produced by
Timothy Clapper
TC
Curriculum & Instructional Design, LLC (Home)
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Introduction:
- This
teaching guide will help you align objectives with the learning
environment.
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Aim:
- This lesson
is designed to help learners develop a better understanding and
practical application of Differentiated Instruction (DI).
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Rationale:
- WebQuests
and Curriculum Webs offer the learner similar features found in
components of Differentiated Instruction (DI) including addressing
the needs of various types of learners.
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- They provide
an appropriate setting for inquiry-based learning while enhancing
the DI process itself.
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General Goals:
- To introduce
and allow further depth should the learner be so inclined into
the components and reasons for DI.
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Subject-matter:
Learning to differentiate instruction involves the exploration
and use of a variety of components and strategies including:
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Addressing Learning Styles |
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Addressing the Multiple Intelligences |
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Varying the Content of the lesson to address the levels of the learners |
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Using a variety of assessment tools to gauge understanding |
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Learner Description:
- Pre-service
or inservice teachers, or others wishing to advance their knowledge
of DI and it's application in the classroom.
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Prerequisites:
Teachers should be "user-able" of the following items:
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- Basic knowledge
of Microsoft Word
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- Basic understanding
of Internet including browsing skills
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Learning objectives:
Upon completion of the lessons in this module, participants will
be able to:
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State or apply the major components of Differentiated Instruction |
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• Use tools for assessing and recognizing learning styles and
multiple intelligences |
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Explain how various forms of assessment may be used to track student
knowledge |
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Apply strategies to their own lesson plans |
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Materials:
- An internet-linked
computer lab with one computer per participant (or one to be shared
by pairs of participants).
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- An instructor
station with projector.
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- Microsoft
Office® 2007 as well as Adobe Reader installed on each computer.
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Instructional
plan:
- The primary
outcome of will be the development of a better understanding of
Differentiated Instruction.
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- The modules
should be viewed in sequence.
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- This lesson
may be used over a period of three to four days depending on the
depth of understanding and application of the target audience.
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- The lesson
may be conducted alone, in teams, or part of a group.
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Plan for assessment
and evaluation:
- Each session
will include a "session goal “of assessing and applying
the knowledge in some fashion.
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- Activities
and/or questions will be included to determine whether the participant
has achieved the session goal. Participants who do not achieve
the session goal will be encouraged to work on the goals on their
own or to seek the help of the instructor or other participants.
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- Participants
who have not yet met the "session goal" of any previous
sessions will be asked to schedule a time to receive additional
help and may email the developer for additional assistance.
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Key words
and terms:
| Differentiated
Instruction |
| Varied
Assessments |
| Learning
Styles |
| Multiple
Intelligences |
| Gifted
Student |
| Varied
Content |
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Glossary
| Differentiated
Instruction- A way of teaching and learning that incorporates
a variety of instructional strategies including assessments to address
student learning. |
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| Varied
Assessments- Using a variety of assessments which assist
with determining what is oe has been learned with or after a learning
experience. |
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| Learning
Styles- Suggests that learning can occur through three modalities
including visual, auditory, and tactile/kinesthetic as found in the
Dunn and Dunn Model (1978). |
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| Multiple
Intelligences- Based on the theory of multiple intelligences
by Howard Gardner (1983, 1999) which suggest that people may be intelligent
in at least eight different ways including: linguistic, logical-mathematical,
spatial, bodily-kinesthetic, musical, interpersonal and intrapersonal.
Later, in 1999 he added an eighth, the naturalistic intelligence. |
| Gifted
Student- Gifted and/or talented students are motivationally
and perceptually intellegent youth often not challenged by the standard
curriculum and often are advanced for their grade level |
| Varied
Content- Adjusting the content of the curriculum to meet
the learner needs while staying in compliance with objectives and
established standards. |
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