A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
12. Understanding the Needs of Advanced Learners It is crucial to avoid boredom and mental laziness in advanced students Constantly challenge them Caution! Advanced learners are at risk of becoming: Perfectionist Depleting their self-efficacy Lack coping skills
15. Teachers who differentiate instruction focus on their role as coach or mentor
16. Give students as much responsibility for learning as they can handle and teach them to handle a little more every step of the way
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18. The Role of the Teacher in a Differentiated Classroom Teacher as director of the orchestra The director of the orchestra helps musicians make music, but does not make the music himself The teacher as jazz musician The artistry and confidence of the jazz musician with the music, instrument, and group allow her to abandon the score for the sake of the music, the group, and the audience
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21. Focus on key conceptsto ensure that all learners gain powerful understanding that serve as building blocks for meaning and access to other knowledge
22. Think of assessmentas a road map for your thinking and planning
35. Keep track of their workAll students need to be guided in assuming a growing degree of responsibility and independence as a learner and member of a community of learners
36. A Look Inside Some Differentiated Classrooms: Classroom Techniques
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38. As you gain confidence slowly add activities to your repertoire
93. Thank you for taking the time to learn about Differentiated Instruction in Mixed-Ability Classrooms with me! An excellent resource on Differentiated Instruction which also served as a reference for this presentation: How to Differentiated Instruction in Mixed-Ability Classrooms By: Carol Ann Tomlinson
