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DIFFERENTIATED INSTRUCTION

World LanguagesSFUSD

January 26, 2007

Essential Question

How do we support our students to achieve the highest level of listening, speaking, reading, writing, and critical thinking in our target language?

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You are already doing it!

Each time you provide a student with extra help, more time, or a modified assignment, you are differentiating instruction. All good teachers, whether they realize it or not, differentiate to some degree.

Diane Heacox

Backwards PlanningStep 1: Determine Lesson & CA State Content StandardsIdentify CONTENT: What do the students need to know?

Step 2: Understand the MaterialsPreview text and instructional resources

Step 3: Determine the OutcomeWrite a teacher’s working thesis Design a focus questionDevelop rubric or other form of scoring guide

Step 5: Instruction, Learning, PracticeReading and writing strategies Oral language and critical thinking skills developmentContent Acquisition

Step 6: Administer the AssessmentHave students complete the assessmentUse the rubricProvide feedback

Step 7: Analyze the DataAnalyze student work to plan instructionDo protocol with colleaguesRevise or re-teach as neededRevise unit for future use

Model InstructionGuided practiceIndependent Practice

UC Berkeley History-Social Science Project, ucbhssp@berkeley.edu

Step 4: Identify Challenges of Understanding of ContentDetermine sentence and passage level strategies for unlocking text and contentDetermine writing strategies for answering focus question

Differentiated Instruction Defined

In an effective differentiated classroom, one lesson is taught to the entire class while meeting the needs of each individual child.

Differentiated Instruction is NOT

Giving advanced students extra work Having low performing students do

less work or “easier assignments” Giving different assessments to

different ability students Making multiple lesson plans for each

class Using a particular strategy such as

centers or tiered assignments

Differentiated Instruction IS

Varied approaches to content, process and product in response to student differences in readiness, interests, and learning profile.

Choices!!!!!!

Content

What a student should know, understand and be able to do as a result of instruction in the lesson — the input.

Process

Activities designed to help the student “make sense of” or “own” the content.

Product

How the student will demonstrate what he/she knows, understands and is able to do — the output.

Differentiate What?

Refers to the curricular element the teacher has modified in response to learner needs.ContentProcessProduct

Differentiate How?

Refers to the student trait to which the differentiation responds.ReadinessInterestLearning Profile

Why Differentiate?

Addresses the teacher’s reason for modifying the learning experience.AccessAchievement

Key Principles of Differentiation

1. All students participate in rigorous content.

2. Students and teachers are collaborators in learning.

3. Goals are individual growth and success.

4. Flexibility is the centerpiece of a differentiated classroom.

Begin Slowly… Just Begin

LOW-PREP Guided instruction Choices of books Homework options Reading buddies Anchor options Think-pair-share

by readiness Flexible grouping

HIGH-PREP Tiered activities Independent work Alternative

assessments Learning contracts Stations, centers Compacting Interest groups

Tiered Activities

Tiered Lessons

They being with a presentation of a skill or concept to the whole class, but at different levels of complexity, abstractness and open-endedness.

After that students are put into small groups.

Students are allowed different pathways to understand the concept. Based on students’ interests, readiness, or learning profiles.

Ways to tier a lesson

By outcome By process

-variety of assignment choices By product

-grouped by learning preference-same set of rubrics, equal effort, appropriately challenging

By resources-materials are chosen at various levels and complexity of content

Making levels less obvious

Color coding Enthusiastic about every group Turns introducing levels Activities that are equally:

-Interesting and motivating-Active-Time consuming

Tiered Assessments

Comparable in terms of time and effort

Options should allow for a variety of learning styles, interests, prior knowledge, and readiness.

DI assessments. Fair = equal?

I hear and I forget.

I see and I remember.

I do and I understand.

Chinese Proverb