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Differentiated Learning a Methodical Learning Approach

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Nobody is inferior, and nobody is superior. One is just oneself, incomparable. No one knows what your potential is, what you are supposed by nature to be. No one knows what is hidden within you, what kind of soil you need and what kind of gardener, what is the right climate and the right season and the right time for you to be sown. Millions of children are born in the world almost at the same moment, but those millions of children cannot have the same destiny although the stars were the same.
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  • 1. 10/07/14 " Teaching is an art". Rajeev Ranjan 1
  • 2. Is it so????????????????????? 10/07/14 " Teaching is an art". Rajeev Ranjan 2
  • 3. 10/07/14 " Teaching is an art". Rajeev Ranjan 3
  • 4. 10/07/14 " Teaching is an art". Rajeev Ranjan 4
  • 5. 10/07/14 " Teaching is an art". Rajeev Ranjan 5
  • 6. • Center for Advanced Student Learning, (2001) states that Differentiated instruction:-- • It recognises that each learner is unique. • It is not necessary or compulsory that every student is doing exactly the same way at exactly the same time in a differentiated classroom. • It is belief that proclaims that learners with all their diversity-come to our classes with potential ready to learn. 10/07/14 " Teaching is an art". Rajeev Ranjan 6
  • 7. 10/07/14 " Teaching is an art". Rajeev Ranjan 7
  • 8. 10/07/14 " Teaching is an art". Rajeev Ranjan 8
  • 9. 10/07/14 " Teaching is an art". Rajeev Ranjan 9
  • 10. Think over------------ 10/07/14 " Teaching is an art". Rajeev Ranjan 10
  • 11. 10/07/14 " Teaching is an art". Rajeev Ranjan 11
  • 12. 10/07/14 " Teaching is an art". Rajeev Ranjan 12
  • 13. • Motivation, • Access, • Efficiency 10/07/14 " Teaching is an art". Rajeev Ranjan 13
  • 14. • Challenge level – base assignments on Bloom’s taxonomy or facets of understanding. • Complexity – create assignments that are least, more, and most complex (e.g. focusing on uncovering purpose v causes v credibility). • Resources – make available different level reading materials, artifacts, documents, photos, cartoons etc. 10/07/14 " Teaching is an art". Rajeev Ranjan 14
  • 15. • Outcome – assign basic tasks (e.g. locate books in a library), developing tasks (e.g. formulate a research question), and advanced tasks (e.g., an analysis of sources for credibility). • Process - vary the manner in which a student acquires information (e.g. through reading, research, interview, viewing documentary, listening to a Pod cast). • Product – A product is the output of the unit or the ways that students demonstrate or exhibit their understanding of the content. 10/07/14 " Teaching is an art". Rajeev Ranjan 15
  • 16. Implementation of differentiate instructions:- • (Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners, Toni Theisen ) • Try one new strategy at a time. • Start small however; it is not necessary to differentiate every unit and every lesson. • Engage all learners by choosing students at different readiness levels to respond to the different types of questions. • Design two possible products based on students’ interests or learning profiles to use as the final assessment of a unit. 10/07/14 " Teaching is an art". Rajeev Ranjan 16
  • 17. Implementation of differentiate instructions:- • (Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners, Toni Theisen ) • Find three different kinds of supplementary materials at varying challenge levels, decide which students will do which assignment based on past performance in the classroom. I.e. for a literature discussion, create a series of questions to ask students based on Bloom’s Taxonomy 10/07/14 " Teaching is an art". Rajeev Ranjan 17
  • 18. Implementation of differentiate instructions:- • (Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners, Toni Theisen ) • Find three different kinds of supplementary materials at varying challenge levels, decide which students will do which assignment based on past performance in the classroom. I.e. for a literature discussion, create a series of questions to ask students based on Bloom’s Taxonomy 10/07/14 " Teaching is an art". Rajeev Ranjan 18
  • 19. Conclusion:- Individual’s identity is his uniqueness to learn, to talk, to behave and to perceive the world is totally different from one another. In fact, students have different backgrounds, a range of ability levels, a variety of learning profiles, and an abundance of needs. Differentiation puts students at the centre of teaching and learning. It promotes a curriculum centered on critical thinking and acknowledges the uniqueness of each learner. 10/07/14 " Teaching is an art". Rajeev Ranjan 19
  • 20. Conclusion:- Differentiated instruction is a new way to look at each student as a truly unique individual whose talents, gifts, and abilities are important contributions to society. For this reason, it does require additional planning time in the beginning. (Willard- Holt, 1994). It is not always necessary that this learning approach will work in real life situation. Notwithstanding, ‘Differentiate Instruction’ is a unique learning approach for teaching unique individual of the world. 10/07/14 " Teaching is an art". Rajeev Ranjan 20
  • 21. Rajeev Ranjan B.Ed(English), PGDTE & PGDPC English and Foreign Languages University, Hyderabad Email .Id : rajeevbhuvns@gmail.com 10/07/14 " Teaching is an art". Rajeev Ranjan 21
  • 22. • Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD. • Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners Toni Theisen, Loveland, CO (LOTE Center for Educator Development,) • Willis, Scott and Mann, Larry (Winter 2000). Differentiating Instruction: Finding Manageable Ways to Meet Individual Needs. Curriculum Update. Association for Supervision and Curriculum Development (ASCD). • Center for Advanced Student Learning. (2001). C.A.S.L. Cache: A collection of tools and templates to differentiate instruction, Centennial BOCES: Author. • Gregory, G. & Chapman, C. (2002). Differentiated Instructional Strategies: One size does not fit all. Thousand Oaks, CA: Corwin Press, Inc. • Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Publishing Co. • Lazear, D. (2000). The intelligent curriculum: Using MI to develop your students’ full potential. Tucson, AZ: Zephyr Press. 10/07/14 " Teaching is an art". Rajeev Ranjan 22
  • 23. • Theisen, T. (1997). Exploring multiple intelligences: Respecting the diversity of learning. In R. DiDonato, (Ed.) • Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development. • Tomlinson, C. & Allan, S. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. • Web links:- • http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html • http://www.teach-nology.com/tutorials/teaching/differentiate/planning/ • http://www.ascd.org/ed_topics/cu2000win_willis.html • https://pantherfile.uwm.edu/edyburn/www/DiffStrategies.doc • www.udel.edu/dssep/differentiation.doc • www.ets.org/flicc/pdf/Differentiated_Instruction_and_RTI.pdf • www.sedl.org/loteced/communique/n06.pdf • http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction • honestpracticum.com 10/07/14 " Teaching is an art". Rajeev Ranjan 23
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