Differentiated Instruction and Technology

Third Grade Social Studies Curriculum

Englewood Cliffs, New Jersey

2004-2005

Teresa Perrotta, Educational Technology Coordinator

 

What is Differentiated Instruction? | Steps to DI | Sample Projects | References | Home Page

Good teachers explore and implement innovative teaching techniques to excite and make lessons meaningful to all students. We must go beyond the traditional styles of teaching and promote student exploration, problem solving skills, and good communication and collaboration skills with others. We must build a curriculum that includes the individual learner, subject matter and society to positively affect all students.

Differentiating instruction can provide multiple ways to connect with all students. According to Theodore Sizer, “The fact that students differ may be inconvenient but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards and fairness to kids.” In a differentiated classroom, teachers act as facilitators and promote student learning by creating a positive-risk free environment, establishing cooperative learning groups, and providing choices for students to complete various tasks and activities. By providing rubrics or checklists, students can complete projects and activities easily and be accountable for their work. Developing a positive classroom environment includes the teacher’s expectations and enthusiasm for students. Displaying an interest in student goals and outcomes will have a lasting positive effect on the student’s social behavior and interaction between others. (Gregory and Chapman, 2001)

Teachers should value diverse learning and try to incorporate differentiated instruction in their classroom environment. Teachers should not only understand and demonstrate content and pedagogy, but also understand how the brain learns. By providing a rich foundation for each individual learner and using different subject matter to broaden their experiences, students will be able to contribute and engage in our ever-changing society.
Below is a table that describes the five steps towards creating and maintaining a differentiated classroom. (Theroux, 2004)

There are several steps to differentiate instruction. It is necessary that teachers identify each learner’s style, modify or enhance the curriculum to meet the needs of all learners, promote high levels of critical thinking and challenging questions, assign activities geared to different learning styles, provide students with choices about how and what they learn, integrate technology into the curriculum, and provide multiple on-going authentic assessments. (Eaton, 1996)

What is Differentiated Instruction? | Steps to DI | Sample Projects | References

Differentiated Instruction Steps and Chart

In order to create a differentiated classroom, the teacher must:

1. Identifies students' learning styles and multiple intelligences	2. Develops a positive classroom environment	3. Modifies and enhances the curriculum, creates student groups and uses many resources to meet all students' needs	4. Infuses technology to support the curriculum	5. Creates on-gong Authentic Assessments
Auditory - listening	Teacher creates a positive, risk-free environment	Teacher acts as a facilitator in the classroom	WebQuests: Problem Based Learning-solve real-world problems; Higher level of Blooms	Rubrics
Visual - seeing, reading and visualizing	Teacher displays enthusiasm and excitement	Teacher gives students choices to complete activities and projects	Kidspiration and Inspiration: Brainstorming; Concept Mapping; Graphic Organizers; and Venn Diagrams	Journals
Kinesthetic - moving, touching, writing and doing.	Teacher motivates and encourages students to take risks and answer questions	Uses multiple resources	The Internet: Collect and analyze data; Interactive Sites	Portfolios
Multiple Intelligences:	Cooperative learning groups	Incorporates the Higher Levels of Blooms Taxonomy: Problem Based Learning	Create slide shows and presentations in Powerpoint and Hyperstudio	Surveys
Linguistic intelligence	Sharing groups	Utilizes Graphic Organizers to organizes information and see relationships in content information	Digital Storybooks	Checklists
Logical-mathematical intelligence	Buddy/ Partners	Creates Learning Centers	Brochures and Catalogues in Publisher	Interviews
Spatial intelligence	Play music during class	Establishes Reading Buddies and Sharing Buddies	c	c
Bodily-Kinesthetic intelligence	c	Creates Learning Contracts with students	c	c
Musical intelligence	c	Compacting Curriculum	c	c
Interpersonal intelligence	c	Flexible Grouping	c	c
Intrapersonal intelligence	c	Tiered Curriculum	c	c
Naturalist intelligence	c	c	c	c

What is Differentiated Instruction? | Steps to DI | Sample Projects | References

Sample Projects

 

Unit 1: People Build Communities | Unit 2: Communities Have History | Unit 3: Communities At Work |

Unit 4: Communities Have Governments | Unit 5: Many Cultures, One Country