differentiated instruction6 12
DESCRIPTION
TRANSCRIPT
Session Overview
What Is Differentiation?
Differentiation Strategies
Differentiation Practice
Tips for Implementing Differentiated Instruction
Resources
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What Is Differentiation?
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and learning preferences
Instruction that appeals to students’ differences
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Why differentiate ?
•Because not all children learn in the same way.
•Because NCLB requires all children to be proficient.
•Because research demonstrates effectiveness.
•Because meeting a student’s needs maximizes growth.
•Because of diverse student populations. (ELL, disabilities, and cultural backgrounds)
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Content Process Product
According to Students’
Readiness InterestLearningProfile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Key Elements of DI Theory
High-quality curriculum Continual assessment Respectful tasks Building community Flexible grouping Teaching up
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Reflection
How are traditional classrooms and differentiated classrooms alike?
How are they different?
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Comparing Traditional and Differentiated Classrooms
Consideration of student differences French 1-
Use of assessment English
Use of student interest and learning style Physical education Middle school science
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Comparing Traditional and Differentiated Classrooms (continued)
Instructional format Middle school English
Assignment options Algebra 2- US History
Factors guiding instruction10
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Discussion Question
What are you already doing to differentiate instruction in your classroom?
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Because……….
When you differentiate you must: Know exactly where students are before you
know how to take them someplace new Organize resources Prepare for varying degrees of depth Support Modify your strategy as you go Recognize there are different ways to reach the
same destination
Differentiation Strategies
All strategies are aligned with instructional goals and objectives.
Specific strategy selection based on Focus of instruction Focus of differentiation
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Knowing the Learner
Learning styles Auditory Visual Kinesthetic Tactile
Thinking styles Concrete random Concrete sequential Abstract random Abstract sequential
Multiple intelligences
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Assessing the Learner
Before instruction Pre tests Journaling Surveys Squaring off Graffiti facts
During instruction Portfolios Tests Rubrics Fist of five
After instruction Post test Portfolio Conferences Circles Donut
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Adjustable Assignments
Whole group▪ Lecture▪ Presentation▪ Demonstration▪ Jigsaw▪ Text
Small group▪ Interest▪ Random▪ Homogeneous▪ Heterogeneous
Pairs▪ Interest▪ Task
Independent▪ Personalized▪ Multiple intelligences
Differentiation Strategies
Compacting- Steps for compacting
Independent Study- Sample independent projects
Interest Centers or Interest Groups
Flexible Grouping- Types of groups
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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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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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Strategies Continued
Complex instruction- 10th grade English Small groups Open-ended Ambiguous Integrate reading and writing Use multiple intelligences and
multimedia
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Orbital studies- grade 6 Addresses similarities and differences Independent investigations that orbit
around curriculum Students choose topics Students develop research question and
plan, method of presentation, and criteria for assessment
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Entry points- Grade 7 Social Studies Address differing multiple intelligence
profiles 5 entry points
▪ Narrational▪ Logical-quantitative▪ Foundational▪ Aesthetic▪ Experiential
Examples of Differentiation Strategies
Choice Boards- Persuasion PhotosynthesisTechnology
Tiered Activities- Causes of the Civil WarPhotojournalism 10-12
Learning Contracts- Samples
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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 PROMPTSSynonymAnalogyQuestion
Three attributesAlternative title
CausesEffects
ReasonsArgumentsIngredients
OpinionFormula/sequence
InsightLarger category
ToolsSamplePeople
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:AnalyzeRevise
Decide betweenWhy didDefendDeviseIdentifyClassifyDefine
ComposeInterpretExpandImagineSupposeConstruct
Recommend Predict
Argue for (or against)ContrastCritique
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Using Technology in Differentiated Instruction
It's a Wild Ride- project based learning tech matrix- identify appropriate tools backpack it- Make pages with to-do lists, notes,
files, and images word 2 word- dictionaries in multiple languages podcasts National Geographic webcams United Streaming videos Virtual Field trips Handhelds
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Technology for Student Products
www.blogger.com http://pbwiki.com/ www.voicethread.com http://www.storycenter.org/Bio CubeAcrostic poemsCharacter trading cards
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Strategies to replace Lectures
• The Thinking Web •The Forum • The Gallery Walk renowned
Strategies to Support Lectures
• Text Lookback Procedure • Verbal Retelling• RTC Procedure • Cubing - example• Graphic Organizer Samples• KWL Procedure • Performance Tasks • Importance Charts
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Big Question Teaching
Frame lessons and units as questions, issues or problems -more challenging and interesting -narrows the topic
Open-ended questions stimulate thought, encourage creative thinking and diverse responses -authentic learning and investigation.
Examples of big questions:
• What makes a poem memorable? • What are the unsolved mysteries of the
pyramids? • What does it mean to be an ethical
scientist?
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Learning Agendas
A list of projects or activities to be completed during a specific time- independent with support and collaboration when necessary.-visual record of work - develop management and organizational skills
Tasks vary to meet student needs-extra items for enrichment- compacting activities
Flexible Grouping
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Centers or Stations
Flexible grouping -work with individual students or small groups
Focus on important learning goals, use materials that support individual students' growth; use activities addressing a range of reading levels, learning profiles, and student interests; and provide clear directions
Student-led or teacher-led. In a secondary math classroom, learners might rotate
through five stations: • working with the teacher to learn about probability • solving probability problems from the textbook • generating a list of real-world applications for probability • working on new computer program with a small group • completing a review worksheet from the last unit
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Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.
Diner Menu – PhotosynthesisAppetizer (Everyone Shares)•Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)•Create a test to assess the teacher’s knowledge of photosynthesis.
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THINK-TAC-TOEBook Report
Draw a picture of the main
character.
Perform a play that shows the conclusion of a
story.
Write a song about one of the
main events.
Write a poem about two main
events in the story.
Make a poster that shows the
order of events in the story.
Dress up as your favorite character
and perform a speech telling who you are.
Create a Venn diagram
comparing and contrasting the introduction to
the closing.
Write two paragraphs
about the main character.
Write two paragraphs
about the setting.
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Beginning Intermediate Advanced
Outcome/Objective
Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.
Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.
Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.
Instruction/Activity
Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.
Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.
Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.
Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.
Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.
Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.
Tiered Activity – Writing a Persuasive Essay6th–7th Grade Classroom
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Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model
_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other
This will be a good way to demonstrate understanding of this concept because______________________________________________________________
To do this project, I will need help with______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _______________________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___
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Differentiation Activity – Reading
Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective.
Objective: Students will complete a report on the book The Outsiders.
Identify the pros and cons of using both strategies in a class of 25 students that includes these 5 students:
Sherry likes to be asked to do things by the teacher. She is interested in fitting in and speaks out often in class. She has a wild imagination and loves to read, but her comprehension skills are below grade level.Jimmy is hyperactive and likes to dance around the room when class is near the end. He is an audio/visual learner, is a solid reader, and enjoys excelling and being the “best.” He gets very excited to start new books, but they don’t hold his attention for long.Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong reading skills, but does not always complete work.Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years.Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.
Assessment in the Differentiated Classroom
Ongoing Instruction-dependent Student-dependent Informative for continued
instruction
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Assessment Tools
Student Progress- monitoring tools Engrade- online gradebook
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Seventh Grade Science-independent
As part of an exploration of life science, students chose a living creature and develop questions of interest to them individually.
Students figure out how to find answers to their questions.
Each student determines ways to share their findings with their peers.
(Questions can vary in complexity.)
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High School Algebra II-compact Students can pre-test and “compact out” of a unit Students who opt out do independent investigation of
following teacher guidelines Students who did not “compact out” receive whole group
instruction, , divide into cooperative groups for practice, or meet in a small group wthe teacher
Whole class review and test
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High School U.S. History-choice board Students read biographies of their choice from a suggested reading list. Each student chooses to do
one of the following: Write a two-page summary of the person’s life. Note transforming dates in the subject’s life and make a timeline. Choose three events that most impacted the subject’s life and make a poster explaining each. Students read names from a posted list and go to pre-assigned groups, which include: Students meet in small groups and “tell the story” in first person of the subject of each biography Students make a chart listing similarities and differences in their characters’ personalities, lives, and
accomplishments Students brainstorm qualities of “greatness” and create a matrix they will use to rank all of their
subjects Students choose one or a few topics making news in their lifetimes and conduct a time-travel/round-
table discussion in character as their subjects. Students complete an assignment from the following product list: A PowerPoint presentation A scripted presentation to the class An argumentative or comparative essay.
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Independent Practice
Click on the link to access this file: http://
www.slideshare.net/phutton/differentiated-instruction6-12 http://www.slideshare.net/phutton/differentiating-instructio
nhandout
Create a differentiated activity for your curriculum.
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The Equalizer: A Tool for Planning Differentiated Lessons
1. Foundational…………….Transformational2. Concrete………………….Abstract3. Simple…………………… Complex4. Single Facet………………Multiple Facets5. Small Leap………………..Great Leap6. More Structured…………..More Open7. Less Independence………More
Independence8. Slow………………………..Quick
Tips for Implementing Differentiated Instruction: Your Classroom
Start slowly.
Organize your classroom space.
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Tips for Implementing Differentiated Instruction: Your Classroom (continued)
Start student files. Start student portfolios. Use a clipboard. Use technology.
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Implementing Differentiated Instruction: Additional Considerations
Teacher support
Professional development
Adequate planning time
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Reflection
•How can DI benefit your students?
• What are the implications for your instructional planning?
• How will you know if you are successfully meeting students’ needs?
Where Do I Go From Here?Resources
Assessment: Curriculum-based measurement www.studentprogress.org
National Center on Accessing the General Curriculum (NCAC): www.cast.org/ncac/
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Resources (continued)
Access Center: www.k8accesscenter.orghttp://www.paulakluth.com/articles/diffstrategies.htmlhttp://www.teachersworkshop.com/twshop/differentiatedideas.htmlhttp://www.cited.org/library/site/media/Differentiated%20Instruction%20Using%20Technology%20UPDATE12%205%2007.pdf
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Differentiated-Instructional-Strategies
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Enhance Learning with Technology: Strategies for Differentiating-variety of strategies to use in the classroom http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html
Technology to Support Diverse LearnersPractical suggestions in specific areas of support.http://www.wested.org/cs/tdl/print/docs/tdl/home.htm
The Promise of Accessible Textbookspractical information on accessibility legislation and information about CAST http://www.k8accesscenter.org/training_resources/udl/AccessibletextbooksHTML.asp
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Teachnology-Links to research on educational practices-Create customized rubrics, calendars, lesson plans, etc. with a subscription.http://www.teach-nology.com/litined/dif_instruction/
Virtual Reality/Computer Simulations and the Implications for UDL ImplementationDiscover how virtual reality/computer simulation can support Universal Design for Learning theoretically and practically.http://www.k8accesscenter.org/training_resources/udl/virtualreality.asp
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By Content Area: EnglishDifferentiated Instruction in the English Classroom
free download “How Do Teachers Manage a Differentiated Classroom?”
http://books.heinemann.com/shared/onlineresources/E00577/chapter4.pdfBy Content Area: ReadingLearning to Read with Multimedia Materialliterature base , cutting-edge innovations ,implementation strategies, guidance on choosing programs, and resourceshttp://www.cited.org/index.aspx?page_id=144
Computer-Assisted Instruction in Reading
overview of Computer-Assisted Instruction (CAI) and explains how it can be applied http://www.k8accesscenter.org/training_resources/computeraided_reading.asp
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Content Area: WritingComputer-Assisted Instruction and Writinghttp://www.k8accesscenter.org/training_resources/computeraided_writing.asp
Using Assistive Technology to Support Writingresearch that supports the use technology in a writing curriculumhttp://www.cited.org/index.aspx?page_id=108
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Content Area: MathLearning Mathematics with Virtual Manipulative - practical suggestions -extensive list of resources.http://www.cited.org/index.aspx?page_id=151
Computer-Assisted Instruction and Mathoverview of CAI and explains how it can be used effectively in math classrooms. http://www.k8accesscenter.org/training_resources/computeraided_math.asp
Web-Based Resources for Mathematics: Tools and Activities for Teaching and Learninglarge annotated list of free web-based tools and activities focusing on a specific mathematics concept or skillhttp://www.k8accesscenter.org/training_resources/MathWebResources.asp
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Content Area: ScienceUsing Multimedia Tools to Help Students Learn Scienceextensive list of resources.http://www.cited.org/index.aspx?page_id=148
Computer-Assisted Instruction and Scienceoverview of Computer-Assisted Instruction (CAI) and explains how it can be applied to enhance science instruction. http://www.nwrel.org/scpd/sirs/5/cu10.html
Differentiation for Sciencehttp://www.k8accesscenter.org/training_resources/sciencedifferentation.asp
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Resources
http://differentiationcentral.com/ http://www.internet4classrooms.com/links_grades_kindergart
en_12/sample_units_lessons_differentiated_instruction.htm http://www.netc.org/classrooms@work/index.html http://www.tandl.leon.k12.fl.us/lang/MHSlessonspage.html http://www.help4teachers.com/samples2.htm http://daretodifferentiate.wikispaces.com/Choice+Boards http://www.lausd.k12.ca.us/lausd/offices/di/Burleson/worksho
ps/differentiate/index.htm http://www.explorelearning.com/index.cfm?method=cResour
ce.dspResourceCatalog http://cte.jhu.edu/techacademy/web/2000/heal/mathsites.ht
m http://www.exploratorium.edu/explore/ http://www.westedrtec.org/techtips http://www.gifted.uconn.edu/semr/Bookmarks.pdf http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instructio
n/Developing%20a%20Tiered%20Activity%202.htm http://www.glencoe.com/sec/teachingtoday/subject/di_meetin
g.phtml http://www.readingquest.org/strat/ http://www.eed.state.ak.us/tls/Frameworks/mathsci/ms5_2as
1.htm
