Introduction: Differentiated Instruction (02:49)
Teachers face challenges in teaching diverse students. Differentiated instruction is one solution; this series presents information on this approach.
Rejecting Melting Pot (01:12)
The melting pot idea assumes that putting children together makes them more alike, but we now know we must teach different students differently.
Instructional Objectives of Film (01:21)
Differentiated instruction connects teaching with students' interests. It uses proven strategies that are the basis for No Child Left Behind.
Educating Gifted Students (02:19)
It is wrong to assume gifted students learn regardless of curriculum. We must differentiate instruction in acknowledgement of their unique needs.
The interviewer introduces an expert on differentiated learning.
Challenges for Educators (01:26)
Society expects all students to go to high school, a challenge for educators. Eroding public confidence is another challenge. We consider the standards movement.
Research on Teaching and Learning (01:14)
Schools must apply research on education. Teachers must tap prior knowledge and use students' entry points. Brain research tells us what learners need.
Paradigm Shifts (01:19)
The new educational paradigm treats students as active learners and teachers as facilitators. Skepticism about practical application of differentiated learning is addressed.
Addressing Skepticism (01:34)
Skepticism about practical application of differentiated learning is addressed. This film will cover preparation, implementation, and measuring progress.
Planning and Preparation of Content (02:01)
Teachers must work together to identify core concepts and skills, determine evidence of learning.
Collaborative Planning (02:48)
Planning time is crucial and must involve all participants to avoid curriculum gaps and redundancies. Teachers must share information about students.
Implementing Instruction: Assessment (02:30)
Teachers must determine the entry point of content and establish benchmarks, for instance through anchor papers.
Learn how to work with gifted students to develop rubrics.
Ongoing Assessment (01:26)
Conduct ongoing assessments and provide feedback, and teach students to be self-reflective.
Lesson Design: Context (03:22)
Teachers must connect a lesson to prior and subsequent learning.
Choose Key Activities (01:50)
Choose key activities for gifted students; they can exercise more independence and follow research interests.
Design Active Lessons (02:25)
A teacher talks about her approaches to teaching reading to give flexibility to higher-level readers.
Active Lesson Example (02:35)
See a teacher assign an active lesson on history to help students place themselves in another intellectual setting.
Ensuring Multi-Modal Approaches (01:51)
Classrooms tend to focus on auditory learning; they must accommodate other styles. Use multiple intelligences.
Teaching Metacognitive Strategies (01:02)
Metacognitive strategies give gifted students a chance at self-reflection, helping them take advantage of independence.
Using Diversified Grouping Models (02:48)
Insure that groups vary, and avoid tracking. An example illustrates a creative approach to dividing students based on characteristics.
Customize Structure and Pacing (00:55)
Gifted students can handle a looser structure and require rapid pacing.
Measuring Progress (01:25)
It was long believed that gifted students didn't require special attention. However, they should be given opportunities to use their full abilities.
Formal and Informal Assessment (03:10)
We consider methods of formally and informally assessing student progress, and the use of portfolios and projects to track progress.
Conclusion: Differentiated Learning (00:43)
Differentiated instruction requires commitment and understanding.
Credits: Differentiated Instruction Practice: A focus on the Gifted (00:60)
Differentiated Instruction Practice: A Focus on the Gifted
For additional digital leasing and purchase options contact a media consultant at 800-257-5126
(press option 3) or firstname.lastname@example.org.