Introduction: Differentiated Instruction (02:57)
Differentiated instruction helps teachers teach a class of diverse students. This series will help teachers with this approach.
Rejecting Melting Pot (01:04)
The melting pot idea held that bringing diverse children together would make them more alike, but we must instead meet different needs.
Learning Objectives (03:08)
Differentiated instruction is based on best practices. The focus on proven effective, research-based strategies is part of the No Child Left Behind Act.
School Challenges (03:19)
Increased student diversity and eroding public confidence are among challenges for schools. Experts discuss inclusion of students with disabilities, and the standards movement.
Research Value (02:30)
Teachers should use the research to create respectful classroom, tap prior knowledge, use entry points, design accommodating lessons, and provide ongoing assessment.
Framework Components (00:45)
This segment considers what to teach, how to teach it, and how to measure progress.
Planning and Preparation (02:00)
Teachers must develop content collaboratively and there must be ongoing review and assessment.
Planning Time (02:25)
Teachers need planning time for collaboration. Involve all participants to avoid gaps and redundancies.
Sharing Information (02:52)
Teachers must share student information and use it to accommodate each learner.
Implementation of Instruction (00:46)
The segment introduces the three main categories on implementation of instruction.
Determine the entry point. Establish benchmarks. Develop rubrics collaboratively with students. Conduct ongoing assessment. Provide feedback and self-reflection; see an example.
Ongoing Assessment (01:26)
Conduct ongoing assessments. Provide feedback and self-reflection.
Lesson Design (02:09)
Teachers must connect the lesson to prior and subsequent learning, present the lesson in context, choose key activities, and design active lessons.
Third Grade Classroom (01:32)
A demonstration shows how presenting a lesson in context and connecting it to prior learning helps integrated special needs students.
Choose Key Activities (03:26)
Choose activities that advance learning. Design active lessons. A teacher talks about her approach to reading; see footage from her classroom.
Social Studies Activity (02:50)
A social studies teacher presents a group activity in which students adopt the perspective of Eastern philosophies.
Block Scheduling (01:05)
Block scheduling gives teachers time to review the content and provide authentic practice.
Multi-Modal Approaches (01:54)
Most students are not auditory learners; accommodate bodily-kinesthetic, visual and other learning styles. Use multiple intelligences.
Teach Metacognitive Strategies (01:28)
Students must know how they learn. Students must learn how to respond to each other. Provide graphic organizers and supplemental materials to address weaknesses.
Use a Variety of Grouping Models (03:35)
Dividing the class into groups will help teachers differentiate instruction. Customize structure and pacing for different groups. Teachers talk about how they divide their classes.
Measuring Progress (01:36)
Methods of measuring progress must take into account special needs. Help students evaluate their products, and use multiple measures.
Formal and Informal Assessment (02:33)
Assessment includes the teachers observing and talking to students, and tests. Portfolios and projects document progress.
Schools are obligated to provide opportunities to special needs students. Differentiated instruction will help teachers achieve this.
Credits: Differentiated Instruction Practice Video: A Focus on Inclusion (01:04)
Credits: Differentiated Instruction Practice Video: A Focus on Inclusion
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