differentiated instruction workshop tuesday, october 1st, 2013 presenter: dr. georgette g. lee...

Differentiated Instruction Differentiated Instruction WorkshopWorkshop

Tuesday, October 1st, 2013Tuesday, October 1st, 2013Presenter: Dr. Georgette G. Lee Presenter: Dr. Georgette G. Lee

Agenda:

Welcome Introductions Overview of

differentiated Instruction

Evaluation

ObjectivesObjectives

Participants will be able to:1.Define “Differentiated Instruction”2.Relate the purpose of differentiating classroom instruction3.Identify a variety of practical strategies for differentiating instruction in their classrooms4.Identify resources for gaining additional information on differentiated instruction

Differentiated Instruction (DIDifferentiated Instruction (DI))

Definition:Differentiated instruction is an approach

to teaching and learning that provides students with a variety of options for taking in new information and ideas, and developing skills. It takes into account the diversity of a typical classroom, and teaching is a combination of whole-group, small-group, pairing, and individual instruction.

Other Important Definitions:Other Important Definitions:

Accommodations Modifications

Services and supports that change how a student learns, not what he learns. Accommodations may change the sequence and time line of instruction.

Modifications change the content of what is learned, and can also change performance expectations and learning outcomes.

The Goal of Differentiated The Goal of Differentiated InstructionInstruction

Students differ in many areas including background knowledge, interests, English language proficiency, abilities, and learning styles.The goal of differentiated instruction is to meet each student at his or her level of readiness and maximize his or her individual academic growth and success.

Differentiated Instruction involves Differentiated Instruction involves differentiating:differentiating:

Content:What the teacher plans to teachProcess:How the teacher plans instruction (whole-

group, small-group/pairs, individual)Product:Assessment of content (what students do or

produce to demonstrate mastery of content)

A Model for Differentiated A Model for Differentiated Instruction Instruction Oaksford, L. & Jones, L. 2001Oaksford, L. & Jones, L. 2001

CONTENTCURRICUL

UM

STUDENT

PRODUCT

PROCESS

Pre-Assessment

SummativeEvaluation

State & local standards; Bench marks

Ability, profiles, interests/talents, prior knowledge

Assessment of content

Differentiated Instruction is Differentiated Instruction is guided byguided byAssessment:Assessment:• DIBELS• STAR Reading & Math• BRIGANCE• ISAT• Criterion Reference

Tests• Learning Styles

Inventories• Interest Inventories

ACTIVITY: Learning Styles Inventory

Differentiating Content/Topic(What you plan to teach)

• Present materials in a variety of ways-

Overhead, power point, S-video, DVD, tape recorder, models, pictures, photographs

Differentiating Content/TopicDifferentiating Content/Topic

Reading/Language Arts & Content Area

Subjectso Select passages at

various reading levelso Record passages on audio

tape for weaker readerso Summarize essential

ideas of the passage, and give shorter version to weaker readers

o Give directions in small, sequenced steps

o Scaffold Instructionso Highlight important wordsMathematicso Reword problems and

highlight important termso Provide students with

manipulatives, times-table sheets, and calculators

o Break down long word- problems into small steps

ACTIVITYACTIVITYWorking in groups,

brainstorm ways for presenting the passage to cater to the needs of students with learning disabilities, and English language learners in your class.

(Handout: What Happened at Columbine?)

Working in groups, brainstorm ways to modify this assignment to cater to the needs of students with learning disabilities, and English language learners in your class.

(Handout: Math Assignment)

Differentiating Process/ActivitiesDifferentiating Process/Activities

Co- Teaching ModelsStation Teaching- two teachers work with

different groups in different parts of the classroom. Students receive instruction from each teacher.

Parallel Teaching- two teachers work with different groups to provide the same instruction.

Differentiating Process/ActivitiesDifferentiating Process/Activities

Alternative Teaching- One teacher provides instruction that is needed by a group of students/individual students, while the other teacher works with the remainder of the class.

This arrangement is good for re-teaching, supplemental instruction or enrichment.

Differentiating Process/ActivitiesDifferentiating Process/ActivitiesVary the strategies/activities to provide appropriate ways for students to explore the concept being taught (graphic organizers).

Tiered Assignments: a series of related activities with varying levels of complexity. All activities relate to the essential skills and knowledge students need to acquire (e.g. Compare and Contrast strategy).

Learning Centers/Stations: to reflect differentiated instruction, activities should vary by complexity to accommodate differences in student ability and readiness.

Differentiating Process/ActivitiesDifferentiating Process/ActivitiesAcceleration/Deceleration: the pace at

which students move through the curriculum. Students demonstrating a high level of competence can work at a faster pace than others. Those experiencing difficulties may work at a slower pace on an adjusted activity to experience success.

Flexible Grouping: is the foundation of differentiated instruction. Teachers may deliver core content first to whole-group, and then divide the class into small-group/pairs to better cater to individual needs.

Flexible groupings/StrategiesFlexible groupings/Strategies

Groups are flexible and dynamic, based on the content, task, and on-going evaluation.

Jigsaw: students of a ‘home’ group meet in an ‘expert’ group with others who are assigned similar material. They read and discuss, then return to the home group to share their expertise. Home group gives a final report, incorporating material from each expert member.

Flexible groupings/StrategiesFlexible groupings/Strategies

Think Pair Share: cooperative discussion strategy

THINK- teacher asks question and students think of and record answers

PAIR- Students pair up to discuss answers and pool ideas

SHARE- Pairs share their answer with the rest of the class

Flexible Groupings Flexible Groupings Peer Teaching: One student who has

become an “expert” on a specific topic can teach the concept to struggling peers.

Reading Buddies: students with varying word recognition, decoding and comprehension skills can help each other. Reading should be for a specific purpose.

Collaborative groups: Three or more students work together on a project. Each is responsible for completing a specific task.

Differentiating ProductDifferentiating Product

Vary the complexity of the product students create to show mastery of content:

Grading Modify the grading

schemeBase individual

grades on modified standards (e.g. IEP goals, effort)

Standard Grade Scheme

• 90-100 A, 80-89 B,• 70-79 C, 60-69 D• 59-below FModified Grading

scheme• 80-100 A, 70-79 B,• 60-69 C, 50-59 D,• 49 and below F


GradingGrade for content (do

not penalize for handwriting, spelling, instruments)

Allow students to rewrite an assignment, or rework missed items for a better grade


Testing Open-Book tests, use of

notes Vary format- multiple

choice, matching, Fill in the Blanks, oral response

Give all students the same test, but circle items for students to answer

Shortened test (fewer items)

Extended time Allow for test retake

Assignments Give modified

assignments Reduce number of

items Break long-term

assignments into shorter segments

Monitor student progress frequently

Provide students with examples of the finished product when introducing assignments


AssignmentsAllow extra-credit

assignmentsGive constant

reminders of due dates

Lesson Planning:Lesson Planning:

Plans that reflect differentiationPyramid/Tiered Lesson Plan FormatIncorporating new information

Describe Synthesize DefineDescribe Synthesize Define

Sum It Up

Individual Response: 5 words/phrases that describe Differentiated Instruction

Partner Response: 3 words/phrases that best describe Differentiated Instruction

Partner Response: Definition of Differentiated Instruction

Differentiated Instruction Differentiated Instruction ResourcesResources

Allen, I., & Peery, S. (2000). Literacy Centers: What your other kids do during guided-reading groups. Huntington Beach, CA: Creative Teaching Press.

Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eye On Education.

Clark, S., et al. (2005) Successful strategies for reading in the content areas. Huntington Beach, CA: Shell Educational Publishing.

Kronberg, R. (2008). Everyday co-teaching: Practical strategies for the inclusive classroom. Torrance, CA: Staff Development resources.

Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

.

•Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development

•Different http://t4.jordan.k12.ut.us/teacher_resources/different/diffendex.html

www.caroltomlinson.comwww.teaching tolerance.orgwww.Interventioncentral.com