Teaching and Learning Strategies for Differentiated Instruction in

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Differentiated Instruction Continuum DIFFERENTIATING INSTRUCTION IS NOT A YES OR NO PROPOSITION. It is a road along which you travel as you develop the skills for being responsive to the different learning needs in your classroom Not differentiated Highly differentiated “One-Size-Fits-All” EVERYONE IS ON THE JOURNEY!! Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning 15 Differentiated Instruction Success
16 Lev Semyonovich Vygotsky's Zone of Proximal Development (ZPD) Humans learn best with moderate challenge. This means that the learning tasks must be neither too easy nor too hard, but an appropriate level to challenge growth. The difficulty of skills taught should be slightly above the learner’s current level of mastery. When appropriately challenged learners are most productive and most creative.
Page 1 and 2: 1 Teaching and Learning Strategies
Page 3 and 4: 4 Reach and Teach All Children If c
Page 5 and 6: 6 Differentiating Instruction … C
Page 7 and 8: What I know What I understand Diffe
Page 9 and 10: Differentiation is making sure the
Page 11 and 12: 12 Differentiation IS….. shaking
Page 16 and 17: 17 Z.P.D. in “Kid-Speak” “It
Page 18 and 19: Activity 2-- Jigsaw Reading Compone
Page 20 and 21: 21 Activity 2 Jigsaw Reading Compon
Page 22 and 23: 23 Teachers Can Differentiate Affec
Page 24 and 25: 25 Differentiating by Content Unit
Page 26 and 27: 27 Differentiating by Process Use
Page 28 and 29: 29 Differentiating by Product Tier
Page 30 and 31: What’s the Point? Readiness Growt
Page 32 and 33: Assessment and instruction are inse
Page 34 and 35: 35 READINESS…….. is determining
Page 36 and 37: 37 INTEREST…….. is making conne
Page 38 and 39: 39 LEARNING PROFILE…….. is asse
Page 40 and 41: Activity 3--Take a few minutes to c
Page 42 and 43: 43 Learning Profile Interest invent
Page 44 and 45: 45 So, where do you go from here?
Page 46 and 47: 47 Differentiated Instructional Str
Page 48 and 49: 49 Differentiated Instructional Str
Page 50 and 51: 51 Know Facts Vocabulary Dates
Page 52 and 53: 53 Understand Concepts Sub-concep
Page 54 and 55: 55 Do Skills - Basic (literacy, num
Page 56 and 57: 57 Each time you change your method
Page 58 and 59: 59 Invisible Can‟t see or hear
Page 60 and 61: 61 Brain Compatible Teaching “The
Page 62 and 63: 63 What are Thinking Maps?
Page 65 and 66:
66 A RAFT is… … an engaging, h
Page 67 and 68:
68 RAFTs can… be differentiated
Page 69 and 70:
70 Raft Activities Role Audience Fo
Page 71 and 72:
72 Think-Tac-Toe Planning Decide o
Page 73 and 74:
Think-Tac-Toe /Menus Read Lon Po Po
Page 75 and 76:
76 Activity 4: Take about 30 minute
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Teaching and Learning Strategies for Differentiated Instruction in

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