EDPY301 Lecture : DI 1.1a
6 Feb 2019
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DI 1.1a
Learning outcomes for DI part 1.1a include:
● Defining differentiated instruction and identifying the key elements DI.
● Describing what differentiated instruction is and what it is not.
What is differentiated instruction? At its most basic level differentiated instruction means
“shaking up”
what goes on in the classroom so that students have multiple options for taking in
information, making sense of ideas and expressing what they learn.
Differentiating instruction has the potential to create learning environments that maximize
learning and increase success for all students, regardless of skill level or background. A
differentiated classroom provides different avenues to acquiring content, to processing or
making sense of ideas, and to developing products so that each student can learn effectively. In
a differentiated classroom commonalities are knowledge and built upon, and student differences
become important elements in teaching and learning.
Differentiated instruction is the teacher’s response to learners needs guided by general
principles of differentiation which include:
● respectful tasks
● flexible grouping
● And ongoing assessment and adjustment.
Teachers can differentiate content, process, and product
according to student's readiness,
interest, and learning profile
through a range of instructional and management strategies.
This module will be framed around this flow chart. Part 1 will focus on the first tier the general
principles of differentiation that is
● respectful tasks
● flexible grouping,
● and ongoing assessment and adjustment
Part 2 will focus on explaining approaches to differentiating content, process, and product
to
respond to learner needs.
Part 3 will explain how to use students readiness interest and learning profiles to differentiate
content process and product
although our major focus will be on readiness.
To provide overview of differentiated instruction or DI it is important to point out with DI is not.
Differentiated instruction is not individualized instruction. DI offers several avenues to learning
but it does not assume a separate level for each learner. It is understanding that there are many
ways to learn recognizing that students learn differently and providing students with
opportunities to learn in ways that work best for them. DI is not chaotic. Effective differentiated
Document Summary
Defining differentiated instruction and identifying the key elements di. Describing what differentiated instruction is and what it is not. At its most basic level differentiated instruction means. Shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas and expressing what they learn. Differentiating instruction has the potential to create learning environments that maximize learning and increase success for all students, regardless of skill level or background. A differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively. In a differentiated classroom commonalities are knowledge and built upon, and student differences become important elements in teaching and learning. Differentiated instruction is the teacher"s response to learners needs guided by general principles of differentiation which include:
