Differentiated Instruction

Excellence and Equity For All

Donna Carbone

Differentiated Instructionis NOT

twenty individual lessons fortwenty students!

it ISusing best practices to ensure

that every child has the opportunity to grow in knowledge

and skills.

Best Practices

People learn best when they…

have choices make connections get authentic feedback acquire and use strategies are in a supportive environment

R. Brandt, Powerful Learning, (1998)

Best Practices

And when what they learn is…

*meaningful

* challenging

* appropriately leveled

R. Brandt, Powerful Learning, (1998)

Brain research confirms:

No two children are alike. 

An enriched environment for one student is not necessarily enriched for another. 

In the classroom we should teach children to think for themselves. 

No two children learn in the identical way.   

 

Marian Diamond.  Enhance Learning With Technologyhttp://www.ascd.org/publications/ed_lead/199811/darcangelo.html  

Howard Gardner’s research on brain

injuries and their effecton cognitive skills led to his theory that everyone has eight multiple

intelligences, in varying degrees.

His belief is that we learn best when we are involved in activities that use

our strengths.

The 8 Types of Multiple Intelligences

Bodily\Kinesthetic Interpersonal Verbal\Linguistic

Naturalist Intrapersonal

Visual\Spatial Musical\Rhythmic Logical\Mathematical

Linguistic: word smart

Logical/mathematical: number smart

Spatial: picture smart

Bodily/Kinesthetic: body smart

Musical: music smart

Interpersonal: people smart

Intrapersonal: self smart

Naturalist: nature smart Adapted from http://www.thomasarmstrong.com/multiple_intelligences.htm

Key Points of Multiple Intelligence

• We do not possess just one single intelligence

• Everyone possesses all of the eight intelligences, but we differ in strengths and weaknesses

• No two people have exactly the same learning profile, not even identical twins.

• Using our intelligences, material can be learned through different approaches. Key concepts and skills can be expressedin varied forms, depending on the interests and learning style of the student.

• Educators gravitated towards Gardner’s theory because it validated their beliefs that students learn in different ways.

H. Gardner, Multiple Intelligences After 20 Years–http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf

How Does Multiple Intelligences relate to Differentiated

Instruction?

Just as we do not all have the same skills and talents, we do not all learn in

the same way. Each of us has a learning style, based on our preferences.

Intelligence preferences, as well as cultural, gender-based and

environmental preferences , all play into our learning style.

If teachers cannot reach students with the more traditional methods

(linguistic and logical) they must find ways to use students’ other

intelligences to successfully assess, motivate and teach.

This is the core of Differentiated Instruction.

Differentiated Instruction:“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.”

Carol Tomlinson

C.Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms (2001) 7.

Teachersdifferentiateinstruction

byvarying

content process product

readiness

Learningstyle

readiness

interestslearning style

according to a student’s

Ways to Differentiate Content (what students learn)

Vary levels of texts, resource materialsand supplementary materials*Teach Mini-lessonsDirections with more /less structureHighlight Print in materialsUse Computer ProgramsUse Tape recorders to help with readingCurriculum Compacting

* note: the internet is a good source for a wide selection of materials

Ways to Differentiate Process(how students use or store information)

Small groups or individual work Assignments relate to interestsTiered Activities and CentersAnchor ActivitiesGraphic OrganizersTime Allotted VariesLevels of SupportCubing

Ways to Differentiate Product (how they demonstrate what they know)

Outcome can be Student Choice or Teacher Assigned

Product Based on Interest, Learning Style

Expectations for content, quality

Differing Time lines

Help with resources

Products: Infinite Possibilities

Journal Timeline Oral Report Poem Poster Role play Brochure Game Slide show Quiz or Test Computer program Model Internet search Portfolio Map Interview Diagram Photo-journal Webquest Power point demo…

Adapted from G. Gregory and C. Chapman, Differentiated Instructional Strategies– One Size Doesn’t Fit All (2007) 119.

For the Teacher D.I. means:

• Organizing and focusing on only essential information (content)• Continually assessing students for readiness, interests, and learning styles• Planning activities to meet students’ needs• Writing lessons that engage and involve creative thinking• Giving students some choice• Maintaining a safe classroom environment•Creating challenging tasks (Teach Up)

Sounds like a lot to take on, doesn’t it?

D.I. is not an “all or nothing” process. It builds over time. Take baby steps.

“START SLOWLY, . . .

BUT JUST START!” Carol Tomlinson

Begin by choosing one option …either content or process or product…

Low-Prep Options For Differentiation

choice of books open ended activities homework options work alone/together reading buddies games to practice mastery journal prompts flexible seating think-pair-share computer programs multiple levels of questions

C. Tomlinson. How to Differentiate Instruction in Mixed –Ability Classrooms (2001) 34.

And then as you become more comfortable,add another option …

High-Prep Options For Differentiation

tiered labs independent study stations choice boards tournaments problem-based learning interest groups graduated rubrics multiple texts literature circles tape-recorded materials multiple levels of questions flexible reading formats student-centered writing tiered computer programs formats

C. Tomlinson. How to Differentiate Instruction in Mixed –Ability Classrooms (2001) 34.

Transference: Why We Remember

Transference is the movement of knowledge from short term memory to long term memory. Transference needs the higher order thinking that is inherent in good teaching practices.

“Apply it, practice it, review it, use it in new situations” – a version of Bloom’s Taxonomy.

Adapted from Deborah Taub, Creating a Brain-Friendly Classroom , http://www.kdp.org/publication/pdf/propointers.pdf,

Transfers and Assessment The goal of teaching is to have students learn new information and then apply their learning to a new situation. This is called a transfer. Assessments are used to evaluate a student’s ability to transfer or apply skills and concepts.

Teacher’s differentiating instruction use assessments:

•Prior to a lesson to evaluate readiness, learning styles and needs.

• During a lesson to monitor learning, and decide if adjustments are necessary

• After a lesson to identify the skills learned and to plan the next step in instruction

Bloom’s Taxonomy is the link between planning, activities and assessment .

Adapted from C. Chapman and R. King, Differentiated Assessment Strategies – One Tool Doesn’t Fit All (2007) 5.

Differentiated Assessment in Full Bloom (Taxonomy)from: www.teachers.ash.org.au/researchskills/dalton.htm

J. Dalton & D. Smith, “Extending Children’s Special Abilities – Strategies for primary classrooms”  (1986) pp36- 7 http://www.teachers.ash.org.au/researchskills/dalton.htm

KNOWLEDGE

Useful Verbs Potential activities and  ProductsTell  locate  name   write  relate list

Make a list of the main events..Recite a poem. List all the .... in the story.

COMPREHENSIONexplain  predict   discuss interpret restate  outline

Cut out or draw pictures to show a particular event.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.

APPLICATIONsolve  show  illustrate             examine use construct

Construct a model to demonstrate how it will work.Make a scrapbook about the areas of study.

Still in Bloom…

J. Dalton & D. Smith, “Extending Children’s Special Abilities – Strategies or primary classrooms”  (1986) pp36-7.

http://www.teachers.ash.org.au/researchskills/dalton.htm

ANALYSIS

Useful Verbs Potential activities and  Products

analyze  distinguish explainexamine compare contrastinvestigate  categorize

Design a questionnaire to gather information.Write a commercial to sell a new product.Make a flow chart to show the critical stages.

SYNTHESIS

Create  invent  composepredict  plan  constructdesign   imagine  propose

Cut out or draw pictures to show a particular event.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.

EVALUATE

Judge  select   choosedecide  justify  debateverify  argue recommend

Conduct a debate about an issue of special interest.Make a booklet about 5 rules you see as important. Form a panel to discuss views,.

Lastly, Why D.I.? Differentiated Instruction:•Motivates through student success•Builds on a child’s strengths• Strengthens weaknesses• Promotes student engagement•Allows student choice• Supports advanced, grade-level and struggling learners• Addresses diversity in experiences, readiness, languages, learning styles, gender and culture• Links instruction to assessment• Promotes a safe, “user-friendly” classroom• Allows students to work at their own pace• Helps students take on more responsibility for their learning.

ReferencesBrandt, Ron. Powerful Learning, Alexandria, VA.: ASCD , 1998.

Chapman, Carolyn, and Rita King.. Differentiated Assessment Strategies – One Tool Doesn’t Fit All, Thousand Oaks, CA.: Corwin Press, 2005

Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms”  pp36- 7 http://www.teachers.ash.org.au/researchskills/dalton.htm

Diamond, Marion. Enhance Learning With Technology,http://www.ascd.org/publications/ed_lead/199811/darcangelo.html 

Gardner,Howard. Multiple Intelligences After 20 Years–http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf

Gregory, Gayle and Carolyn, Chapman... Differentiated Instructional Strategies – One Size Doesn’t Fit All, Thousand Oaks, CA.: Corwin Press, 2007

Taub, Deborah. Creating a Brain-Friendly Classroom , http://www.kdp.org/publication/pdf/propointers.pdf,

Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms, Alexandrai, VA.: ASCD, 2001.

Adapted from http://www.thomasarmstrong.com/multiple_intelligences.htm