Differentiating Instruction for Adults and Adolescents
A full day session on differentiated instruction includes the following. Topics can be expanded or deleted according to the needs of your group or the time available.
Differentiated instruction as a framework for both effective and responsive education
Teacher beliefs and the processes of change for individuals
Aligning curriculum and assessment through essential understandings
Developmental needs of the young adolescent learner and implications for classroom practice
Creating a strong learning community - grouping, choice, strengths, engagement
Organizational and time management tips
Knowledge of the individual student - how to determine and work with differences of readiness, interest, and learning preferences
Whole class ways to reach a wide range of learners, i.e. multiple entry points, academic vocabulary building
Powerful instructional strategies of Robert Marzano, including ways to differentiate (may be done as a series of learning stations)
Diagnostic, formative and summative assessments - specifics of each including how to differentiate and what to do with the results of assessments to support student learning
Providing appropriate challenge to varied learners
A half day session for administrators includes:
Why administrators need to be instructional leaders
What actions are involved in instructional leadership
The differentiated instruction framework at the classroom, school and system levels
Using data to determine needs
Choosing the framework component that is right for your school
Differentiating your work with staff
Principles of adult learning and change
Differentiating Instruction for Adult Learners
When we differentiate instruction, we are being both generally effective with the group and specifically responsive to the individual. That is a tall order for the classroom teacher and an even greater challenge for the school or district administrator called upon to provide instructional leadership and support to staff. In this workshop we will look at how leaders, whether of schools, districts, or corporations, can differentiate their instruction so that learning is easier and more meaningful regardless of the topic being studied.
