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Differentiated Instruction

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WHY ?

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Blooms New Taxonomy Source: http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm OLDNEW

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Differentiated Instruction Awareness Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. Tomlinson 2001 What is differentiation?

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People learn differently learning styles, strengths, abilities, and interests. We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.

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When a teacher tries to teach something to the entire class at the same time, chances are, 1/3 of the kids already know it; 1/3 will get it; and the remaining 1/3 wont. So 2/3s of the children are wasting their time. - Lilian Katz As a student, I was in the 1/3 who As a teacher, I am in the 1/3 who... As a parent, my child is in the 1/3 who Reflect on this quote by completing these phrases: Activity

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HOW ?

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Differentiation Is a teachers response to learners needs Guided by general principles of differentiation Meaningful tasksFlexible groupingContinual assessment Teachers can differentiate through Content Process ProductAffect/Environment According to students ReadinessInterestLearning Profile Through a variety of instructional strategies such as: RAFTS Graphic OrganizersScaffolding CubingTic-Tac-ToeLearning Contracts.Tiering Learning/Interest Centers Independent StudiesIntelligence Preferences..Orbitals..Complex InstructionETC. Quality Curriculum Building Community

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Teachers Can Differentiate: According to Students ContentProcessProduct Readiness Learning Profile Interest Environment

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What to Differentiate Content what the student needs to learn or how the student will get access to the information; Content Process activities in which the student engages in order to make sense of or master the content; Process Products culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Products Learning environment the way the classroom works and feels. Learning environment

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Content Reading materials at varying readability levels; Putting text materials on tape; Using spelling or vocabulary lists at readiness levels of students; Presenting ideas through both auditory and visual means; Using reading buddies Small group re-teach or extend teach

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Process Using tiered activities: same understandings/ different support, challenge or complexity Interest centers: encourage exploration into areas of interest Personal agendas: task lists including in- common work and individual work Offering manipulatives etc. Varying the length of time for task (this works for adv. & struggling learners

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Product Options of how to express required learning Rubrics that match and extend students' varied skills levels Allowing students to work alone or in small groups on their products Encouraging students to create their own product assignments (keeping targets in mind)

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Environment Places to work quietly and, places that invite collaboration Materials that reflect a variety of cultures and home settings Clear guidelines for independent work that matches individual needs; Routines that allow students to get help without chaos Classroom understanding re: learning styles; some need to move around to learn, while others do better sitting quietly

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WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

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Readiness KWL charts

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Examples of Pre-Assessments: How Do You Like to Learn? 1. I study best when it is quiet. Yes No 2. I am able to ignore the noise of other people talking while I am working. Yes No 3. I like to work at a table or desk. Yes No 4. I like to work on the floor. Yes No 5. I work hard by myself. Yes No 6. I work hard for my parents or teacher. Yes No 7. I will work on an assignment until it is completed, no matter what. Yes No 8. Sometimes I get frustrated with my work and do not finish it. Yes No 9. When my teacher gives an assignment, I like to have exact steps on how to complete it. Yes No 10. When my teacher gives an assignment, I like to create my own steps on how to complete it. Yes No 11. I like to work by myself. Yes No 12. I like to work in pairs or in groups. Yes No 13. I like to have unlimited amount of time to work on an assignment. Yes No 14. I like to have a certain amount of time to work on an assignment. Yes No 15. I like to learn by moving and doing. Yes No 16. I like to learn while sitting at my desk. Yes No

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Big Ideas

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Differentiated Instruction is Proactive Begin with assumption: different learners/different needs Variety of ways to get at and express learning. Organized/Purposeful and not chaotic.

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High Flyers: Expect BETTER work, not MORE work!!! Adjusts the nature of the assignment to meet student needs. Level of complexity, steps in a task, and levels of questioning Turn and Talk do you current practices ask high flyers to think deeper?

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Considerations for Planning a Differentiated Lesson Identify the student learning target/s that ALL students must reach Decide WHAT you will differentiate Decide HOW you will differentiate and the assessment method you will use Determine what assessment method/s you will use

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Begin With Pre-Assessment Readiness based on: Standardized test results Pre-testing Conversations Self assessments (KWLs) what else..?

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Assess along the way.

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Minute Paper In one minute, students identify the most significant (useful, meaningful, disturbing, etc.) things they learned during a particular session.

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Ticket out the Door We have begun a study of authors craft. List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

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Exit Cards On your Exit Card--- Explain the difference between prime and composite numbers. You may wish to give some examples of each as part of your explanation.

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Differentiation is Fluid Teachers participate in ongoing collaboration with students Lessons and assignments are adjusted as needed There is no one right way to differentiate as long as the basic principles of differentiated learning are followed.

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DI Might Be Whole-class instruction Individual instruction Flexible grouping Cooperative/collaborative learning

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Critical Thinking. 1. Foundational.Transformational 2. Concrete.Abstract 3. Simple Complex 4. Single FacetMultiple Facets 5. Small Leap..Great Leap 6. More Structured..More Open 7. Less IndependenceMore Independence 8. Slow..Quick

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SOME EXAMPLES

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Low Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal prompts Student- Teacher goal setting Work alone/together Whole-to-part and part-to-whole explanations Flexible seating Let's make a deal projects Use collaboration, independence, and cooperation Open-ended activities Mini- lessons Games to practice mastery of information and skill Multiple levels of questions

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High Prep Differentiation: Tiered activities and labs. Independent studies Multiple tasks Alternative assignments Learning contracts Multiple intelligence options Graphic organizers Community mentorship's Interest groups Tiered centers Interest centers Personal agendas Literature circles Stations Group investigation

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Differentiate by Readiness

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Tiering Instruction Change the nature of the task, not the workload Change the sophistication of the prompt and/or the students response to it Keep all students above water by adjusting challenge levels so all students can make sense of their learning

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Learning Contracts Students enter into independent study with an agreed-upon set of tasks supporting adjusted goals.

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Learning Menus Students are given choices of tasks in a unit or for an assessment. They must do one entre task, select from two side dish tasks, choose one of the dessert tasks for extra enrichment.

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Cubing Students receive foam or poster board cubes with a different task written on each face; each task has a different complexity level than the others. Given a topic, students: Describe it, Compare it, Associate it, Analyze it, Apply it, Argue for it or against it.

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Summarization Pyramid Create a pyramid of horizontal lines, then ask students at different readiness levels to respond to tiered prompts as they interact with the topic. SOME GREAT PROMPTS Synonym Analogy Question Three attributes Alternative title Causes Effects Reasons Arguments Ingredients Opinion Formula/sequence Insight Larger category Tools Sample People Future of the topic

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Change the Verb Raise or lower the challenge level by changing the verb in your prompt: CONSIDER USING: Analyze Revise Decide between Why did Defend Devise Identify Classify Define Compose Interpret Expand Imagine Suppose Construct Recommend Predict Argue for (or against) Contrast Critique

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Some Tips All students need coherent lessons that are relevant, powerful, and meaningful. Good curriculum pushes students a bit beyond what is easy or comfortable. Encourage students to work up and complete tasks that stretch them.

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Differentiate by Interest

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Sidebar Studies Interest Centers Specialty Teams Real-Life Applications of Ideas and Skills New Forms of Expression

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Strategies That Support Interest-Based Studies Studying concepts and principles through the lens of interest Student choice of tasks Independent Study I-Searches Orbitals Mentorships Group Investigations Interest Groups Jigsaw Literature Circles WebQuests Student-selected audiences

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Differentiate by Learning Profile

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Four Factors Learning Style Preferences Intelligence Preferences Culture-Influenced Preferences Gender-Based Preferences

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Strategies for Learning Profile Preferences Vary teacher presentation (auditory, visual, kinesthetic) Vary student mode of expression (Gardners Multiple Intelligences) Working choice arrangements Multiple modes of assessment Varied approaches to organizing ideas and information

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Differentiate Content

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Strategies for Differentiating Content Curriculum Compacting Learning Contracts Mini-lessons

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Ways to Support Students Reading partners or audio/video recorders Note-taking organizers Highlighted print materials Digests of key ideas Peer and adult mentors

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Differentiate Process

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Processing: Making Sense of the Content Present activities that are interesting to the student Provide opportunities for students to think at a higher level Cause students to use key skills to understand key ideas

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Strategies for Differentiated Processing Cubing Learning logs or journals Graphic organizers Centers or interest groups Role playing Choice boards Jigsaw Think-pair-share PMI Model-making Labs Tiered activities

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Differentiate Product

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Creating Product Assignments Big IDEAS Format of the project. Expectations for quality (content, process, product). Scaffolding (brainstorming, rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading). Differentiate based on readiness, student interest, student learning profile.

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Find exactly where students are before you know how to take them someplace new Organize your resources Adjust for varying degrees of depth Support those who cant keep their heads above water Modify your strategy as you go Recognize there are different ways to reach the same destination you must:

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The content of this presentation is based on the work of Carol Ann Tomlinson of the University of Virginia and on her book, How to Differentiate Instruction in Mixed- Ability Classrooms.

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Supplementary Resources Glossary of terms Learning Style inventory Sample lessons List of additional resources

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Resources pathubert.wikispaces.com Templates Resources Videos