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Differentiation and Culturally Responsive Instruction Dr. Gloria D. Campbell-Whatley

Collaboration and Diversity

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Definition of Differentiation

“Proactive planning process that incorporates varied approaches to teaching students what they need to learn, how they will learn it, and/or how they can demonstrate what they have learned in order to maximize each student’s growth and individualized success.”

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Design of Differentiated Instruction

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Pre-Assessment

Systematic Identification

of a studen's

present levels of performance

Curriculum

State & Local

Standards/Goals

Benchmarks

Content

The "WHAT"

of teaching

Process

The "HOW"

of teaching

Environment

The "WHEN & WHERE"

of teaching

Summative Evaluation

Product

Individual Learner

readiness/ability/interests

learning style/talent

prior knowledge

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Description of Differentiation

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Fully Differentiated

Not Differentiated

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The Mixture

Proactive vs. Reactive…

Tw

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Dif

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Content Demands 1 1

Facts About the Learner 4

Mismatch Between Learner & Demands 5

Product

Demands 3

Process

Demands 2

Retrofitting

Content Demands 2 1

Facts About the Learner 1

Mismatch Between Learner & Demands (recursive)

Product

Demands 3

Process

Demands 4

Universal Design

Learning

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Retrofitting

Content, Process, & Product…

Maximizing the

Retrofitting Approach…

Ma

kin

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Co

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son

Emphasis

Guiding Questions

Positives vs. Perceived Deficits

Identifying Mismatches

Brainstorm Solutions

Which students are at risk?

What are the students strengths, interests, and learning preferences?

How do I make classroom content available?

Developing Positive Profiles…

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Family Centered & Culturally Responsive

Facts Learning Preferences

Data-Based Observations

Functional Behavioral

Assessment

Monitoring Academic

Performance

Multiple Intelligences

Interest Inventories

Disability–Specific Information

Action Plans

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Promoting Access to the Content…

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Levels of Participation

Layered Curriculum

Culturally Responsive Techniques

Classification Schemes

Products of Learning…

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Formative Assessments

Grading Practices

Learning Preference Frameworks

Curriculum Based Assessments

Instructional Processes…

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Arrangements

Strategies

Environment

Approaches

Formats

Instructional

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Interactive Learning…

Sce

na

rio

Act

ivit

ies

•Activities

•Review Scenarios

•Identify Mismatches

•Brainstorm Solutions

Planning…

Pri

ma

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esi

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Po

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Pause & Reflect UDL Lesson Plan

Cycle Pause & Reflect

Pause & Reflect

Pause & Reflect

Differentiate the

Process; How

Students Show What

They Know

Differentiate the

Product; How

Students Show What

They Know

Gathering Facts

About the Learner

Differentiate Content

& Materials

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iverse Learner Profile: Sara

Sarah has been identified with a

developmental delay. She is six

years old and the oldest of four

children. Living with her mother and

the mother’s boyfriend, Sarah and

her siblings have been removed out

of her home several times by Child

Protective Services for suspected

neglect and sexual abuse. Teachers

report she often comes to school

with definite signs of neglect. She

receives services through inclusive

practices in her first grade

classroom. Video Clip

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iverse Learner Profile: Illiana

Illiana is a 2nd grader who has attended

four elementary schools in the last

year. Her family is from Venezuela and

gained legal entry to the United States

only two months ago. The school has

begun to suspect Illiana has a

disability. However, because she does

not speak any English, they have

decided to access bilingual services

and provide extra supports in the

classroom before pursuing any formal

assessments. Illiana is often in the

small groupings taught by the resource

teacher during inclusive practices.

Video Clip

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iverse Learner Profile: Mason Mason is a rising 4th grader. His

teachers have always described him

as bright. He attends a school that is

predominately African-American and

has a 98% free and reduce lunch

population. His school does not have a

program for gifted and talented

students. Mason’s 3rd grade teacher

was a “first year”. She tried to always

give him extra work and allowed him to

read advance leveled books, but was

not familiar with appropriate strategies

to help Mason reach his full potential.

Mason current year teacher thinks he

seems withdrawn. Video Clip

Classroom Practices: Tiered Assignments

Sarah Illiana Mason Objective

Develop and apply skills

to comprehend text that

is read, heard, or viewed

Prior Knowledge

Summary

Questions

Graphic Organizers

Prediction

Question

Author’s Purpose

Text Structure

Metacognitive strategies

Identify plot development

Evaluate relationships

Figurative language

Content

“What”

Identify three crucial points

from the text

Use all aspects of the text to

gain meaning; with an emphasis

on vocabulary

In-depth thematic study on a

topic chosen from the text

Process

“How”

Direct Instruction of each

step involved in using a

graphic organizer to identify

story elements

Direct Instruction of each step

involved in using text structure

to understand the vocabulary; or

reciprocal teaching strategy

Minimal instruction with

probing questions for

independent study

Environment

“Context “

Non threatening, accepting

of difference

Student-Centered

Emphasis on routines,

responsibility, and reflection

Product

“Evaluation”

A labeled picture of each

character

As part of an ongoing product

of developing a comprehension

game, make the vocabulary

cards

Develop a learning center that

includes info, materials, task

cards, games, books, websites

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UDL Planning • Facts about the student

– How do they learn?

– What culturally responsive lessons will they require?

• Content – What will they learn?

• Products – How will they demonstrate

learning?

• Differentiating Instruction

• Process – How students engage in

learning?

The

Hea

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f th

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atte

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Student Interest and Academic Assessment

Like Me

Not Like Me

For example: Oral and Written Reading Assessment

Scenario: Illiana

• Illiana is new to the class .

• Has attended 4 elementary schools in the last year.

• From Venezuela -gained legal entry to the U S only 2 months ago.

• Seldom participates in activities.

• Does not complete homework.

• Withdrawn

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Interactive Learning • Strengths/Interests:

– Background Knowledge & Experiences: • Recently arrived from Venezuela

– Interests & Skills: • Draws pictures, story telling

• Learning Styles:

– Visual, tactile-kinesthetic

• Multiple Intelligences: – Visual/spatial, intrapersonal

• Content Demands: – Science and social studies texts

2nd grade readability

– Teacher lecture, the students take turns reading orally, up and down the rows, from the textbook

• Process Demands: – Teacher Lecture

– Oral reading

– Independent answers with written answers, questions from the textbook; small group activities

• Product Demands: – Published tests

– Teacher-designed quizzes

– Short written answers to questions from text. Start in class; complete unfinished as homework

– Each student selects a topic for an independent report from either science or social studies.

Brainstorming Solutions

Activities Stop oral reading up and

down rows

Rehearse with Illiana the content that she will be assigned to read

Arrange for her to read with a partner

Do choral or echo reading

Create a word wall

o What other activities can you think of?

Example Activities

Rubric

Learning Menu

RAFT- Role Audience Format Topic

Scenario: James • Disrupts the entire class. Seldom focuses in class or

completes assignments.

• Lives with his grandmother- mother is incarcerated.

• Academic performance is well below grade level.

• Confrontational with teacher directions or reprimands.

• Difficulty following classroom rules.

• Enthusiastic about playing the saxophone in the marching and concert bands.

• Demonstrates problem-solving and memory skills that are not evident in his core courses.

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Interactive Learning • Strengths/Interests:

– Background Knowledge & Experiences: • Previously assigned to self-contained

classrooms, may have had limited gains due to behaviors.

– Interests & Skills: • Playing in the band; writing musical lyrics;

likes music (jazz)

• Learning Styles/Multiple Intelligences: – Multisensory; Musical/rhythmic;

Verbal/linguistic; Intrapersonal

• Content Demands: – Teacher lecture; reading from the book

• Process Demands:

– Lecture

– Student note taking of lecture

– Extensive use of worksheets

– Students assigned 7 to 10 step tasks w/o written reminders or questioning for understanding

– Students assigned select passages to read to the class

– No hands-on activities

– No projects

– No group work

• Product Demands: – Rapid fire questions with no think

time

– Frequent use of tests and quizzes

– Essay tests

– Competitive goal structure

Brainstorming Solutions

Activities

When you sense his frustration, send him on an errand, legitimize his leaving

Teach him to use self-talk to deescalate

Structure more cooperative group assignments

Gradually decrease the number of times he is allowed to leave class and go to a predetermined place

Create an in-class time out space for him

Activities Example

Writing Bingo

Concept Map

Evaluation Checklist

Find a Classmate Who (Vocabulary)

Scenario: Rebecca

• Struggles academically,

• Excessively late, inattentive, and defiant in her class.

• She frequently walks out of class, never completes homework, refuses to participate in some activities, and is failing the class.

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Interactive Learning • Strengths/Interests:

– Stamp Collecting

– Story Telling

• Learning Styles: – Auditory

• Multiple Intelligences: – Visual/spatial, interpersonal

• Content Demands: – Content made available by

teacher lecture and teacher and student demonstration on board or overhead transparency; state adopted grade-level math textbook

• Process Demands: – Teacher models solving new

materials

– Student volunteers selected to put answers on the board; Two or three high-achieving students usually selected to model solving of problems similar to those solved by the teacher on the board; with immediate public correction; students begin independent practice in class; uncompleted portions assigned for homework

• Product Demands: – Four nights a week, assigned odd-

numbered homework problems from the book

Brainstorming Solutions

Activities

Collect data to see which type of problems she refuses to do

Increase the use of partner and group work

Allow her to select one problem a day she does not want to do

Vary tasks and allow choice so that students with various strengths have an opportunity to use them

Example Activities

Math Ticket

Think Dots

Multiple Entry Journal

Response Cards