prior knowledge and to be able to infer new information that has not been introduced. The more secure the connection the faster the brain works. Brain Based learning is a theory which places you as a left, right, or middle brain learner. Left brain learners are often referred to as the academic learner filled with rules and logic. Right brained learners are considered artistic and are ruled by emotions. Educators should teach on these two different levels. One level should be emotional, the other academic and the teacher should make connections between the two.
 * __ Brain Based Learning . . . __**

**Characteristics of a __left brain__ learner** -- --- **Characteristics of a __right brain__ learner** Constantly monitors sequential, ongoing behavior - - ---   Accepts new ideas Is aware of time sequence, details and order - --- Sees the whole picture Knows right from wrong - Specializes in art, music and athletics Respects rules and deadlines --- - Forms mental images when they read or talk Logical, analytical thinker --- Are intuitive and emotional Reads and writes well --- Maintains good relationships Verbal and auditory strengths -- Knows when someone is lying or joking

Do you have more questions about brain based learning? [|Brain -based learning] __** Why use differentiated instruction. . . **__ -   Differentiated instruction helps to meet the need of a diverse student population. Students vary greatly and for teachers to maximize their students' individual potential they will have to attend to their differences. There is ample evidence that students are more successful in school and find it more satisfying if they are taught in ways that are responsive to their readiness levels. ( Tomlinson, Carol )  media type="youtube" key="FJMkcL6Do0Q" height="394" width="481"

__ ** How to plan a differentiated instruction lesson. . . ** __ -  Begin by assessing your student's strengths and weaknesses of the topic area that you wish to teach. This can be done by using a pretest to see what knowledge students have already learned. Next, clarify the objectives, what do you want your students to be able to do at the end of the lesson. After clarifying the objections, brainstorm ways for your students to use their strengths to master the objectives. Determine learning activities and assessments for as many different learning styles as possible. Make a management plan for teaching and completing your differentiated lesson especially until you and the class become accustomed to this method. Remember it will take some classroom management and organization since students will be working at different levels and doing various tasks. ** __ Three modes of differentiation: __** **__Content__** - can be differentiated through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. This will allow students to move through the material at their own pace. When they mastered one concept they can move on to the next.


 * __Process__** - Students are given open-ended questions that allow them to respond in a way appropriate to their level of understanding. These answers or responses can vary in complexity, depth of analysis, and breadth.


 * __Product__** - Allowing students to complete assignments in ways that use their various strengths is differentiation of product. Some students may write a report, or do an oral presentation or maybe design a web page.

__**Final comments about differentiation. . .**__ - Teachers should know that not //every// daily lesson needs to be highly differentiated. "Many whole class activities can and do actively engage learners with various learning styles. Activities such as gaming activities, video/computer based presentations, interactive simulation, role play, and many other whole class activities are excellent instructional activities for the entire class". Teachers should consider planning and implementing a differentiated lesson only for some of the days in a given instructional unit.

Need strategies for differentiating instruction based on multiple intelligences? [|Lesson planning ideas based on multiple intelligences.ppt]

Want "how to's" to help differentiate instruction? [|Elementary school videos of "how to" activites] [|Intelligence explanation with student online activites] [|Example of a grade one tiered lesson] [|Learning contracts including the process and examples] [|R.A.F.T activites and projects for all subjects]  More information. . . [|Differentiation scavenger hunt online]