Differentiated Instruction – IRIS Module PDF

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IRIS Module...

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Differentiated Instruction – IRIS Module Differentiated Instruction: An approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with LD’s, and gifted and talented students  Not a single strategy but a framework that teachers could use to implement a variety of strategies, many of which are evidence-based - Evidence-Based Strategies: o Employing effective classroom management procedures o Grouping students for instruction (especially students with significant learning problems) o Assessing readiness o Teaching to the student’s zone of proximal development - In addition to using kinds of evidence-based strategies, teachers who differentiate instruction often: o Use a variety of instructional approaches o Alter assignments to meet the needs of the students o Assess students on an ongoing basis to determine their readiness levels o Use assessment results to adjust instruction as need What is the difference between differentiated instruction and universal design for learning? - When and how changes are made to address the needs of the students - Differentiated Instruction: o When: During instruction when the teacher notices the students’ needs o How: Makes changes or adjustments to the curriculum - UDL: o When: When designing the curriculum o How: Builds resources and options into the curriculum How does RTI fit in with differentiated instruction? - Both are instructional frameworks - The purpose of DI is to address the needs of all students - The purpose of RTI is to identify and address the needs of struggling students - The two frameworks overlap: o DI is often provided in an RTI classroom – under RTI, students may receive more intensive levels of instruction than they would normally receive in a differentiated classroom How do adaptations (i.e., accommodations and modifications) fit with DI? - DI might not be enough for some students to succeed - Those with disabilities might need additional supports – accommodations or modifications – to learn the concepts and skills being taught - These supports are identified in the student’s IEP

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Students’ needs vary according too: o Across content areas (some student excel with math but struggle with reading) o Within content areas (some students excel at addition but struggle with fractions) o Across the school year (at the beginning of the year, some struggle with reading but improve greatly due to effective instruction

Ongoing Assessment: Rather than assessing students only at the end of a unit, teachers can use assessments before, during, and after teaching a unit to gather information critical to providing effective instruction. - By frequently assessing students’ knowledge and skills, teachers can use that information to develop and refine instruction to meet the students’ shifting needs - By assessing students’ interests and learning profile, teachers can design tasks that are engaging, motivating, and accessible Types of Assessments: - Before a lesson or unit (preassessment) o Purposes:  To assess students’ prior knowledge, skills, and understanding  To determine students’ interests  To ascertain students’ learning needs  To inform teachers’ use of instructional strategies or practices  To help teachers assign students to groups o Sample Assessments:  Standardized test from prior year  Unit pre-test  Academic record  Self-report measure  KWL chart  Interest inventory  Skill inventory  Journal entry  Teacher observation - During a lesson or unit (formative assessment) o Purpose:  To determine what the students understand  To determine students’ needs  To inform teachers of need instructional adjustments  To help teachers design meaningful lessons  To help teachers assign students to different groups o Sample Assessments:

 Work samples  Small-group discussion  Whole-class discussion  Journal entries  Portfolio entries  Exit cards  Homework assignments  Quizzes  Student conference - After a lesson or unit (summative assessment) o Purpose:  To determine what the students have learned  To aid teachers in assigning grades  To assist teachers in refining instruction for the following year o Sample assessments:  Chapter or unit test  Project  Report (written or oral)  Powerpoint presentation  Demonstration...