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Re: [Phys-l] differentiated instruction

The second question doesn't seem to be appropriate. It appears they are asking you to prove that doing what they ask is effective.

In my experience, differentiated instruction means offering different options for student to work on that reach the same general content area. The easy ones get you a D, the more challenging options could earn as A if done well. Make the easy ones take longer. Maybe work these HW probs (big list of striaght forward probs). Make the hard ones require multiple steps and extra insight, but what might be close to the same amount of time. Maybe do this small list of HW probs, this lab, and present your results.

Now I suppose you could /prove/ that some aspects of some assignments are proven to be effective. You could use some modeling stuff, some peer instruction, some interactive lecture demos and so on.
Maybe you could ask then for a list of acceptable resources. I doubt they would have one.

Good luck.

Sent from my iPod so I can blame Apple for my typos.

Paul Lulai
St. Anthony Village Senior High
US First RoboHuskie Team 2574

On Sep 25, 2009, at 12:23 PM, "Philip Keller" < > wrote:

Hello all,

OK, maybe Friday afternoon is not the time to open up this can of worms, but...

My district school goals include differentiated instruction. I have been to a couple of workshops but I have some questions that I was wondering if anyone here can help me with:

1. If I say "I am going to use differentiated instruction in my high school physics class," what exactly am I planning to do? I assume that it means more than "I am going to teach different ways at different times." I've read that it includes differentiating based on content, process and product. My course has only one official approved curriculum. How do I vary the content and how do I choose who gets what? Right now, I use a variety of different teaching methods, but I do not "differentiate". Everyone has to listen to a lecture. Everyone has to play with a simulation. Everyone has to do an experiment. Everyone has to work on problems to solve. So, as I said, I am teaching different ways, but I suspect (hope?) that differentiating means more. Then, if I differentiate "product", who decides which kids produce which kind of evidence of learning? Won't everyone want the perceived easiest option?

OK, that was my first question. Next:

2. Once I know what it is that I am planning on doing, how do I answer if I am asked: "Do you have evidence that shows that this is a good idea?"

Thank you for any ideas or references you may have. Have a good weekend.
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