INSET on MultiTeaching Strategy

A Concept Map for Differentiating Instruction

Differentiation of Instruction is a teachers response to learners needs guided by general principles of differentiation, such as respectful tasks flexible grouping Teachers can differentiate Content Process According to student Product ongoing assessment and adjustment

Readiness

Interests Through a range of instructional and management strategies such as

Learning Profile

multiple intelligences jigsaw taped material anchor activities varied texts

tiered lessons tiered centers small group instruction group investigation orbitals

4MAT varied questioning strategies interest centers interest groups varied homework

literature circles

independent study

complex instruction

What is Differentiated Instruction?

Its teaching with student variance in mind. Its responsive teaching rather than one-size-fits-all teaching. Its a teacher reacting responsively to a learners needs. Its shaking up the classroom so students have multiple options for taking in information, making sense of ideas, and expressing what they learn. It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and / or how they will show what they have learned in order to increase the likelihood that each student will learn as much as possible.

Lesson Plan Template

Date Class Teacher Objective: VSC Standard : Materials : Prior Knowledge :

Topic Type of lesson

Countdown/ Warm-up : Mini Lesson : Work Session: Summary:

Homework:

Brief Constructed Response (BCR)

A brief constructed response question or item requires the student to write a brief constructed response. The question assesses the students comprehension of factual knowledge.
The BCR should take the form of a short essay (one or more paragraphs) and should be written within a 3 to 5 minute period.

In formulating a BCR, the student demonstrates his/her ability

to put together ideas to write a description or an explanation to make comparisons to make contrasts to define to select evidence that will support ideas (justify) to identify advantages and disadvantages to analyze charts, illustrations, data.

A BCR Item Usually has 3 Parts:

Question - directly asks the student for information, or

for an explanation.
Follow up

- may include the higher level thinking

component
Reminder
- include details and examples to support

your answer

Example of BCR

Look at the figure below. A

Step A. Construct a line segment congruent to line segment AB. Label your segment CD. Answer: Step B. Use what you know about measuring, geometry, and congruency to explain the process you used to ensure that your constructed line segment was congruent to line segment was congruent to line segment AB. Answer :

Extended Constructed Response (ECR)

This item can be used to measure the students ability to analyze and respond to complex situations. The response is in the form of a paragraph of prose or a display of visual and/ or verbal material. It gives students the opportunity to generate an extended response to a question or other stimulus.

1.
2.

3. 4.

5.

Clearly tell students what they are to do and what is expected of them. Clearly tell students where they are to write their response. The amount of space provided on the answer document should be appropriate for the length of the expected response. Use simple but authentic vocabulary and good sentence structure. It should be clear and concise. Identify the information of material that students should use when preparing their response. It should focus the students attention on the particular area of knowledge or to the specific aspect of the stimulus material that the students should use . Provide proper cueing to direct the students thinking and identify expectations.

The item should:

Example of ECR

Look at the figure below. 37cm 48cm 26 cm Step A. If the perimeter of the quadrilateral above is 170 cm, what is the length of the fourth side? Answer: Step B. Explain how you found your answer. Use what you know about perimeter in your explanation. Use words, numbers, and/or symbols in your explanation. Suppose the perimeter of the quadrilateral increases to 202 cm. Explain how much the length of each side would have to increase if the length of all four sides increased by the same amount. Use words, numbers, and/or symbols in your explanation.

Thank you!!!