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Creating Differentiated Instruction Plans Flashcards

Creating Differentiated Instruction Plans Flashcards
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Student Achievement
This gauges how much students learn academically in a given period of time.
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Learning Disability
Students with this kind of condition will be unable to learn as quickly as other children who are at their grade level.
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Factors that affect student achievement
This type of achievement is most affected by classroom instruction and a student's learning disabilities.
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Multi-Sensory Learning
A kind of learning that blends together information from multiple senses, such as taste, touch, hearing and sight. This involves a larger portion of the brain in information storage.
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Instructional Strategies
We use this term to refer to the methods teachers use while planning their lessons, during class time and to shift future teaching plans to meet student needs.
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Instructional Materials
These are resources that teachers use when there are providing instruction to their students. They may include a guide to the curriculum or textbooks.
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Quality Instruction: Characteristics

Method to monitor the progress of students

Goal based curriculum and data driven lessons

Differentiated instruction and options for independent and group work

Teacher provided support

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Types of Instructional Content

Instruction provided by teachers

Opinions, values, ideas, concepts and beliefs that connect to facts

Skills needed by students

Materials used during studying

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Differentiating Instruction: Products of Learning
Teachers differentiate their instruction in this way when the provide students with different methods to show that they grasp what they're learning.
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Differentiation
Teachers make use of this process when they adjust their instruction to meet the needs of students with various learning styles. It involves providing different kinds of tools to help students.
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Scaffolding
A teaching strategy that involves giving students the support they need and providing instruction through a series of steps.
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Learning: Vital Aspects
In order to be useful, this process should be measurable and meaningful.
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Learning Objectives: ABCD Method
Teachers can utilize this method to create learning objectives. It creates objectives that deal with audience, behavior, conditions and degree of mastery.
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Learning Objectives: SMART Method
A method for writing out learning objectives. It focuses on ensuring objectives are specific, measurable, achievable, relevant and time bound.
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Learning Goals
Teachers use these as overarching goals for student progress. They may focus on the short term or the long term.
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Learning Objective
These are clear-cut statements developed by teachers that tell us what students should learn by the time they're finished a learning experience. They must be specific.
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Differentiating Instruction: Process
When teachers differentiate instruction in this way they adjust the way they teach information. They may sort information by subject or by student needs.
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34 cards in set

Flashcard Content Overview

This set of flashcards can provide you with the chance to focus on the difference between learning goals and learning objectives. Methods for differentiating instruction through process and product will be considered. You'll be able to review instructional strategies, materials and standards. These cards also address methods for setting up tiered assessments. Additionally, these cards address the benefits of whole-class instruction and small-group instruction.

Front
Back
Differentiating Instruction: Process
When teachers differentiate instruction in this way they adjust the way they teach information. They may sort information by subject or by student needs.
Learning Objective
These are clear-cut statements developed by teachers that tell us what students should learn by the time they're finished a learning experience. They must be specific.
Learning Goals
Teachers use these as overarching goals for student progress. They may focus on the short term or the long term.
Learning Objectives: SMART Method
A method for writing out learning objectives. It focuses on ensuring objectives are specific, measurable, achievable, relevant and time bound.
Learning Objectives: ABCD Method
Teachers can utilize this method to create learning objectives. It creates objectives that deal with audience, behavior, conditions and degree of mastery.
Learning: Vital Aspects
In order to be useful, this process should be measurable and meaningful.
Scaffolding
A teaching strategy that involves giving students the support they need and providing instruction through a series of steps.
Differentiation
Teachers make use of this process when they adjust their instruction to meet the needs of students with various learning styles. It involves providing different kinds of tools to help students.
Differentiating Instruction: Products of Learning
Teachers differentiate their instruction in this way when the provide students with different methods to show that they grasp what they're learning.
Types of Instructional Content

Instruction provided by teachers

Opinions, values, ideas, concepts and beliefs that connect to facts

Skills needed by students

Materials used during studying

Quality Instruction: Characteristics

Method to monitor the progress of students

Goal based curriculum and data driven lessons

Differentiated instruction and options for independent and group work

Teacher provided support

Instructional Materials
These are resources that teachers use when there are providing instruction to their students. They may include a guide to the curriculum or textbooks.
Instructional Strategies
We use this term to refer to the methods teachers use while planning their lessons, during class time and to shift future teaching plans to meet student needs.
Multi-Sensory Learning
A kind of learning that blends together information from multiple senses, such as taste, touch, hearing and sight. This involves a larger portion of the brain in information storage.
Factors that affect student achievement
This type of achievement is most affected by classroom instruction and a student's learning disabilities.
Learning Disability
Students with this kind of condition will be unable to learn as quickly as other children who are at their grade level.
Student Achievement
This gauges how much students learn academically in a given period of time.
Instructional Standards
These goals tell instructors what they must teach children about at each grade.
Teaching Assessments
Teachers use these to measure what students are learning. They must be relevant to the objectives the teacher is using.
Data Analysis
A process that involves looking at student assessments to find the areas where they need further instruction because they don't have a strong grasp of the material.
Zone of Proximal Development (ZPD)
This is sometimes used to refer to a student's instructional level.
Tiered Assignments: Structure Options

Outcome or product

Challenge level

Complexity

Process

Resources

Tiered Assignments: Outcome Structure
Assignments structured on this basis are open-ended. This allows students to provide different results.
Tiered Assignment
Teachers create these kinds of assignments when they group their class together based on the academic achievement levels of the students.
Tiered Assignments: Product Structure
A method for providing tiered assignments that involves allowing students to pick the option they want to use to demonstrate their understanding of a subject.
Tiered Assignments: Challenge Level Structure
If a teacher uses this kind of tiered assignment, he or she will give students different assignments based on their skill level.
Tiered Assignments: Complexity Structure
All students are given the same general assignment if assignments are tiered in this way. However, more advanced students face a greater amount of complexity.
Tiered Assignments: Process Structure
A teacher using this kind of tiered assignment will allows students different levels of support as they complete their work.
Whole-Class Instruction
A type of instruction provided to the entire class. This is useful when discussing new information or setting up a classroom discussion.
Small Groups: Subtypes

Student-led

Teacher-led

Independent

Small Groups: Teacher-led
In this kind of small group, the teacher guides a few students to work on a specific skill.
Small Groups: Student-led
Teachers have limited involvement in this kind of small group. Students focus on working with one another to consider a subject or work on a project.
Small Groups: Independent
Students in this kind of group work without the involvement of a teacher to complete a task.
Small-Group Instruction
This type of instruction occurs when a few students work together on their own, or sometimes with a teacher.

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