Differentiated+Instruction

To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
 * __Differentiated Instruction__**

[|www.anderson4.k12.sc.us/curr/Differentiated_Instruction.htm] [] [] Video:[]


 * __Menu Choice Board__**

[] http://daretodifferentiate.wikispaces.com/Choice+Boards

The theory of multiple intelligences was developed in 1983 by Dr. Howard Garner. Dr. Garner suggested that I.Q. tests measure primarily verbal, logical-mathematical, and some spatial intelligence. Believing that ther are many knids of intelligence that are important aspects of human capabilities, he proposed that individual has eight intelligences: verbal - linguistic, mathematical - logical, musical, visual spatial, bodily - kinesthetic, interpersonal, intrapersonal, naturalist.
 * __Multiple Intelligence__**

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__**Learning Styles**__ Learning style is defined as the way that information is processed. Most children show a preference for one of the following learning styles: visual, auditory, kinesthetic. [] __[|**http://www.ldpride.net/learningstyles.MI.htm**]__ [] [] Video: []

Tiered Instruction is the teaching of one concept and metting the different needs of the students. Tiered Instruction makes sure that the needs of all students are met. __[|**www.anderson4.k12.sc.us/curr/Differentiated_Instruction.htm**] [|**www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs/ppts/TieredInstr.ppt**]__ Video: []
 * __Tiered Skills Lesson__**

Scaffolding refers to the idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to a new subject. Scaffolding techniques can include displaying graphics, activating prior knowledge, modeling an activity beforehand, and introducing motivational techniques to pique student interest. [] [] [] Video: []
 * __Scaffolding__**

__**Remediation/Enrichment**__ [|www.eric.edu.gov] []
 * __[|www.learningpt.org/promisingpractices/list.php]__**
 * __[|www.teachervision.fen.com]__**


 * __Tic-Tac-Toe Assignment__**

[|**http://www.uwm.edu/~edyburn/tictactoe.html**] [|**http://www.webpages.uidaho.edu/~mbolin/f-smith.htm**]

__**Culturally Responsive**__ Culturally responsive teaching is using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them.

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 * __[|www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm]__**

Cubing is a differentiation strategy in which a cube is used to present students with choices during lessons. The teacher plans several different activities for an instructional unit. The teacher can allow all students to use the same cube or create different cubes for different students or groups. The students can be assigned to groups based on their learning styles, interest, and/or readiness. The cubing strategy is an excellent way to motivate students while differentiating instruction. [] [|**www.litandlearn.lpb.org/strategies/strat_cubing.pdf**] []
 * __Cubing__**

[|See links on my web site about DI]
 * Differentiated Resources from Dr. Carr**


 * Presentation on Differentiated Instruction** [[file:Differentiated Instruction EMAT621 Su09.pdf]]
 * Handout #1 Grades K-2 Ideas for DI Part 1**[[file:Handouts Differentiated Instruction K-2 Day 1 2009.pdf]]
 * Handout #2 Grades K-2 Ideas for DI Part 2**[[file:Handouts Differentiated Instruction K-2 Day 2 2009.pdf]]
 * Handout #3 Grades 3-5 Ideas for DI Part 1** [[file:Handouts Differentiated Instruction 3-5 Day 1 2009.pdf]]
 * Handout #4 Grades 3-5 Ideas for DI Part 2**[[file:Handouts Differentiated Instruction 3-5 Day 2 2009.pdf]]