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EDPY301 Study Guide - Final Guide: Differentiated Instruction, Scaled Composites Tier One, Task Analysis


Department
Education - Psychology
Course Code
EDPY301
Professor
Amy Thomas
Study Guide
Final

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1. Introduction
Inclusion
-The goal of inclusive education is to provide all students with the most suitable learning
environments and opportunities for them to best reach their potential to ensure that regardless of
ability, disability, language, cultural background, gender or age, all students feel a sense of
belonging and receive a quality education
-The movement advocates the right of students with disabilities to be educated in the ‘least
restrictive environment’ which has led to a rise of students with disabilities being educated in
general education classrooms as opposed to segregated classrooms or specialized schools.
Classroom Diversity
-Todays classrooms comprise a wide diversity of students who are coming to school with
-limited proficiency in the language of instruction,
-learning disabilities, attention deficit disorders, or other disabilities,
-“at-risk” factors due to poverty(Low SES) or coming from culturally or linguistically
different backgrounds
Multi-tiered Response to Intervention Model
-One teacher must now teach all students instead of sending a student for more support to
someone else.
-Tier one: 80% of your students will understand what you teach in the first go. “High quality
learning opportunities and supports for all students”
-Tier two: 15% of your students need small group instruction to support those who are still
unsure. “Targeted, specific prevention and interventions for students at risk of academic failure.”
-Tier Three: 5% of your students will need one on one instruction. “Intensive, individual
interventions for students who have insufficient response to intervention in the first two tiers”
2. Differentiated Instruction (DI)
Key Points:
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Differen
tiation
Product
(Output)
Proce
ss
(How
?)
Cont
ent
(Inpu
t) According to
the Students
Interest
(What
engage
s the
Student
)
Readin
ess(Wh
at
student
already
knows)
Learni
ng
Profile
(How
does
the
studen
t learn)
What is and isn’t differentiated instruction?
-DI provides students with multiple options for taking in information, making sense of ideas, and
expressing what they learn
-DI is NOT individualized instruction
-DI offers several avenues to learning, but it does not assume a separate level for each learner
-It is understanding that there are many ways to learn, recognizing that students learn differently,
and providing students with opportunities to learn in ways that work best for them
-DI is NOT chaotic
-DI is NOT just another way to provide homogenous grouping- when students are consistently
grouped the same way, generally by ability and the groups are almost always teacher-selected
-In a differentiated classroom, the teacher used flexible grouping, which accomodates students
who are strong in some areas and weaker in others
-Sometimes, the teacher assigns students to groups so that assignments are tailored to student
need, and in other instances, students form their own working groups
-That is, the teacher uses many different group configurations over time and students experience
many different working groups
-DI is NOT “Tailoring the same suit of clothes” or micro differentiating
-Many teachers think that they differentiate instruction when they ask some students to answer
more complex questions or grade some students harder than others. DI is more than his
Why differentiate instruction?
-There is diversity in the classroom. Will have struggling learners, grade level learners and
advanced learners. All require rich learning experiences that challenge them
What is meant by differentiating content, process, and product? Based on interest, learning
profile, and readiness?
-Content- What we want the student to know
-Process- Sensemaking
-Product- How students demonstrate what they’ve learned
What is the difference between accommodations and modifications?
-Accommodations: HOW. Change how a student is taught and how he or she is assessed.
-Modifications: WHAT. Change to what a student is taught. Change difficulty level. Team decision
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Differentiated Instruction
-Students have multiple options for taking in information, making sense of ideas and expressing
what they learn
Differentiated Classroom
-Provides different avenues to acquiring content, to processing or making ideas, to develop
products so that each student can learn effectively
DI
-Teachers response to learners needs, guided by general principles of differentiation such as
respectful tasks, flexible grouping, and ongoing assessment and adjustment. Teachers can
differentiate content, process and product according to a students readiness, interests and learning
profile through a range of instructional and management strategies such as multiple intelligences,
tiered lessons and format.
DI is NOT:
-Individualized Instruction
-Chaotic
-Just another way to provide homogenous grouping
-Just “tailoring the same suit of clothes”
DI is:
-Proactive: Different learners have different needs. Teacher must be proactive in planning to get at
and express learning
-More Qualitative than Quantitative: Can’t just give some students more or less work. Must adjust
the nature of the assignment to match student needs
-Rooted in Assessment: Routine Assessment in a variety of ways. Have to understand where their
students are in assessment and the base learning opportunities for them
-A way to provide multiple approaches to content, process and product: By differentiating content,
process and product, teachers offer different approaches to what students learn (Content), how
they learn it (Process) and how they demonstrate what they have learned (product)
-Student Centered: Not all students find the same avenues to learning
-Blend of whole class, small group and individual instruction
-Organic: Teaching is evolutionary. DI is dynamic adjustments can be made to help throughout
Words of Wisdom for DI
-Not every day
-Provide opportunity
-Focus on the essential questions
-Take a risk and have fun
-Start small
-Think about Assessment
-Make Conscious decisions
-Take the lead
-Start with something you already do
-Work with colleagues
Rationale for differentiating instruction
-There is a wide variance in any group of learners
-There is no substitute for high quality curriculum and instruction in classrooms
-We fair unless we build bridges between the learner and learning
Advanced Learners
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