Differentiated Instruction
MY PURPOSE
Let me help you find an even BETTER way to teach your peers and colleagues. Your message is critical and you have been chosen for your expertise. By providing you the tools needed to reach multiple learning styles, your message will be clearer, longer lasting, reach more of your peers, and have greater impact than ever before.
Differentiated Instruction (DI) is grounded in an understanding of HOW people learn. Instruction begins with an assessment of what students already know, and builds new concepts on their existing knowledge. Differentiation provides students with varied experiences to engage with content. A differentiated teaching style offers multiple ways for learners to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (Tomlinson, 2001). Technology supports classroom strategies by creating new routes to learning, addressing multiple learning needs, and providing forums for individualized access to content and expression.
Key Research Findings Intelligence is not a fixed quantity, but can be amplified through rich learning experiences. Vigorous learning actually changes the physiology of the brain (Caine & Caine, 1991).
Students learn best when presented with moderate challenges—not so difficult that the learner feels threatened, and not so simple that the learner "coasts" through without having to think deeply or solve new problems (Bess, 1997; Czikszentmihalyi, Rathunde, & Whalen, 1993; Tomlinson, 1999).
Struggling learners are seldom well-served by homogeneous grouping (Oakes, 1985; Slavin, 1987, 1993). However, advanced learners can benefit from accelerated classes (Kulik & Kulik, 1991). In effective homogeneous classrooms, the needs of all learners are specifically and systematically addressed (Tomlinson, 1999).
Anchoring activities help teachers manage class time and by creating meaningful activities that students work on independently—at the beginning of class, when students are finished with assignments, or when waiting for help (Tomlinson, 2001).
Topics for Implementation by Educational Engineers:
How to differentiate standards-based instruction.
Strategies to engage students in setting their own learning goals.
Building on what students know.
Engaging multiple learning styles.
Using grouping wisely.
Teaching skills for success.
Providing opportunities for student choice.
Varying assessment strategies.
Facilitating successful knowledge of content material.
Let me help you find an even BETTER way to teach your peers and colleagues. Your message is critical and you have been chosen for your expertise. By providing you the tools needed to reach multiple learning styles, your message will be clearer, longer lasting, reach more of your peers, and have greater impact than ever before.
Differentiated Instruction (DI) is grounded in an understanding of HOW people learn. Instruction begins with an assessment of what students already know, and builds new concepts on their existing knowledge. Differentiation provides students with varied experiences to engage with content. A differentiated teaching style offers multiple ways for learners to access content, to process and make sense of the concepts and skills, and to develop products that demonstrate their learning (Tomlinson, 2001). Technology supports classroom strategies by creating new routes to learning, addressing multiple learning needs, and providing forums for individualized access to content and expression.
Key Research Findings Intelligence is not a fixed quantity, but can be amplified through rich learning experiences. Vigorous learning actually changes the physiology of the brain (Caine & Caine, 1991).
Students learn best when presented with moderate challenges—not so difficult that the learner feels threatened, and not so simple that the learner "coasts" through without having to think deeply or solve new problems (Bess, 1997; Czikszentmihalyi, Rathunde, & Whalen, 1993; Tomlinson, 1999).
Struggling learners are seldom well-served by homogeneous grouping (Oakes, 1985; Slavin, 1987, 1993). However, advanced learners can benefit from accelerated classes (Kulik & Kulik, 1991). In effective homogeneous classrooms, the needs of all learners are specifically and systematically addressed (Tomlinson, 1999).
Anchoring activities help teachers manage class time and by creating meaningful activities that students work on independently—at the beginning of class, when students are finished with assignments, or when waiting for help (Tomlinson, 2001).
Topics for Implementation by Educational Engineers:
How to differentiate standards-based instruction.
Strategies to engage students in setting their own learning goals.
Building on what students know.
Engaging multiple learning styles.
Using grouping wisely.
Teaching skills for success.
Providing opportunities for student choice.
Varying assessment strategies.
Facilitating successful knowledge of content material.
Mission Statement
Educational Engineers provides high-quality, relevant, and varied educational training and opportunities for the intellectual, cultural, and personal growth of all members of the community. Educational Engineers values its role as an personal source of insight, expertise and educational experience responding to the complex needs of those it serves.