LE3-3 - Differentiated Instruction

 Differentiated Instruction

While   Universal   Design   for   Learning   provides   the   teacher   with   broad  principles   for   planning,  differentiated   instruction   allows   teachers   to   address  specific   skills   and   difficulties. (Adapted   from   Raynal   &   Rieunier,  1998) 

To   differentiate   instruction   is   to   recognize   students’   varying   levels   of  background   fknowledge,  readiness   to   learn,  language   ability,  learning  preferences,  and   interests,  and   to   react   responsively.  (Adapted   from   Hall,  Strangman,  &   Meyer,  2003,   pp.   2–3) 

Notes: 

Zone of Proximal Development is considered with DI.

Scaffolding, tailoring instruction for individual learning.

Multiple intelligences come into play.

Learning Area for Case Study (Social Skills or Numeracy)	Content (what students will learn, when they will learn it)	Process (types of tasks and activities for learning)	Product (outcomes to demonstrate learning)	Affect / Learning Environment (context for learning and demonstrating learning)
Social Skills	i.e., Reading facial cues of a peer, improving social relationships, social problem solving	-Identify 3 types of facial expressions from models. -Explicit teaching of facial expression recognition. -Model the appropriate identification of a facial expression/recognition through “think alouds.” -Cue student for transfer and generalization -What is expected in different social situations (e.g., with family, at school)	-Role play scenarios that elicit facial expressions and then identify the appropriate emotion -Social stories, drama activities -Art activities -Oral conferencing, discussion	-Small group explicit instruction -Peer partners  -Predictable schedule -Warnings before transitions -Use of safe place for student to retreat when feeling overwhelmed
Numeracy	i.e., reading charts and graphs, geometry, estimating, time	-Use of manipulatives -Teach using organizers, checklists -Repeated tasks   -Exposure to different strategies -Make it real so the student understands the why	-Oral demonstration using manipulatives -Provide choice in how they show what they know -Use assistive technology tools	-Small group explicit instruction and guided practice with oral explanations -Cooperative learning groups/centers with varied skills levels and talents