Differentiated Instruction

The Benefits of Centers By Chris Small

Defining Differentiated Instruction

Differentiating instruction is a process that matches student traits to instruction and assessment. It allows students to access the same classroom curriculum that are tailored to student needs. It is an instructional approach that encompasses a variety of teaching strategies.

Defining Learning Centers

Small areas set-up around the room that are designed for a specific learning activity. At each center, students focus on practicing and/or mastering a particular skill/concept while working in a cooperative or abiltity group. Centers can last between 20 minutes to 30 minutes.

Steps for Implementing Centers

1. 2. 3. 4. 5. 6. 7. Student assessment prior to center implementation Use effective classroom management techniques Differentiate the content and process Develop centers as part of the lesson planning process Clearly label your centers and provide schedules Provide clear procedures and instructions Assessing student progress

Student Assessment Prior to Center Implementation

1. Create a learning profile of each student in order to obtain: a. Valuable information about each students learning style and interests b. Strengths and weaknesses c. Personality traits to help with student grouping Once the teacher gathers each students learning profile, the teacher will be able to: a. Customize instruction for each center based on skill level b. Implement high interest centers based on Blooms Taxonomy

2.

Classroom management involves the organizational and decision-making skills teachers use to create a climate that encourages learning.

Grouping for Centers

1. Groups are diverse. 2. Groups can be based on ability and also based on common interests. 3. Should have three to four students per group. 4. Students in each group can work well together. 5. All students in a class are included in a group.

Classroom Management Strategies

1. 2. Students must use indoor voices The class develops centers rules and each student understands the consequences for their actions if a rule is broken Students are assigned a schedule that indicates exactly where and what they need to do Center stations and materials are clearly marked A team leader of the group oversees that each person has a task which can include passing out materials, cleaning up, and participating with the activity.

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Differentiating Content
Teachers need to differentiate student content by: 1. Using materials that match the students learning preference. 2. Using resources that are at a challenging independent level that is not too easy or too difficult 3. Using activities that are catered to the students interests.

Differentiating the Process needs to:

1. 2. 3. 4. 5. 6.

Be Interesting to the students Challenge the students thinking process Offer student choices Use the multiple intelligences Have hands-on materials Have tiered activities

Differentiating the Product

1. Students need to demonstrate what they have learned by: a. Creating projects (book reports, dioramas, making a game, building a model, etc.) b. Using multimedia c. Creating a skit or a song d. Using/making a graphic organizer e. Discussions (debates, generating a pros and cons list)

Examples for Differentiating the Content, Process, and Product

1. Reading/Writing Center (verbal, spatial, interpersonal and intrapersonal intelligences) a. Books, papers, and articles written by students b. Vocabulary word games made and played by students c. Using multimedia presentation tools d. Fiction/non-fiction books on a variety of topics that can be audio recorded by the students e. Creative writing tools: tape recorder, story starter cards, magazines that can be cut up for letters/images

Examples for Differentiating the Content, Process, and Product

2. Science Center (logical, naturalist, visual/spatial intelligences) a. Field guides, magazines, and science resource books b. Magnifying glass, microscope, and other science instruments/tools c. Teacher written index challenge cards that encourage the students to make hypothesis and conduct experiments d. Measurement devices e. Science based software

Examples for Differentiating the Content, Process, and Product

3. Music Center (musical, kinesthetic, and interpersonal intelligences) a. Students can develop a song based on poetry and tape record it b. Books of poems and stories that the students can set to music c. Computer with microphone, speakers, and earphones so the students can incorporate sound into multimedia presentations d. Students can make pantomime movements based on poems, songs, and lyrics

Examples for Differentiating the Content, Process, and Product

4. Math Center (logical, kinesthetic, interpersonal, intrapersonal intelligences) a. Puzzles and games (sequencing, patterns, inference, etc.) b. Math manipulatives c. Maps, charts, timelines, websites: how logical thinking relates to science and social studies d. Software games

Examples for Differentiating the Content, Process, and Product

5. Building and Painting Center (visual, kinesthetic, logical, and interpersonal intelligences) a. Materials for building, painting, and making things (glue, staplers, paper clips, cardboard, recyclables, clay, etc.) b. Students are encouraged to make board games, murals, dioramas, etc. (based on their curriculum content)

Examples for Differentiating the Content, Process, and Product

6. Performance Center (visual, kinesthetic, interpersonal, musical intelligences) a. Materials such as wigs, costumes, cassette/CD player for music, and props b. Students perform a play or a short by either creating their own story or use a story from class c. Students may use a combination of each of the subjects to devise their own play (example: they could use terminology from their science, math and social studies and use it with a story from their reading class

Teachers Role in Differentiated Assessment

The teacher provides formal and informal feedback that is immediate and ongoing throughout the students entire learning process. This will help provide the support the students need as well as altering the instruction to fit the direct needs of each student.

Students Role in Differentiated Assessments

Students must take an active role in evaluating their assignments. This will enable the students in taking more ownership with their learning as they develop an increased understanding of the criteria as they are a part of the entire learning process.

Post Centers Assessments

1. 2. 3. 4. 5. 6. Class created rubrics Learning Contracts Activity Logs Self-evaluation form Peer assessments journal assessments

In Conclusion
The use of centers is an effective way to not only help differentiate our instruction, but to also improve the students cooperative learning skills. In todays world of electronics, students need more than ever to work with their peers to fine tune their social skills while working together to problem solve. Centers is truly an instructional approach that drives the students learning both academically and socially.