Meaningful Instruction to Improve Student Achievement

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Module 1

In this module:
  • Module 1 Introduction
  • Topic A
  • Making a Difference
  • Aligning to Student Needs
  • Student Interests
  • Blooms Taxonomy
  • Formative Instruction
  • Metacognition
  • Topic A Activities
  • Topic B
  • Instructional Goals
  • Active Engagement
  • Gradual Release Model
  • Topic B Activities
  • Topic C
  • Instructional Strategies
  • Explicit Instruction
  • Scaffolding
  • Modeling
  • Simulation
  • Project Based Learning
  • Topic C Activities
  • Topic D
  • Creating Differentiated Instruction
  • Differentiated Learning
  • Creating Differentiated Instruction
  • Learning Styles
  • Topic D Activities
Standards Aligned System: Meaningful Instruction
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  • Overview
  • Topic A
    • Topic A Introduction
    • Aligning to Student Needs
    • Student Interests
    • Bloom's Taxonomy
    • Formative Instruction
    • Metacognition
    • Activity A-1
    • Activity A-2
  • Topic B
    • Topic B Introduction
    • Active Engagement
    • Gradual Release Model
    • Activity B-1
  • Topic C
    • Topic C Introduction
    • Explicit Instruction
    • Scaffolding
    • Modeling
    • Simulation
    • Project-Based Learning
    • Activity C-1
    • Activity C-2
  • Topic D
    • Topic D Introduction
    • Differentiated Learning
    • Creating Differentiated Instruction
    • Learning Styles
    • Activity D-1

Creating Differentiated Instruction

According to (Hall et al.,2003), to differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively.

There are three main components that teachers can use to differentiate their instruction. These are content, process, and product.

Students learning about each other's cultures
  • Content: When differentiating, teachers have the ability to vary what is taught to students. For example, if students are studying World War II, they may not all read the same texts in order to generate the same understanding for that particular period in history. However, the texts they are reading are appropriate to their ability level and build from prior knowledge that reinforces the big ideas.
  • Process: The way in which students complete learning activities may vary. A teacher should implement flexible groupings so that students can effectively learn from one another. Students should be regrouped often with an attention to complementing students’ strengths and areas of development as the instruction changes.
  • Product: When differentiating instruction, it is essential that the assessments given to students vary and reflect their needs and ability levels. Assessments should be administered before, during, and after an instructional period in order to effectively generate a holistic picture of progress and achievement.

Differentiated instruction emphasizes the importance of student “readiness” (Hall, 2002). Throughout the year it is important to assess your students' prior knowledge and ensure that they have background information they need to comprehend the subject. Students won't be able to fully process information if they can't relate the information to something that they already know. This background information can come from what students have learned in other classes, or even more powerfully from personal experiences that will allow them to cognitively process what you are teaching. These experiences may be something that the students have heard, seen, touched or felt emotionally.


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Overview • Topic A • Topic B • Topic C • Topic D

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