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Differentiated Instruction

Differentiated Instruction gets my Students Excited

Differentiated Instruction

Every teacher desires and struggles with getting their students excited about their subject. We want our students to be as passionate about it as we are. The percentage of pure passion for a subject is limited to a few in each class. So how can we get the rest of the students to enjoy and look forward to coming to our class? I suggest trying to use multiple intelligence learning styles, differentiated instruction as well as increasing student choice.

Multiple intelligence learning styles are a great way to start to increase interest in a subject and use differentiated instruction. The multiple intelligence theory was developed by Dr. Howard Gardner. There are seven original multiple intelligences and thus the same number of learning styles but there are considered to be more now. Some even think there are hundreds of them.

I like to stick to the original basic seven as to not be overwhelmed during the differentiated instruction planning process. In my experience they will work for most students in the class. In the rare occasion they don’t, teachers can include one of the new multiple intelligence learning styles to reach the student.

The seven original multiple intelligence learning styles are intrapersonal, interpersonal, linguistic, spatial, musical, logical-mathematical, and kinesthetic. You can use multiple intelligence learning styles in all aspects of the lesson to include different ways of presenting each piece of content in a mini-lesson or offering choices for activities during a work session dealing with different multiple intelligence learning styles, which brings us to the next suggestion to get students excited in a class, differentiated instruction.

Differentiated Instruction has been a hot topic for a while now, however many teachers still don’t quite know how to do it, don’t have time to do it, or they just think it’s a phase. It can be a great tool to use to interest and excite your students and, in my opinion, shouldn’t be overlooked as an option for every day lessons.

Differentiated instruction can be done through the use of the multiple intelligence learning styles as well as leveling, scaffolding or tiering.

Teachers can use multiple intelligence learning styles to differentiate instruction in not only the mini-lesson but also the work session activities and pretty much any other part of the lesson. Offer students up to four choices of activities for a work session, all using the same content, but using different multiple intelligence learning styles. The students will choose the one that they think will be the most interesting to do. I’ve noticed that if you allow them to choose the activities the day before, their interests peak. They feel like they have ownership in their education and look forward to coming to the class the next day. I have also noticed a decrease in complaining about work sessions because they can’t blame you as the teacher. After all, they chose it.

I’m sure you are wondering how I actually have time to create four options of activities for students to choose from. I created a system of activity templates that saves me a ton of time. I offer about 55 of them at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico. They even include rubrics. I can tweak them easily to fit almost anything I need my students to work on.

Another way to differentiate instruction to increase excitement is through the use of leveling. Leveling is also known as tiering and scaffolding. This can be done by using the same content once again but at different levels. This is not less and or more work depending on “how smart” your students are. It has to do with taking students from one level to the next through the use of small steps. Differentiating instruction through the use of leveling is easily done with expository writing. Teachers can take a student from a topic sentence and the listing of three facts to a topic sentence with one fact sentence and then listing two facts and so on. Students need to see that there is hope at the end of the tunnel and if they have a learning disability or are ELL, many times writing can be an overwhelming task for them. Using small differentiated instruction leveled steps helps them feel success and improves their attitude in the subject.

Whether a teacher uses leveling or multiple intelligence learning styles to differentiate instruction, they stand a chance of really interesting their students in their subject area or content. To read more about differentiated instruction, click here.

Written by,

Kasha Mastrodomenico

kasha@socialstudiesdifferentiatedinstruction.com

htttp://www.socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Products

How can you differentiate instruction for an activity work session in a Judaism lesson plan?

Judaism Differentiated Instruction Work Session Activities

Judaism Differentiated Instruction Work Session Activities

Isn’t it great when students are actually excited about coming into your class? When I created my differentiated instruction Judaism activity work session, I looked at the Multiple Intelligence Theory. It brought interests in for the students. Then I went a step further and allowed them to choose the Judaism activity that they were most interested in doing. I also allowed them to choose how they wanted to work; by themselves, with a partner, or in a group. I had them make these choices the day before which gave me time to make appropriate grouping and the right number of copies that I needed. I heard students talking about what activity they were going to do in the halls and at lunch. As soon as they came in the next day they asked to make sure that those were the activities that they were doing.

It surprised me how I didn’t need to level this assignment. It turns out that by applying the Multiple Intelligence Theory for differentiated instruction, students chose an activity that they had a strength in. After I used the MI Theory in this lesson and I saw the excitement in my students, I have tried to apply it to all of my lesson plans since.

I created four different activities so that I could use six of the seven original Multiple Intelligences of Dr. Howard’s Theory. I didn’t worry about putting in the Logical Multiple Intelligence because that would be used in the concluding set when they completed a graphic organizer. The activity options I provided to my students are as follows along with the Multiple Intelligences that are applied:

  • Song: Musical Multiple Intelligence, Interpersonal Multiple Intelligence
  • Rhyming Poem: Linguistic Multiple Intelligence, Intrapersonal Multiple Intelligence or Interpersonal Multiple Intelligence
  • Skit: Linguistic Multiple Intelligence, Kinesthetic Multiple Intelligence, Interpersonal Multiple Intelligence
  • Cartoon Strip: Spatial Multiple Intelligence, Linguistic Multiple Intelligence, Intrapersonal Multiple Intelligence or Interpersonal Multiple Intelligence

In each of these activities I had every student use the same content. This is a very important part of differentiated instruction because all students, no matter what their ability level or intelligence, must be exposed to the content. The content I used is as follows:

  • Abraham
  • Israel
  • Moses
  • Exodus
  • Ten Commandments
  • Torah
  • Old Testament

To find out more about my Judaism differentiated instruction lesson plan, click on the links below.

How can you differentiate instruction for a Judaism lesson plan?

How can you differentiate instruction to teach vocabulary in a Judaism lesson plan?

How can you differentiate instruction for a mini-lesson in a Judaism lesson plan?

How can you differentiate instruction for a writing assignment in a Judaism lesson plan?

How can you differentiate instruction with a graphic organizer in a Judaism lesson plan?

 

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers the Judaism lesson plan above. Check it out! Or, if you only want to purchase this single differentiated instruction lesson plan for Judaism, Click here.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can you differentiate instruction for a mini-lesson in a Judaism lesson plan?

Judaism Differentiated Instruction Mini-Lesson

When planning for a differentiated instruction lesson plan on Judaism the first thing a teacher should do is look at the state standards they need to address. They then need to pick out the important concepts about Judaism. Most teachers today use smart-boards to deliver their content and I’m one of them. I use PowerPoint because even with a Promethean Board, they convert.

In order to differentiate instruction for a Judaism PowerPoint mini-lesson, you can make two leveled versions. One that is enriched and one that is basic. Go into more detail about Judaism and allow time for more critical thinking exercises between slides. You should also bring in the Torah and read from the primary source itself. Having two levels of a mini-lesson can really come in handy if there is a co-teacher in the room. The basic version can be used for students who have difficulty grasping content or are learning English as a second language. Teachers should reinforce the content by delivering it in different ways and by using repetition.

Teachers can also differentiate instruction by bringing in different multiple intelligences. These seem to increase the interest of students and can also help them connect their background knowledge to the content. PowerPoint presentations are a great venue to bring in media. Media can include movies, news reports or songs about Judaism. Using media in the lesson plan can use the spatial and musical multiple intelligences. You can bring in other multiple intelligences for the repetition of content between slides.

To find out more about my Judaism differentiated instruction lesson plan, click on the links below.

How can you differentiate instruction for a Judaism lesson plan?

How can you differentiate instruction to teach vocabulary in a Judaism lesson plan?

How can you differentiate instruction for an activity work session in a Judaism lesson plan?

How can you differentiate instruction for a writing assignment in a Judaism lesson plan?

How can you differentiate instruction with a graphic organizer in a Judaism lesson plan?

 

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers the Judaism lesson plan above. Check it out! Or, if you only want to purchase this single differentiated instruction lesson plan for Judaism, Click here.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can you differentiate instruction to teach vocabulary in a Judaism lesson plan?

Judaism Differentiated Instruction Lesson Plan

Judaism Differentiated Instruction Lesson Plan

It is important to teach vocabulary at the beginning of the Judaism differentiated instruction lesson plan for a few reasons. First off, you need to introduce the concepts to the students and teaching vocabulary will usually do this. Second, they need to know vocabulary in order to understand the mini-lesson and then use it in the activities. Thirdly, teaching vocabulary at the beginning of the Judaism differentiated instruction lesson plan will allow for repetition of it throughout the entire lesson. The more exposure a student has to vocabulary for the content, the more they will retain.

The vocabulary I use for my Judaism differentiated instruction lesson plan is as follows:

  • Exodus
  • Judaism
  • 10 Commandments
  • Hebrew
  • Sabbath
  • Monotheism
  • Yahweh

In order to differentiate instruction to teach the Judaism vocabulary I used both of my favorite forms of differentiated instruction which is using the Multiple Intelligence Theory as a basis to bring in different interests of students as well as leveling, otherwise known as tiering.

I created three different leveled versions of the Judaism vocabulary sheet. Each sheet looks similar in the way that each has three columns and can be folded for study purposes. The left hand column contains the vocabulary word. The middle column is for the definition and the right hand column is for critical thinking using the Judaism vocabulary word. I give students a choice with this column also. They are allowed to choose either drawing a picture that represents the Judaism vocabulary word or using it correctly in a sentence to show understanding.

The enriched level version of the Judaism vocabulary sheet allows for more critical thinking by providing instructions for the student to write the definition in their own words. The middle level version of the Judaism vocabulary sheet states that students should copy the definition off of the PowerPoint. The basic level version of the Judaism vocabulary sheet has most of the definition in place but leaves out key words for the student to fill in.

On the second and/or third day of this lesson plan, have your students study the Judaism vocabulary words at the beginning of class for 5 minutes as part of their anticipatory set or discuss them as a class. You could even use the Judaism vocabulary in multiple choice questions for them to prepare for the end of year test or unit test.

To find out more about my Judaism differentiated instruction lesson plan, click on the links below.

How can you differentiate instruction for a Judaism lesson plan?

How can you differentiate instruction to teach a mini-lesson in a Judaism lesson plan?

How can you differentiate instruction for an activity work session in a Judaism lesson plan?

How can you differentiate instruction for a writing assignment in a Judaism lesson plan?

How can you differentiate instruction with a graphic organizer in a Judaism lesson plan?

 

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers the Judaism lesson plan above. Check it out! Or, if you only want to purchase this single differentiated instruction lesson plan for Judaism, Click here.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can you differentiate instruction for a Judaism lesson plan?

Judaism Differentiated Instruction Lesson Plan

A week after I gave my first staff development training I was chased down in the grocery store by a teacher that had been in the training. She was so excited to see me and she said that her students loved the differentiated instruction lesson plan about Judaism. She asked me to email her more lessons. So since she liked it so much I decided to let you all in on my techniques for differentiating instruction for a Judaism lesson plan.

I like to use two different types of differentiated instruction when I develop a new lesson plan. I use the Multiple Intelligence Theory as a basis to bring in different interests that my students might have. Even if you don’t believe in Multiple Intelligence, you can’t deny that teaching to the interests of students will usually interests them in the content that they need to learn.

The second form of differentiated instruction that I use is called leveling. Some of you might know this as tiering. It allows each level of learners to be challenged at their own level.

When teachers create a differentiated instruction lesson plan, they need to remember that each level or interest must use the same content.

To find out more about my Judaism differentiated instruction lesson plan, click on the links below.

How can you differentiate instruction to teach vocabulary in a Judaism lesson plan?

How can you differentiate instruction to teach a mini-lesson in a Judaism lesson plan?

How can you differentiate instruction for an activity work session in a Judaism lesson plan?

How can you differentiate instruction for a writing assignment in a Judaism lesson plan?

How can you differentiate instruction with a graphic organizer in a Judaism lesson plan?

 

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers the Judaism lesson plan above. Check it out! Or, if you only want to purchase this single differentiated instruction lesson plan for Judaism, Click here.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

What is the difference between an accommodation and differentiated instruction?

Accommodations and differentiated instruction are often confused by teachers. Many teachers believe they are the same thing but they are not.

Accommodations are given to students who  have a physical disability, a learning disability or students who are labeled ELL. Accommodations for students with disabilities stem from interventions that were tried during the SST process or the RTI process. These accommodations are written in the IEP. Once the accommodations are written in the IEP, it is mandatory for all teachers to provide them to the student. Accommodations are intended to even the playing field for students with disabilities so that they can be successful in school and in the inclusive classroom. As mentioned before, ELL students are also provided accommodations to help them learn English as well as the content.

The following are examples of accommodations that can be used for both SPED and ELL.

  • Provide flashcards at the beginning of a unit
  • Provide reference sheets with all content at the beginning of the unit
  • Provide a study guide at the beginning of the unit and assign sections based on the material covered in class that day
  • Preferential seating
  • Repetition
  • Spell checker
  • Spanish-English Dictionary or Thesaurus
  • Interactive Writing that guides them through the writing process

Differentiated instruction applies to all levels and all learning styles from gifted to SPED. Teachers can differentiate instruction by using the same content and deliver it different ways either by using leveling or the Multiple Intelligence Theory. When differentiating instruction using leveling, teachers will simplify the content and use repetition for those students on a lower ability level while going into more detail and using more critical thinking for those with a higher ability level. This is often done with reading assignments but can also be done easily with a co-teacher using the parallel teaching technique while providing mini-lessons to students.

Differentiated instruction can be used to introduce and repeat content in different ways during a mini-lesson. Differentiated instruction using the multiple intelligence theory can provide multiple options of activities that work with the same content. This type of differentiated instruction can encourage the use of student choice which usually leads to an increase in student ownership in education as well as interest.

Accommodations and differentiated instruction have the goal of helping students be successful in the modern classroom. The difference is that accommodations refer to helping a single student with a specific disability and differentiated instruction includes all students in a class learning the same content all being challenged at their ability level while using their multiple intelligence learning style.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers social studies differentiated instruction materials.  Check it out!

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

 

How can graphic organizers help teachers differentiate instruction?

Graphic Organizers Help Differentiate Instruction

Differentiated Instruction is when teachers use the same content but deliver it in different ways for different students. Teachers can do this by using different multiple intelligences or learning styles, leveling/scaffolding/tiering, or enrichment and remediation sessions.

Graphic Organizers can help teachers differentiate instruction because they use the following multiple intelligence learning styles:

  • Spatial Multiple Intelligence Learning Style
  • Logical Multiple Intelligence Learning Style
  • Intrapersonal or Interpersonal Multiple Intelligence Learning Style
  • Linguistic Multiple Intelligence Learning Style

Graphic organizers can also be used for the leveling/scaffolding/tiering approach for differentiated instruction because they can help students simplify and organize information during mini-lessons.

The third way to differentiate instruction with graphic organizers is to use it for remediation while other students who have mastered the content do enrichment activities. This is also because graphic organizers simplify and organize information, as previously stated.

Graphic organizers are a great way for teachers to differentiate instruction in their lesson plans. http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers over 65 graphic organizers. They all include text boxes to input content fast and easy.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico