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Differentiated Instruction - Coggle Diagram
Differentiated Instruction
Teachers response to learners needs
Content of learning (what students are going to learn, and when)
Process of learning (the types of tasks and activities)
Products of learning (the ways in which students demonstrate learning)
Affect/environment of learning (the context and environment in which students learn and demonstrate learning)
Zone of Proximal
Development (ZPD)
Student may not yet be capable of solving a particular kind of problem on his or her own, but can do so with assistance and is supported to move on to another level of knowledge
Differentiating instruction based on student readiness involves knowing where particular students are on the learning continuum, then planning program features and instructional strategies, resources, and supports to meet them where they are and move them along this continuum.
Some students may require remediation or modified expectations; others may need extensions or opportunities for independent study.
A checklist to guide classroom practice
Vary content (e.g., provide content at different levels of difficulty; enable students to extend knowledge and skills) to suit student readiness, interests, motivational needs, and learning styles.
Unpack the big ideas of the curriculum to create achievable learning goals.
Introduce new learning and pose open questions as appropriate to the student’s zone of proximal development (ZPD).
Use various assessment strategies to match students’ strengths, learning style preferences, interests, and readiness.
Provide students with opportunities to choose from an array of activities and projects that involve differentiated processes.
Provide the accommodations and/or modifications that are specified in the IEPs of students who have special education needs.
Foster students’ awareness of their strengths in learning, and their sense of ownership of their learning, by allowing them to choose the products they will create and the formats or modes of presentation they will use
Take into account the background and experiences of all students to meet their diverse interests, aptitudes, and learning needs
Perceived self-efficacy is defined as people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives.
Self-efficacy beliefs determine how people feel, think, motivate themselves, and behave.