a Lisa Batkiewicz 16 éve
257
Ch1DefiningDifferentiatedInstruction
Concept map for chapter 1 of How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson
Ch. 1: Defining "Differentiated Instruction"
Blends whole class, small group and individual instruction.
Multiple Approaches
content, process, product
NOT "tailoring" basic assignments
Find appropriate assignments rather than "fit" the same assignment to every learner.
NOT 70s Individualized Instruction
Differentiation recognizes the importance of mixing whole class, small group and individual instruction.
70s "individualized instruction" makes learning fragmented and irrelevant.
Individual assignments for each student becomes exhausting for teacher.
NOT Chaos
"purposeful movement" not "disorder"
Organic
"way of life"
Teachers constantly looking for ways to make instruction better for all.
Teachers collaborate with students to learn how to teach them better.
Student Centered
engaging, relevant, interesting
Teach students to take repsonsibility for their own learning.
Learning is built upon prior knowledge.
Rooted in Assessment
Assess for learning.
takes place during unit to determine readiness, interest and modes of learning
opportunities for students to share what they understand
Qualitative
Challenging work rather than more work.
Proactive
Plan different learning "options" ahead of time.
NOT a way to heterogeneously group students
"fluid" not "fixed"
"Flexible Grouping" that focuses on strengths and weaknesses of students
