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Differentiated Instruction Notes

Concrete vs. Abstract


Learning Styles
Level of vocabulary (e.g. communicative vs. academic)
Group with a purpose (mix or similar levels)
Differentiate the task groups have easier/more difficult yet important tasks
Use motivational Strategies
o Extrinsic; intrinsic; task management; cooperative, competitive,
individualistic; ego involvement
Use leveled questions
Select resources for differentiation
(Source) TESL 36: EAL Literacy. Module 6: The K-12 Learner

Classroom Differentiated Instruction


Environment
Utilize key visuals: sketches, diagrams, graphic organizers
Supportive
Use realia (authentic objects)
environment
Print-rich with, Rephrase or repeat key concepts
many visuals Lesson delivery: speak clearly, use intonation, volume, and
Reference pauses to aid meaning
charts Wait timeallow longer pause time for response
Logical Model and provide varied examples such as language
organization structures, patterns, procedures, finished products, and so on
High Check for comprehension
expectations
Access prior knowledge
Explicitly link prior learning and background knowledge to
new learning
Use questions and interactions to support and guide student
Organization to deeper understanding and learning
Scaffold key concepts
Grouping is
purposeful Provide multiple opportunities to demonstrate understanding

Pacing is Utilize formative assessment


appropriate
Be sure students are engaged
Meaningful,
Expect success for all students
independent work

Scaffold:

Verbally Procedural Instructional


i. Paraphrasing i. SQP2RS (Squeepers) i. Graphic Organizer
ii. Think-aloud(s) ii. Survey (preview, scan), 1. Venn diagrams
iii. Reinforcing question (what Qs do we 2. Timelines
contextual have for the text and what 3. Flow charts
definitions will be find out), predict, 4. Semantic mapping
iv. Providing read, respond, summarize ii. Digital Storytelling (126)
correct iii. GIST (Generating iii. Reciprocal Teaching (Large
pronunciation Interactions between groups do this on their
by repeating Schemata and Texts) own; after learning
v. Speech pace strategies)
and pauses 1. Predicting
vi. Directed 2. Questioning
Reading- 3. Clarifying
Thinking 4. Summarizing
Activity: iv. Question-answer
Predicting and Relationships
1. Students understand
high-order
relation of complex
thinking
questions
questions
v. Pre-Questioning
http://block3strategies.weebly.com/sqp 1. Students write their
2rs.html own research questions
before using the
internet.
vi. Questioning the author

Differentiated Assessment Notes

Review
o Vocabulary (word splash, apply vocabulary, etc.)
o Content (summarize, graphic organizers, etc.)
Blooms Taxonomy

1. 2. 3. Apply 4. Analyze 5. 6. Create


Remember Understand Evaluate
a. Recogni a. Interpreti a. Executing a. Differentia a. Checki a. Generat
zing ng b. Implemen ting ng ing
b. Recallin b. Exemplif ting b. Organizin b. Critiqu b. Plannin
g ying g ing g
c. Classifyi c. Attributing c. Produci
ng ng
d. Summari
zing
e. Inferring
f. Compari
ng
g. Explainin
g
o Four Levels of the Depth of Knowledge Model
1. Recall
2. Skill/Concept
3. Strategic Thinking
4. Extended Thinking
Focus on language skill:
o Advanced: using numerous skills at once
o Beginner: Have more time to work on one skill before moving onto the
next
Aid
o Translator
o Partner/group
o Scaffolding
Change assessment task (still based on outcome)
o Make it a RWT
o Connect to self/interests

Sources:
SIOP Model
a. he Depth o