Workshop_Differentiation approaches

Switch out a reading about kids in England for a reading about kids in Viet Nam.

Choose the correct approach.

• Differentiation of content

• Differentiation of process

• Differentiation of product

Use pre-assessment to determine where students need to begin, such as: K-W-L chart and survey.

Choose the correct approach.

• Differentiation of content

• Differentiation of process

• Differentiation of product

• Develop activities that target auditory, visual and kinaesthetic learners.

• Choose the correct approach.

• Differentiation of content

• Differentiation of process

• Differentiation of product

Which one is an example of differentiating product?

• vary the length of time a student may take to complete a task in order to provide additional support for a struggling learner

• use Bloom’s Taxonomy to encourage thinking

• • use a wide variety of assessments

When a teacher differentiates, the 3 factors to consider individually or in combination are:

• Lesson topics, Peers and Interaction with teachers

• Interest, Genders and Environment

• Readiness, Interest and Learning profile

Teachers can differentiate classroom elements in relation to student needs.

True of False

• TRUE

• FALSE

True or False: In a differentiated classroom, teachers are continuously learning about how their students learn.

• TRUE

• FALSE

What are some ways of differentiation?

• Differentiation by outcome

• Differentiation by tasks

• Differentiation by teaching methods

• All are correct.

What is an example of differentiating content at the elementary level?

• Varying the length of time a student may take to complete a task in order to provide additional support.

• Using reading materials at varying readability levels.

• Allowing students to work alone or in small groups on their products.

What is an example of differentiating process or activities at the elementary level?

• Offering manipulatives or other hands-on supports for students who need them.

• Allowing students to choose the ways they want to present/ create their work.

• Using rubrics that match and extend students’ varied skills levels.