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Differentiating Instruction: It’s Not as Hard as You Think

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Creating a safe and secure learning environment

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Creating a safe and secure learning environment

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- Learning from mistakes allows connections to be formed or strengthened and for growth.

- Collaboration leads to deeper thinking.

- Challenging your mind helps the brain grow.

- "In a collaborative environment, students participate more in group discussion.. use mistakes to improve understanding.. and develop mathematical fluency." (Wathall 133).

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- TTT means teacher talk time for the class

- Research suggests optimal learning is achieved when TTT is reduced.

- The I Do, We Do, You Do Model should be broken down equally for pacing.

- When more than 20-30% of the lesson is the teacher talking, engagement is lowered.

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- Making students feel safe helps students be more open to learning and feel comfortable sharing their ideas.

- Student collaboration increases.

- Social cultures and norms are better understood.

- Students learn to respect each other and their environment.

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- UDL stands for universal design for learning

- DI stands for differentiated instruction

- It is important to know when to go back and forth between the two in the classroom.

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To students that thrive/like to be challenged:

Give them more problems

Give challenge problems

Allow students to help others

Give students additional tasks

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To students that struggle/need more time:

Give them less problems

Give scaffolded problems

Allow students to work together

Give students more thinking time

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Based on each student's needs, give student work appropriate to their level.

Allow students to choose how they learn

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Differentiating the process provides flexibility and multiple ways for students to learn.

Some ways to differentiate the process is:

Working in groups or stations

Use video or visual representations

Create an interactive game or activity

Use structured or guided inquiry tasks

Tri-Mind Strategy - Using 3 different ways to solve the same lesson helps increase fluency

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Allow students the freedom to choose the medium of their product. This could be a video, website, or presentation.

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- Just like each student is different, each relationship with the student should be with respect to their strengths and weaknesses, their personalities, and their needs in and outside of the classroom.

- "Overwhelming research supports that knowing your students and connecting on a positive level facilitates increased learning and motivation." (Wathall 143).

- When students know you care, students are more likely to try their best, try again when they fail, and trust in your guidance, lessons, and feedback.

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- Analytical, practical, and creative.

- These are 3 universal thinking styles.

- Differentiating instruction by balancing all of these styles allows strengths to be heightened and weaknesses to be accounted for equally.

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- This is a pre-test given before the lesson is taught.

- It identifies what the students already know.

- Provides feedback to the teacher for future planning.

- Can be used with previous data to create differentiated or whole class instruction.

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- This is the test normally given at the end of the unit.

- It identifies what the students have learned.

- Provides feedback to the teacher for future planning.

- Used to determine if a re-teach is needed or how well the lesson was taught.

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- Arranging the classroom can be beneficial for student collaboration and classroom management.

- It can also be helpful when delivering assessments.

- Placing the students equally apart helps maintain integrity.

- Having a test A and test B for the student's side by side of each other can help prevent cheating.

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- An evaluation by the student of their skills.

- They should be able to take accountability.

- The idea is to create self-motivated learners.

- They should be able to self-assess, self-monitor, and reflect to grow. This helps promote a growth mindset.

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- Assists in mathematical conversations.

- Encourages students to provide detailed questions and conceptual ideas.

- Students learn to ask and better understand open-ended questions.

- Students learn to explore topics through investigation and create ideas based on the interpreted evidence.