Post on 21-Feb-2016
description
transcript
Differentiation: An Overview
Sarah GoffTCE 549
What is Differentiation?
• Proactively teaching to the diversity in a classroom rather than the mean• Student characteristics• Readiness level• Varied groups, materials, pacing
• Multiple ways to learn and to demonstrate proficiency in essential content
“…an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students and small groups of students to maximize the learning opportunity for each student in a classroom” (Tomlinson, et al, p. 121).
Why Differentiate?
• Students thrive with moderate challenge• Teaching that engages interest promotes positive
learning traits• Students benefit from recognition of their unique
learning preferences and cultural practices
How Can Teachers Differentiate?
Knowledge of students
&Meeting individual
needs
Content
Product
Environment
Process
Knowing the Students
Student
Gender Age
Family
Ethnicity
/culture
LanguageSpeci
al needs
Academic
skills
Subject-
specific skills
Preferred
learning styles
Interests
Preparing an Environment for All Students
Representation in
• Visual displays• Languages• Curriculum
Accommodation for
• Disabilities• Cultural diversity
Differentiating Content
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
New Bloom’s Taxonomy
Tiered workcards example:
Lower complexity task:1. Label the sections in
this song with “A”s and “B”s, then determine if it is in binary (AB) or ternary (ABA) form.
2. Write a short rap on a topic of your choice. Choose binary or ternary form and label the sections with letters. Make sure your “A” section is in contrast to your “B” section (different words or rhythm).
Higher complexity task:
Compose a 12-bar melody in C major on the staff below in binary or ternary form. Make sure you can sing it (on solfege, or write in words if you’d like). Label the sections “A” and “B” and make sure they contrast with each other. Then evaluate your composition with the checklist on the next page.
Reviewing new content
Requires advanced musical skills
Applies understanding creatively without complex musical knowledge needed
Differentiating Process
Same goal for skill or knowledgeE.g. Basic activity might involve simpler research processNeeds to be fair in terms of time required
Tiering by
process
Groups can change for different activitiesGrouping by interest, learning preferenceGrouping by process needs, e.g. reading ability
Flexible
grouping
Assessment: Differentiating Product
• E.g. Project Menus• Students choose product they will use to demonstrate their understanding or
skill• Options could include written, visual, kinesthetic, verbal, or musical projects• May include different levels of complexity with a required number of basic or
advanced tasks
• E.g. Challenge Centers• Students move to different stations by choice or assignment• Can be varied by materials, reading level, learning preferences, or complexity
Applying Differentiation in the Music Classroom
• Naturally included in:• Instrumental parts of varied
difficulty• Soliciting student responses
of varying complexity• Variety of modalities• Centers and choices
• New ideas:• Pre-assessment essential• Flexible groups for
instrument study • Challenge level assignments
for rhythms• iPads to individualize pacing,
record for assessment