Differentiated Differentiated Instruction:Instruction:

One Size Does Not Fit ALLOne Size Does Not Fit ALL

Facilitated BySara FridleyRegion 3 Education Service Agencysara.fridley@k12.sd.us

Overview

Workshop OutcomesWorkshop Outcomes

• Increased understanding of what Differentiated Instruction IS & IS NOT

• Add to our Instructional Strategies Toolbox

“If students don't learn the way we teach them, we must teach them the way they learn.”

- Marcia Tate, Developing Minds Inc., Conyers, GA

Differentiation IS NOT . . .Differentiation IS NOT . . .

• The same as an IEP for every student• Just another way to group kids• Expecting less of struggling learners than of

typical learners• A substitute for specialized services• Chaotic• New

Good Differentiation IS . . .Good Differentiation IS . . .

• Varied avenues to content, process, product• Respectful of all learners• Proactive• Student-centered• A blend of whole class, small group, and

individual instruction• Based on students’ readiness, interests, and/or

learning profile

Essential QuestionsEssential Questions

• Who are the students in our classrooms?

• What diversity impacts and influences curriculum and instruction?

Diversity in the ClassroomDiversity in the Classroom

• ADD• ADHD• Gifted/Talented• LD• Vision Impaired• Hearing Impaired• Maturity• Readiness

• Autistic• Physically Disabled• Multiple Handicapped• English Language

Learners• Social Status• Economic Status

Do You Know Your Students?Do You Know Your Students?

• Getting to know your students is the key to making DI work

• Variations• Interest Surveys (students & parents)• Graphing How I’m Smart• Profile Poster• Mystery Bag • Bio Match

How well do YOU know the How well do YOU know the people around you? people around you?

• 3 Facts & a Fib• Write 3 facts about yourself

• Write 1 fib about yourself

• Circulate & talk to 5 people

• If they do not correctly identify the fib, they must sign your postcard

This activity works great with students as a review of content/knowledge. It does require some follow-up with the teacher to make sure the fibs are all clearly identified.

Begin With the BrainBegin With the Brain

Brain PrinciplesBrain Principles

• The brain is a complex adaptive system.• The brain is social.• The search for meaning is innate.• The search for meaning occurs through

patterning.• Emotions are critical to patterning.• Every brain simultaneously perceives and

creates parts.

More Brain PrinciplesMore Brain Principles

• Learning involves both focused attention and peripheral perception.

• Learning always involves conscious and unconscious processes.

• Multiple ways of organizing memory.• Learning is developmental.• Complex learning is enhanced by challenge and

inhibited by threat.• Every brain is uniquely organized.

The Body, Movement, and the BrainThe Body, Movement, and the Brain

• Movement (large motor) increases the flow of oxygen to the brain

• Stimulates internal memory triggers• Standing up

• Stretching

• Changing location for a new concept (outside, library, lunchroom, sitting on the floor)

• Koosh balls, bean bags, “fidgets”

Strategy IdeasStrategy Ideas

• Stations (centers, etc.)• These work for EVERY age group

• Movement during a short quiz• Post questions on bright paper around room• Students walk around to each “station”

• Create human histograms

Time, Time, and More TimeTime, Time, and More Time• Time is a four-letter word!!

• Prep time• Need more time• Time on task• Opportune times for learning

• Attention span is impossible to control• 10-15 minutes maximum• Less for younger students

Time On Task . . .Time On Task . . .

• “Change gears” every 15 minutes• Break up an activity into parts• Pause activity to

move/reflect/question/review

• Calling on students at random• Not just the kids with their hands up!

Need More Time . . .Need More Time . . .

• Adequate practice & reflection take TIME!!!• Reflection solidifies understanding of concept

• Practice needs to come in more than one format• Problem/Question of the Day

• Sometimes the “fluff” is the best learning experience

• Integrate other content areas• Studying grammar? Use social studies or science

concepts in your sample sentences!

20 – 2 – 20 Rule . . .20 – 2 – 20 Rule . . .

• Re-explain within 20 minutes

• Review & apply within 2 days

• Reflect & re-apply within 20 days

Opportune Learning Times . . .Opportune Learning Times . . .

• Hold reasonable expectations• Some kids aren’t “there” developmentally

• Downtime is real

• Time of day matters• Not the same for big kids & little kids

• Time during class or lesson matters• First & Last

Involve the SensesInvolve the Senses

• See• Hear• Taste• Smell• Touch

The Role of MusicThe Role of Music

• Stimulates the brain & increases attentiveness • Right side for creativity

• Activates thinking parts of the brain

• Creates a sound curtain to isolate groups• Effects emotions, heart rate, mood, mental images of

listener• Embeds learning faster

• Alphabet song

• http://www.school-house-rock.com/Prea.html

Smell & Taste Trigger Memory. . .Smell & Taste Trigger Memory. . .

• Common Trigger Smells• Fresh air• Peppermint• Lavender• Lemon• Cinnamon • Chocolate

• Can trigger both positive & negative memory• Use common sense & check on allergies

Time For a BreakTime For a Break

ColorColor Increases Understanding Increases Understanding

• Using color for key concepts can increase memory retention up to 25%

ExperimentExperiment

Memorize the PatternMemorize the Pattern30 seconds30 seconds

Orange Purple Yellow Blue

Red Pink Black Blue

Yellow Orange Red Green

Orange Purple Yellow Blue

Red Pink Black Blue

Yellow Orange Red Green

Memorize the PatternMemorize the Pattern30 seconds30 seconds

Orange Blue Green Purple

Purple Yellow Pink Red

Red Orange Blue Green

Orange Blue Green Purple

Purple Yellow Pink Red

Red Orange Blue Green

Teach in Teach in CCoolloorr• Color Code

• Key Concepts• Colored Pens• Color with Sunshine

• Painted Essay • Colored Acetate

• Number chart• Sliding mask• Highlighting tape

A Quick StartA Quick Start

• “Color Code” key concepts• Easy in modern classrooms

• White boards, Smart Boards, & computer software

• Key terms in all content areas• Math (parts of equations)• Language arts (parts of speech, important vocabulary,

editing)• Correct “with sunshine”• Students do their own color coding

• Highlighting Tape• Colored pens/pencils/highlighters

Word Walls in ColorWord Walls in Color

CALEB GATTEGNO

Correct “With Sunshine”Correct “With Sunshine”

• Use yellow highlighter to identify incorrect answers

• Give student option to correct and receive partial (or whole) credit• Key to success – require students to explain in

writing what they did wrong and how they corrected the problem

Use Colored Pens/PencilsUse Colored Pens/Pencils

• In writing for peer editing• Each member of group gets a different color

• Can instantly see if everyone has contributed

• Option – students use colored pen for their own editing/revising

• For language study• Color code the different tenses

• Color code the verb endings (world languages)

• Color code roots/prefixes/suffixes

SkierSkier(to ski)(to ski)

• Je skie• Tu skies• Il/elle/on skie

• Nous skions• Vous skiez• Ils/elles skient

The Painted EssayThe Painted Essay

PeripheralsPeripherals

• Post key concepts or terms on walls• Use bright colored paper• At test time . . .

• Leave it up in same place• Cover the concept with the same color paper

• Memory trigger for visual learners• They can “picture” the words.

• Memory storage is stimulated by• Novelty• Emotion (fear,

excitement)• Personal Connections

Enhancing MemoryEnhancing Memory

Phases & Categories of MemoryPhases & Categories of Memory

• Learning/encoding

• Storage

• Retrieval

• Sensory

• Short term• Immediate

• Active working

• Long term

What Are Memory Barriers?What Are Memory Barriers?

• Lack of sleep• Dehydration

• Lack of focus/concentration• Lack of appropriate cues• Distortion of information

TEACHER: Donald, what is the chemical formula for water?

DONALD: H I J K L M N O.

TEACHER: What are you talking about?

DONALD: Yesterday you said it's H to O.

Characteristics of MemoryCharacteristics of Memory

• Sensory• The more of the 5 senses stimulated, the easier it will

be to recall

• Intensity• Stands out in our memories

• Emotional• Both positive & negative

• Survival• Emotional & psychological as well as physical

More Characteristics of MemoryMore Characteristics of Memory

• Personal Importance• Easier to remember things that have a personal impact

• Repetition• More often we recall info, the better we get at recalling

on demand

• Pattern . . .

• First & Last• The brain most easily remembers things from

beginning & end of sessions

Memory Strategy IdeasMemory Strategy Ideas

• Use the 5 senses• Movement• Time• Chunk information• Make connections

between old and new knowledge

• Find the patterns

• Frequent understanding checks

• Practice • Reflection

• Interest• Intent

Dots on GridsDots on Grids

A B

C D

Time For LunchTime For Lunch

Simple Learning StylesSimple Learning Styles

• Auditory• Learns best from listening

• Visual• Learns best from seeing

• Kinesthetic/Tactile• Learns best from doing

Why Visual Literacy?Why Visual Literacy?• Over 80% of today’s students are visual

learners!• Average youth today

• By age 18 - 22,000 hours watching TV• By age 14 has seen 12,000 murders on network TV

programming!!!!• By 18 – 12,500 hours in school

• Average vocabulary of 14-year-olds is shrinking• In 1950 – 25,000 words• In 1999 – 10,000 words

Visual LearnerVisual Learner

• Images go directly to long-term memory in brain

• Humans process visuals 60,000 times faster than text

• Words processed sequentially• Keyboard

• Images processed simultaneously• Camera

perimeter

area

Graphic Organizers – Show ‘n Graphic Organizers – Show ‘n TellTell

• Teacher use• Help learners visualize information• Critical for visual learners!!

• Student use• Great way for students to process

understanding• Add another aspect

• Large size for group work• Manipulate the pieces

Nomadic LearnersNomadic Learners

• “If we build in enough movement during the class period, students will be less likely to move on their own.”

• Motion resources• Minds in Motion• Learning on Their Feet

http://doe.sd.gov/oess/schoolhealth/mindsinmotion/index.asp

Tactile/Kinesthetic LearnerTactile/Kinesthetic Learner

• Needs to manipulate information• Needs to MOVE frequently

• Act it out• Music stand learning• Home away from home• Fidgets

Turn Your Paper SidewaysTurn Your Paper Sideways

• Grades 2-7 (lower or higher if needed)• A trick for lining up numbers when

working with multi-digit numbers in columns• TURN THE PAPER SIDEWAYS & use the

lines as column guides• Also provides novelty (brain trigger)

Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences

• Logical/Mathematical• Visual/Spatial• Musical/Rhythmic• Bodily/Kinesthetic

• Naturalist• Interpersonal• Intrapersonal• Verbal/Linguistic

Sternberg IntelligencesSternberg Intelligences

• Analytical• Practical• Creative

Essential QuestionEssential Question• How do we enrich the

experiences of our students, so that they will remember their experiences in our classrooms?

3 Keys to Differentiated Instruction3 Keys to Differentiated Instruction

• Content• What we teach students• Materials and methods used

• Process• Activities • Calls on students to use key skills

• Product• How students show what they have learned• Should also allow students to extend what they learned

Key #1 – Adapt ContentKey #1 – Adapt Content

• Refers to both materials & methods• Accommodate students’ different starting

points• Some students ready for more complex or

abstract levels• Some students ready for independent work

Can You Identify This?Can You Identify This?

• Migrating Bacteria. Bacterial colonies growing in a pattern in a petri dish. (ABCNews.com)

Use Large, Rich WordsUse Large, Rich WordsEncourage kids to ask, “What does that mean?”Encourage kids to ask, “What does that mean?”

• Hydrophobic: what are the roots of this word that help us know what it means?(ABCNews.com)

Key #2 – Adapt ProcessKey #2 – Adapt Process

• Students use key skills• Bloom’s Taxonomy• Multiple Intelligence Theories

• Common focus• Vary student activities – not the target• Vary complexity

• Teacher uses a variety of methods

More Than One Way to Get ThereMore Than One Way to Get There

Examples of Process DIExamples of Process DI• Adding “movement” • Adjusting “time” • Use good reading strategies in ALL content areas &

grade levels• Choices of tasks

• Jig Saw Assignments

• Cubing, ThinkDots, Think-Tac-Toe

• RAFTS

• Graphic Organizers• Learning Centers & Learning Logs

Have a computer in your classroom?Have a computer in your classroom?

• Great Online Resources• http://www.free.ed.gov• http://www.thinkfinity.com (formerly Marco

Polo)• http://school.discovery.com/schrockguide/• http://www.netrover.com/~kingskid/108.html• http://www.edhelper.com/• http://www.ceismc.gatech.edu/busyt/ • http://www.cloudnet.com/~edrbsass/edres.htm

eField Trips & Scavenger HuntseField Trips & Scavenger Hunts

• Virtual Tours• http://www.theteachersguide.com/virtualtours.html

• http://www.uen.org/utahlink/tours/• http://www.efieldtrips.org/

• Many require registration

• Includes “ask the expert” sessions

• http://oops.bizland.com/vtours.htm• http://www.exploratorium.edu/

eField Trips & Scavenger HuntseField Trips & Scavenger Hunts

• Internet Scavenger Hunts• http://www.education-world.com/a_lesson/archives/

hunt.shtml• http://www.thecoo.edu/~apeter/scavenger_hunts.htm

• Univ. Sioux Falls site with lots of topics

• http://www.nvo.com/ecnewletter/scavengerhuntsontheweb/

• http://lessonplancentral.com/lessons/Computers_and_Internet/Scavenger_Hunts/

• http://www.pitt.edu/~poole/eledScavenger.html

• Q – How many Wiki people does it take to change a light bulb?

• A – One, . . . but anyone can change it back.

Time For a BreakTime For a Break

Key #3 – Adapt ProductKey #3 – Adapt Product

• Students have choices of product• Students use key skills to create product

• Bloom’s Taxonomy• Multiple Intelligence Theories

• Common focus• Vary student activities• Vary complexity

Life in the fast lane . . .Life in the fast lane . . .

In an increasingly fast-paced world we don’t make time for

creative activities.

Providing Task ChoicesProviding Task Choices

• Cubing• Think Dots• Think Tac Toe• RAFTS• Student Contracts• Tiered Assignments

Tiered AssignmentsTiered Assignments• Rationale – “when tasks are well beyond the grasp

of students, those students do not learn.”• Burn out

• Rationale – “advanced learner may make A’s when tasks are too easy for them, but they also do not learn.”• Tedium

• Zone of Proximal Development• “we learn only when tasks are a little too hard for us

and a support system is available to help us.”• Moderate Challenge

When Tiering – Adjust . . .When Tiering – Adjust . . .

• Level of Complexity• Amount of Structure• Materials• Time/Pace• Number of Steps• Form of Expression• Level of Dependence

Indicators of Effective TiersIndicators of Effective Tiers• Tiers are squarely focused on essential knowledge,

understanding, and skill• Tiers are equally engaging to students• Pre-assessment formed basis for assigning

students to tiers• ALL students must think at a high level to

complete task• Support system is in place• Students understand the task and why they are not

all doing the same thing

Layered CurriculumLayered Curriculum

• Kathie Nunley• “C” Level (knowledge base)• “B” Level• “A” Level (highest level thinking skills)

• Layers based on Bloom’s Taxonomy• Each student makes choices from ALL

layers

Differentiated & Tiered Lesson Differentiated & Tiered Lesson ResourcesResources

• Kathie Nunley’s Layered Curriculum• http://www.help4teachers.com/

• Indiana Dept. of Ed Gifted & Talented• http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/

welcome.html

• Regina, Saskatchewan Schools• http://www.saskschools.ca/curr_content/bestpractice/

• Check out their other resources too

• Washington and Lee University• http://teachereducation.wlu.edu/courses/practicum/

Differentiation.htm

Cubing / Think Dots / Think Tac Cubing / Think Dots / Think Tac ToeToe

• Provide for levels of thinking• Bloom’s levels• Learning Styles• Multiple Intelligences

• Variety of uses• Choice of task• Below, At, or Above Grade Level options• Individual or group tasks

CubingCubing1. Describe It

Look at the subject closely (perhaps with your senses in mind).

2. Compare ItWhat is it similar to? What is it different from?

3. Associate ItWhat does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.

4. Analyze ItTell how it is made. If you can’t really know, use your imagination.

5. Apply ItTell what you can do with it. How can it be used?

6. Argue for It or Against ItTake a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

Ideas for Kinesthetic Ideas for Kinesthetic CubeCube

• Arrange _________into a 3-D collage to show_________

• Make a body sculpture to show__________________• Create a dance to show_______________________• Do a mime to help us understand_________________• Present an interior monologue with dramatic

movement that________________________• Build/construct a representation of________________• Make a living mobile that shows and balances the

elements of __________________• Create authentic sound effects to accompany a

reading of ________________• Show the principle of _____________with a rhythm

pattern you create. Explain to us how that works.

Ideas for Cubing in Ideas for Cubing in Math…Math…

• Describe how you would solve_____________• Analyze how this problem helps us use mathematical thinking and problem solving.• Compare this problem to one on p._____• Contrast it too.• Demonstrate how a professional (or just a regular person) could apply this kind of problem to their

work or life.• Change one or more numbers (elements,

signs) in the problem. Give a rule for what that change

does.• Create an interesting and challenging word problem from the number problem. (Show us how

to solve it too)• Diagram or Illustrate the solution to the problem.

Interpret the visual so we understand.

Think DotsThink Dots

• Typically a small group or individual activity• Vary the purpose for using

• Pre-assessment

• Anchor activity

• Bell-ringer

• Review

• Post-assessment

• Homework

THINK DOTSTHINK DOTSDescribe… Apply… Question…

Argue for or against… Satirize… Compare and/or contrast…

a, b, c and d each represent a different value.

If a = 1, find b, c, and d.

a + b = cb - b = dc + a = -a

Explain the mathematical reasoning involved in solving card 1.

Explain how a variable is used to solve word problem.

Create an interesting word problem that is modeled by

2x + 4 = 4x - 10.

Solve the problem.

Diagram how to solve 3x + 1 = 10.

Explain why x=4 in 2x = 8, but x=16 in ½ x = 8. Why does this make sense?

Think Dots Title: Algebra level 2

R.A.F.T.S.R.A.F.T.S.

• Role• Audience• Format• Topic• Strong Verbs

RAFT ActivitiesRAFT ActivitiesRole Audience Format TopicGingerbread Man Our Class Oral Response I never should have

listened to the fox

Squanto Other Native Americans

Pictographs I can help the inept settlers

Band Member Other Band Members

Demo Tape Here’s how it goes

Monet Van Gogh Letter I wish you’d shed more light on the subject

Water Vapor Water A Love Letter You make me so hot

Battery Loose Wire A Newspaper Article

Man has shocking experience

Multiplication Fact Division Fact Invitation to a Family Reunion

Here’s how we’re related

Wrapping It All UpWrapping It All Up

Assessing for DifferentiationAssessing for Differentiation

• Formative Assessment SHOULD• Happen frequently • Drive instruction

• Who needs differentiation• The struggling student?• The gifted student?

• What needs to be differentiated

• Summative Assessment CAN• Be used formatively!

Principles to Guide Principles to Guide Differentiated ClassroomsDifferentiated Classrooms

• Focus on essentials• Attend to student differences• Assess often and use it to make

adjustments/modifications• Mutual respect• Be flexible• Doesn’t happen 100% of the time!!!!

Simple Ways to StartSimple Ways to Start

• Add an interdisciplinary element to a favorite unit

• Collaborate with other teachers• Add movement/touch/visual aids to existing

lessons & activities• Apply Multiple Intelligence thinking to

group/individual projects • Offer students choices of

product/presentation

Four Steps to Four Steps to MUCH better MUCH better CurriculumCurriculum

Step One: HookStep One: Hook

How am I going to make the task appealing, inviting, and intriguing to my students?

Step Two: FocusStep Two: Focus

Does the task absolutely and with no ambiguity call on students to grapple with one or more of the key understandings and skills of the unit?

Step Three: RatchetStep Three: Ratchet Is the task crafted at very high levels of thought and production for the students who perform it? Are you confident it will stretch them in use of information, critical and creative thinking, reflection on their thinking, skill and accuracy,research, insight, or other areas valuable in this effort?

Step Four: TightenStep Four: Tighten

Are the directions written in such a way that the students cannot take the “low road” or the easy way out with their work? Are they written to direct students to the “high road” of the quest for quality in work and thought?

High Quality Teaching…

Who we teach

How we teach

Where we teach

What we teach

It’s About Having All the Parts in Place…Tomlinson ‘01