Differentiated Instruction

Anmerkungen:

• effective teaching that involves providing different students with different avenues to learning in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability

1. Affect/Environment

   Anmerkungen:

   • the climate or tone of the classroom
   1. Instructional Skills

      Anmerkungen:

      • knowing how to structure appropriate learning experiences for students
      1. Wait Time

         Anmerkungen:

         • pausing between asking a question and soliciting a response; allows time to reflect and for higher quality/confident answers
      2. Constructive feedback

         Anmerkungen:

         • providing students with next steps in order to help them reach their learning goals
      3. Questioning

         Anmerkungen:

         • student's thinking is stimulated, directed, and extended with guiding/prompting questions
      4. Accommodation

         Anmerkungen:

         • an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks
         1. ELL/ESL

            Anmerkungen:

            • English Language Learner; English as a Second Language - course for English learning
         2. IEP

            Anmerkungen:

            • the individualized education program; describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them
            1. PLAR

               Anmerkungen:

               • prior learning assessment and recognition; used to assess an individual's knowledge and skills in relation to specific criteria
            2. Special Education

               Anmerkungen:

               • educating students with special needs in a way that addresses their individual differences and needs
               1. LD

                  Anmerkungen:

                  • significant learning problems in an academic area
               2. SEAC

                  Anmerkungen:

                  • Special Education Advisory Committee; a committee of a school board or a school authority that provides important advice on special education - make recommendations to the board on any matter affecting the establishment, development and delivery of special education programs and services for exceptional students in a board
               3. IPRC

                  Anmerkungen:

                  • Identification, Placement, and Review Committee; identify exceptional pupils
               4. Exceptionalisties

                  Anmerkungen:

                  • patterns of strengths and needs common to groups of students
                  1. Behaviour

                     Anmerkungen:

                     • characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance
                  2. Communication

                     Anmerkungen:

                     • communicative limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement 
                  3. Physical

                     Anmerkungen:

                     • physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement 
                  4. Intellectual

                     Anmerkungen:

                     • intellectual limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement 
         3. CASL

            Anmerkungen:

            • Classroom Assessment for Student Learning; assessing to meet needs
      5. ZPD

         Anmerkungen:

         • the distance between the actual developmental level and the level of potential development 
         1. Gradual Release of Responsibility

            Anmerkungen:

            • I do, we do, you do; scaffolding for the student
            1. Guided, Shared, Independent

               Anmerkungen:

               • allowing students to observe how it is done, trying it together, and then performing on their own; taking students form "knowing about" to "being able to"
         2. Scaffolding

            Anmerkungen:

            • Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students
         3. GAN

            Anmerkungen:

            • Greatest Area of Need; area where student shows most weakness and needs to be developed
2. Process

   Anmerkungen:

   • how students take in and make sense of the content
   1. Strategies

      Anmerkungen:

      • learning experiences appropriately designed of learners of different needs
      1. Bansho

         Anmerkungen:

         • process of organizing, displaying, annotating and discussing solutions for mathematical problems 
      2. Inside/Outside Cirle

         Anmerkungen:

         • technique that gets students up and moving; one of the circles remains stationary while the other moves, stoping when prompted to discuss content/have a discussion about what was learned
      3. Use of Technology

         Anmerkungen:

         • active engagement and participation
      4. Direct Instruction

         Anmerkungen:

         • highly teacher-directed; effective for providing information; most commonly used
         1. Lecture

            Anmerkungen:

            • lecture is teacher-centred and student activity is mainly passive; the attention span of students may be limited
         2. Compare & Contrast

            Anmerkungen:

            • used to highlight similarities and differences between to things; classification
         3. Didactic Questions

            Anmerkungen:

            • questions tend to be convergent, factual, and often begin with "what," "where," "when," and "how." They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. 
         4. Guided & Shared

            Anmerkungen:

            • reading, listening, viewing, thinking
      5. Interactive Instruction

         Anmerkungen:

         • discussion and sharing among participants; students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments
         1. 3 Step Interview

            Anmerkungen:

            • a strategy where students take turns conducting interviews with peers in order to review content learned and synthesize
            1. Round Robin

               Anmerkungen:

               • a strategy where students synthesize information to determine most important points/facts
         2. Cooperative Group Work

            Anmerkungen:

            • promotes academic and social learning
         3. Think/Pair/Share

            Anmerkungen:

            • enables students to formulate individual ideas about a topic and share these ideas with another student
         4. Jigsaw

            Anmerkungen:

            • Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members
         5. Role Play

            Anmerkungen:

            • acting out characters in a predetermined situation
      6. Indirect Instruction

         Anmerkungen:

         • indirect instruction is mainly student-centered; high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses
         1. Mind Map

            Anmerkungen:

            • diagram used to visually outline information - can be used as a strategy for linguistic learners in order to organize thoughts
            1. Concept Map

               Anmerkungen:

               • graphical tool that shows relationships between concepts; can be used as a strategy for linguistic learners in order to organize thoughts
         2. Inquiry
   2. Experiential Learning

      Anmerkungen:

      • Experiential learning is inductive, learner centered, and activity oriented; the emphasis in experiential learning is on the process of learning and not on the product
      1. Narratives

         Anmerkungen:

         • defined point of view
      2. Field Trips

         Anmerkungen:

         • observational activity; structured and occurs outside of the classroom
      3. Experiments

         Anmerkungen:

         • experiencing an activity as it occurs; making predictions and observations about the process
      4. Surveys

         Anmerkungen:

         • questioning that allows students to determine how others might identify with a certain subject
3. Product

   Anmerkungen:

   • how students show what they know, understand, and can do
   1. Independent Study

      Anmerkungen:

      • method intended to foster development of individual student initiative and self reliance; guided by the teacher  
      1. Learning Log

         Anmerkungen:

         • integrates content, process, and personal feelings
      2. Journals

         Anmerkungen:

         • students write to learn; write about topics of personal interest
      3. Learning Contract

         Anmerkungen:

         • developing student responsibility by allowing them to pace themselvesaccording to the rate at which they can master the material
      4. Comprehension Questions

         Anmerkungen:

         • used as a form of checking for understanding to ensure mastery of content before moving
      5. Research Project

         Anmerkungen:

         • effective for for developing and extending language arts skills; practice reading for specific purposes, recording info, sequencing, organizing
4. Content

   Anmerkungen:

   • the information and ideas students tackle to reach their learning goals
5. Bloom's Taxonomy

   Anmerkungen:

   • is a classification system used to define and distinguish different levels of human cognition; used in the classroom to inform or guide the development of assessments(tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies.
   1. Application

      Anmerkungen:

      • using and applying knowledge; problem solving methods
      1. Knowledge

         Anmerkungen:

         • recall of information; discovery, observation, naming, locating information
   2. Comprehension

      Anmerkungen:

      • using old concepts to create new ideas; composing, imagining, predicting, combining
      1. Synthesis

         Anmerkungen:

         • using old concepts to create new ideas; composing, imagining, predicting, combining
   3. Analysis

      Anmerkungen:

      • Identifying and analyzing patterns; organizing ideas and recognizing trends
   4. Evaluation

      Anmerkungen:

      • Assessing theories; comparing ideas, solving, judging, rating
      1. Assessment

         Anmerkungen:

         • students are assessed before, during, and after learning- this informs of teaching and learning; within the UDL, assessment is
         1. For, Of, As
            1. Observation

               Anmerkungen:

               • bobservational notes can me made during the learning process to help guide student and to give the teacher an idea of where the student greatest area of need may be
            2. Correction
         2. Universal Design of Learning

            Anmerkungen:

            •  a set of principles for curriculum development that give all individuals equal opportunities to learn
            1. Multiple Means of Representation

               Anmerkungen:

               • the “what” of learning; earners differ in the ways that they perceive and comprehend information that is presented to them - provide options for representation
            2. Multiple Means of Action and Expression

               Anmerkungen:

               • the “how” of learning; earners differ in the ways that they can navigate a learning environment and express what they know - providing options for action and expression is essential
            3. Multiple Means of Engagement

               Anmerkungen:

               • the “why” of learning; learners differ markedly in the ways in which they can be engaged or motivated to learn - providing multiple options for engagement is essential.
6. Gardner's Multiple Intelligences

   Anmerkungen:

   • 7 distinct intelligences that learn in different ways; students learn in ways that are identifiably distinctive
   1. Spatial

      Anmerkungen:

      • individuals who think in pictures rather than in words; learn better visually 
   2. Auditory/Musical

      Anmerkungen:

      • Auditory learners would rather listen to things being explained than read about them. Reciting information out loud and having music in the background may be a common study method. Other noises may become a distraction resulting in a need for a relatively quiet place. 
   3. Interpersonal

      Anmerkungen:

      • understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
   4. Intrapersonal

      Anmerkungen:

      • understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
   5. Kinesthetic

      Anmerkungen:

      • Kinesthetic learners process information best through a "hands-on" experience. Actually doing an activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to understand. 
   6. Logical/Mathematical

      Anmerkungen:

      • a person's ability to reason, solve problems, and learn using numbers, abstract visual information, and analysis of cause and effect relationships
   7. Linguistic

      Anmerkungen:

      • refers to a person's ability to reason, solve problems, and learn using language.
   8. Visual

      Anmerkungen:

      • Visual learners learn best by looking at graphics, watching a demonstration, or reading. For them, it's easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation.