Differentiated

Instruction

August 27, 2013

Nanaimo,

Liz McKenzie

Instructor, SETS program VIU

Who are we?

Where are we going today?

• What is differentiated instruction?

• Connections to brain research

• Basic principles

• A concept model

• Instruction strategies

• Getting started

• Differentiated Instruction and RTI

• Resources

Anticipation Guide: True or False

• Differentiated instruction is the same as

individualized instruction

• DI is based on student readiness

• Flexible grouping is key to DI

• Learner profiles are optional

• Using a variety of instructional strategies is

the same as DI

• Assessment is ongoing

• Classroom structure is not important

Think, Pair, Square

Differentiated Instruction IS

• Proactive

• Quality not quantity

• Rooted in assessment

• Flexible groupings

• Student centered

• A blend of whole class,

small group and individual

instruction

• Multiple approaches for

what students learn, how

they learn it and how they

demonstrate learning

IS NOT

• Individualized instruction

• Not chaotic or unstructured

• Homogeneous grouping

• Including a few different

strategies for some students

• Using the same materials,

assignments for all

• Approximating needs and

readiness

• Curriculum “driven”

Differentiated Instruction is:

A principle guided method to approach

teaching and learning and it is implemented

in the context of the classroom system that

contains four interdependent elements,:

environment, curriculum , assessment and

instruction.

Differentiation is a philosophy that enables

educators to plan strategically in order to

reach the needs of the diverse learners in

classrooms. It is not a set of tools but a belief

system educators embrace to meet unique

needs of every learner.

Gayle Gregory/Caroline Chapman 2007

We believe:

• All students have areas of strength and can

learn

• All students have areas in need of

strengthening

• Each student’s brain is as unique as a

fingerprint

• It is never to late to learn

• Students bring their prior knowledge and

experience to the learning

• Emotions, feelings and attitudes affect

learning

• Students learn in different ways and

different times

All students have gifts, they just

open their presents at different

times and in different ways

Effective differentiation calls on a teacher to be

consistently mindful of:

• how content is structured for meaning and

authenticity

• who their students are as individuals and

learners

• which elements in their classrooms give them

degrees of freedom in connecting content and

learners

Differentiation in a Nutshell

Carol Ann Tomlinson

Responsive Teaching

http://www.youtube.com/watch?v=01798frimeQ

CAT

• www.differentiationcentral.com

Current understandings in brain research add

to the “arguments” for differentiation….

Psychological, demographic, ethical

Brain Research Supports

Differentiation

• Each brain is uniquely organized.

Individual preferences for how we learn make up our own learning

profile. One learning model doesn’t fit all.

• The brain is a pattern making machine.

If incoming information has meaning to the individual it is more likely

to be retained.

• The brain’s frontal lobe is often referred to as the

executive centre because it directs much of the

brain’s activity.

Tasks include higher order thinking and problem solving. Divergent

thinking explores different ways of solving problems.

• Emotions are processed in the brain’s limbic

system and play an important role in pattern

making.

When an emotional “aha” occurs chemicals are produced and we are

motivated to continue.

• Learning is as much a social process as it is

a cognitive one. Neurons when we experience a task or emotion and also when we

observe others. A constructive environment with positive practices and

values helps to enhance learning.

• We are learning about our memory systems. Instructional strategies can result in students remembering what they

learn.

• Learning for retention requires focus and

extended attention. Students attend to what is personally meaningful… it becomes engaging

and learning is enhanced

Beliefs that point to Differentiated

Instruction:

• Every student is worthy of dignity and

respect

• Diversity is both inevitable and positive

• The classroom should mirror the kind of

society in which we want our students to

live and lead

• Most students can learn most things that are

essential to a given area of study

• Every student should have equity to access

to excellent learning opportunities

• A central goal of teaching is to maximize

the capacity of each learner

5 Key Principles

• Work in a differentiated classroom is

respectful of each student.

• Curriculum is rooted in the critical ideas of

a topic or discipline.

• Teachers regularly use flexible grouping.

• Teachers use ongoing assessment to inform

their instruction.

• The learning environment supports students

in taking the risk of learning.

Common Sense of Differentiation

• Ensuring the environment actively supports students in the work of learning

• Having absolute clarity about learning destination

• Knowing consistently where students are in relation to the destination all along the way

• Adjusting teaching to make sure each student arrives at the destination (and when possible moves beyond it)

Tomlinson

Differentiation is a teacher’s response to all learners’ needs.

Teachers can differentiate through:

Paying attention to students’:

Guided by general principles of differentiation:

Through a range of strategies such as:

Learning Profile

Environment Product Process

Affect Interest Readiness

Content

Ongoing assessment Flexible management strategies

Good curriculum Respectful work Positive community

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS

Compacting…Tiered assignments…Leveled texts…Complex Instruction…

Learning contracts

Think of a time: a lesson, a

learning task, a unit

• In what ways did the students differ?

• Which difference was the most powerful

• How did you differentiate to accommodate

the difference?

• How did that impact the learning?

First step: Know your students

Readiness, Interests, Learning

Profile

• Readiness: skill and understanding of

a topic

• Interests: that which ignites curiosity

or passion

• Learning profile: preferred manner of

working and learning

Readiness, Interests, Learning

Profile

Readiness growth

Interests motivation

Learning profile efficiency

How do we learn about our

students?

Discussion:

What strategies could you use to determine

student readiness for a topic or learning

intention?

How can we learn about student interests?

How do we develop a student learning profile

and what would we include?

3 Most Important Questions

What do I want

my students to

know,

understand and

do?

How will my students

show what they know?

What will I do

instructionally to get

my students to learn

this?

Content

Content is the what.

The information and ideas that students

need to grapple with in order to reach the

learning goals (what they will know,

understand and do as a result of the

teaching and learning).

Creating common learning goals

We have to know

where we want all

students to end up

before we can

intelligently think

about how we want

them to get there.

When students know the destination they are more likely to arrive

Stiggins

Planning a focussed curriculum means be clear on

what students need to:

KNOW

-facts

-vocabulary

definitions

UNDERSTAND

Principles / generalizations

-big ideas

BE ABLE TO DO

-process

-skills

Process

Process is the HOW.

How the students will take in and make sense

of the content... Made up of strategies and

methods.

Products

The ways or vehicles in which students will

show/demonstrate what they know,

understand and do.

Assessment is today’s means of understanding how to modify tomorrow’s instruction

• C.A.T.

Assessment has more to do with helping students grow than with cataloguing their mistakes.

C.A.T.

Assessment in a

Differentiated Classroom

• Assessment drives instruction.

Information helps the teacher map the

next steps for varied learners and the

class as a whole)

• Assessment occurs consistently as the

unit begins, continues and ends. (Pre,

formative and summative)

• Teachers assess student readiness,

interest and learning profile.

• Assessment helps students chart and

contribute to their own growth

• Assessment MAY be differentiated

• Assessment information is more useful than

grades

• Assessment is more focussed on personal

growth than on peer competition.

Differentiation is a teacher’s response to all learners’ needs.

Teachers can differentiate through:

Paying attention to students’:

Guided by general principles of differentiation:

Through a range of strategies such as:

Learning Profile

Environment Product Process

Affect Interest Readiness

Content

Ongoing assessment Flexible management strategies

Good curriculum Respectful work Positive community

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS

Compacting…Tiered assignments…Leveled texts…Complex Instruction…

Learning contracts

Strategies: The tools

From “One Size Doesn’t Fit All”

• FLEXIBLE grouping

• Focus activities

• Sponge activities

• Graphic organizers

• Group learning

• Independent work assignments

• Differentiating levels of thinking and

questioning

“One Size Doesn’t Fit All” cont’d

• Centres

• Projects

• Choice boards

• Problem based learning

• Contracts

• KWL

• Mind maps

Anchor Activities

RAFTs

Tiered assignments

technology

Learning Environment/Affective

The climate or tone of the classroom as well

as the organization of time, space and

resources within the environment.

Teacher-Student Connections Bridge the Risk of Learning

• Everyone is welcomed and contributes to

the environment

• Mutual respect is non-negotiable

• Students feel safe

• Expectation of growth

• Teaching for success

• Fairness defined

• Collaboration between teacher and students

DI / UDL

ASCD article

Tier 1 Response to Intervention

• Viable, clearly defined curriculum

• Formative assessments

• Scaffolds and differentiation

• Small group supports

Chris Weber

10 strategies for managing a

differentiated classroom

1. Have a strong rationale for differentiating

instruction, student readiness, interest

and learning profile.

2. Begin differentiating at a pace that is

comfortable for you.

3. Time differentiated activities for student

success

4. Use an “anchor activity” to free you up to

focus your attention on your students.

5. Create and deliver instructions carefully.

6. Have a “home base” for students.

7. Be sure students have a plan for getting

help when you are busy with another

student or group.

8. Give your students as much responsibility

for their learning as possible.

9. Engage your students in talking about

classroom procedures and group processes.

10. Use flexible grouping

Resources • Differentiation Central

www.differentiationcentral.com

• Dare to Differentiate

http://daretodifferentiate.wikispaces.com/

• Technology:

http://paulhami.edublogs.org/

• UDL/CAST:

www.cast.org/teachingeverystudent/

• http://education.alberta.ca/media/1234045/

makingadifference_2010.pdf