To get a starting ground on what we know about differentiated instruction please answer the following questions:
In your own words define differentiated instruction.
How frequently do you use differentiated instruction?
What are some examples of how you have used differentiated instruction in your classroom?
What do you hope to gain from this book study?
I define differentiated instruction as modifying instruction to suit the needs of an individual, a group, or a class of students. It involves using various types of instruction to best assess the types of learning styles for students, depending on any special needs, weaknesses, or strengths.
ReplyDeleteI would say that I use it on a weekly basis, sometimes daily, but that depends.
Some examples include reading bellwork or literature to the students, answering questions with the students, finding resources (i.e. texts that read to them for novels/stories or websites that pronounce word for them like m-w.com), or sometimes I create different types of assessment (multiple choice instead of completion).
I hope that I gain ideas on how to better suit the needs of my students. I want them to be more successful - independently though without me feeling like I spoon-feed them.
In my opinion differentiated instruction is providing a variety of presentations to your students in order to reach as many different learning styles as possible, be it visual, auditory, or kinetic and engage them as much as possible.
ReplyDeleteI probably use 3 types of instruction in a week's time. Sometimes more, sometimes less.
Some of the types of differentiated instruction I use are I try to allow them to do some reading for information to increase literacy, lecture for auditory learners, and I am like to use Project Based Learning units in order to both challenge them to learn in a different format but also give them an idea of a real world job situation.
I hope to learn more about how to better incorporate differentiated instruction to better reach all types of learners in my classroom.