It's Okay to Be Different: Differentiation for Secondary Teachers

Introduction

The purpose of this webquest is to help teachers understand what differentiation instruction looks like in grades 6-12. With this background information, participants will be able to use differentiation techniques with their secondary students effectively in the core classes. 

Task

What is differentiation and how does it apply to your classroom?

Your task is to read the articles included in the process section and create a 3 minute presentation for your peers that includes the following:

1. Your group's definition of differentiated instruction

2. The five ways to differentiate and one example of each

3. A description of one strategy that is new to your group

You may choose any format to present this information.

Process

What are different ways to approach a task?

Do all students have to choose the same approach?

Read the following articles on Differentiated Instruction.  Be prepared to create your group presentation with the information you find.

Article 1--Differentiation at the Secondary Level from the Ohio Resource Center.

Article 2--What is Differentiated Instruction?

Article 3--Seven Methods for Differentiating Instruction

Infographic from Carol Ann Tomlinson

Evaluation

 Differentiated Instruction Presentation

 

 

 

 

 

Teacher Name: Huntsville Teachers

Student Name:     ________________________________________

CATEGORY

Excellent

Good Work

Satisfactory

Needs Improvement

Content

All content throughout the presentation is accurate. All parts of the requirements are addressed.

Most of the content is in the presentation but there is one piece of information that might be inaccurate. Some part of information missing from presentation.

One piece of content from requirements is missing or incorrect.

Two or more pieces of content are missing or incorrect.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.

Most information is organized in a clear, logical way. One slide or item of information seems out of place.

Some information is logically sequenced. An occasional slide or item of information seems out of place.

There is no clear plan for the organization of information.

Effectiveness

Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.

Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.

Project is missing more than two key elements. It would make an incomplete study guide.

Project is lacking several key elements and has inaccuracies that make it a poor study guide.
Conclusion

So, what did you learn about differentiated instruction? Hopefully you have a better understanding of what it is, how it can be used effectively in the secondary classroom, and how to use specific strategies with your students.

Credits