DIFFERENTIATED INSTRUCTION 101

Kristin Bartells

Kristen McGowan

Shana Piatek

1/31/12

WELCOME TO OUR FIRST CLASS!

Name School Subject area Years of experience Something interesting about yourself

Learner Profile

HUMAN BINGO

Complete the statements about yourself.

Introduce yourself to your classmates, and find out what you have in common.

MULTIPLE INTELLIGENCES SURVEY

Give yourself a point for each statement with which you identify.

Calculate your total for each section. Graph your results. Graph your strongest and weakest categories

on the class graph.

Why is it important for teachers to have this information about our classes?

SYLLABUS

DIFFERENTIATION:WHAT IT IS… WHAT IT IS NOT…

DIFFERENTIATING…

Content

Process

Product

By readiness

By interest

By learner

profile

WHAT HOW

CONTENT Varying what we teach or how students

gain access to information The most basic content should cover

state/district standards. Students may have varying levels of

knowledge:Completely unfamiliarPartial masteryDisplay mistaken ideasComplete mastery

CONTENT Teachers can differentiate content based on

what students already know.

Bloom’s Taxonomy

Unfamiliar: knowledge, comprehension, application

Partial mastery: application, analysis, evaluation

Complete mastery: evaluation, synthesis

CONTENT Teachers can differentiate how students

gain access to the information based on their interests and learner profiles.

Materials:Texts, novelsBooks on tape Internet sourcesLecture

GroupingFlexible or alike groupsPairs Individuals

PROCESSHow students process or make sense of information being taught:Easiest method for student to

acquire knowledge (preference)Method that challenges student

(need practice)Methods of differentiation:

ReadingListeningManipulating objectsMultiple presentations*

DIFFERENTIATING PROCESS

Tiered assignments Independent and guided groups Anchor activities Stations Questioning technique

Teachers can differentiate process based on what students already know.

DIFFERENTIATING PROCESS

We can offer a variety of opportunities for practice to our students that appeal to their interests or to their learner profile. Gardner’s Multiple IntelligencesChoice

PRODUCT How students show what they know, understand,

and are able to do Differentiating products:

Variety of assessments Same criteria, different product

Essay, speech, test, composing a song, building an object, etc.

Clear expectations

RUBRICS!!!

DIFFERENTIATION BY READINESS

Level of difficulty at which students are ready to learn and the rate at which they grow

Complex set of factors Basic needs being met in and out of classroom Physical and emotional development factors Physical and mental health on a given day Relationship with teacher and classmates

Not the same as ability, although ability may be a contributing factor

DIFFERENTIATION BY INTEREST

General and specific interests that a student may find captivating within a discipline or topic

Maximize student motivation by increasing interest/creating personal connections

DIFFERENTIATION BY LEARNER PROFILE

Combination of interests, dispositions, and manners in which student learns best Learning and thinking styles Multiple intelligences Culture Environmental preferences

Appeals to multiple modes of learning and assessment so that students learn effectively and efficiently

When students are comfortable, their learning is maximized.

K.U.D. ACTIVITIES

FORMATIVE ASSESSMENT

For next week: Implement a formative assessment in

class.Be prepared to discuss it in your groups.

Topic/Unit/Lesson Type of FA How did it go?