Session 9. differentiated instruction 2

Instruction

D IFFERENTIATED

Ignatius Joseph N Estroga MA-EngLiceo de Cagayan University

ignatius joseph estroga

SUPER SLEUTH

Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth. After a verbal answer the person will initial the square.

Rules: - A person can only answer and initial one

square. - The goals are to activate prior knowledge

and to meet new people with new ideas.

Super Sleuth 1.What is your definition of differentiated instruction?

4.Give an example of when

you have used DI?

7.What is something you would like to

learn about DI?

2.When do you use small group instruction?

5.Differentiation means as many lesson plans as

you have students. Agree?

8.How do you discover how your students

learn?

3.What is one way you can form groups in your classroom?

6.What are some quick on-going assessmentsin your class?

9. Are DIs and assessment

related?

What is

Differentiated Instruction?

The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.Howard Gardner

Differentiated instruction is doing

what’s fair for students.

It means creating multiple paths so that students of

different abilities, interests, or learning needs experience

equally appropriate ways to learn.

Differentiated instruction is a process through

which teachers enhance learning by matching

student characteristics to instruction and

assessment.

•Differentiated instruction allows all students to

access the same classroom curriculum by providing entry points,

learning tasks, and outcomes that are tailored

to the students’ needs.

THE RATIONALE FOR DIFFERENTIATED INSTRUCTION

Different levels of readiness

Different Interests

THE RATIONALE FOR DIFFERENTIATED INSTRUCTION

Different Ability Levels

Different Cognitive Needs

•The goals of differentiated instruction are to develop challenging and engaging tasks for each learner (from low-end learner to high-end learner). Instructional activities are flexible and based and evaluated on content, process and product.

TEACHERS CAN DIFFERENTIATE ACCORDING TO ….

•The content•The process•The product

DIFFERENTIATING CONTENTS

• What the student needs to learn.

• The instructional concepts should be broad based, and all students should be given access to the same core content.

• However, the content’s complexity should be adapted to students’ learner profiles. Teachers can vary.

DIFFERENTIATING CONTENTS

• Resource materials at varying readability levels

• Audio and video recordings• Highlighted vocabulary• Charts and models• Varied manipulative and resources• Peer and adult mentors

to Differentiate Content

• Reading Partners / Reading Buddies• Read/Summarize• Read/Question/Answer• Visual Organizer/Summarizer• Parallel Reading with Teacher Prompt

• Choral Reading/Antiphonal Reading• Flip Books• Split Journals (Double Entry – Triple Entry)• Books on Tape• Highlights on Tape• Digests/ “Cliff Notes”• Note-taking Organizers• Varied Texts• Varied Supplementary Materials• Highlighted Texts• Think-Pair-Share/Preview-Midview-Postview

Tomlinson – ‘00

CHARACTER MAPCharacter Name____________

How the character looks

____________

How the character thinks or acts

____________

Most important thing to know about the character___________________________________________________________________________________________________________________

What the character says or does

____________

What the character really MEANS to say or do

____________

What the character would mostly like us to know about him or her _____________________________________________________________________________________

Clues the author gives us about the character

____________

Why the author gives THESE clues

____________

The author’s bottom line about this character ______________________________________________________________________________________________________

Reading ContractChoose an activity from each shape group.

Cut out your three choices and glue them below. You are responsible for finishing these activities by

_________. Have fun!

Make a poster advertisingyourself as a good

friend. Use words andpictures to help make

people want to be yourfriend. Make sure yourname is an important

part of the poster

Get a partnerand make

a puppet showabout a problem and

the solution in your book

Draw a picture of a problemin the story. Then use wordsto tell about the problem and

how the characters solvedtheir problem

Make a two sidedcircle-rama. Use it to tellpeople what makes you a good friend. Use pictures

and words and makesure your name is animportant part of the

display

Get a partnerand act out

a problem and itssolution from your

Write a letter to one of thecharacters in your book. Tell

them about a problem you have.Then have them write back with

a solution to your problem.

Make a mobile thatshows what makes you

a good friend. Use pictures and words

to hang on your mobile.Write your name on the

top of the mobile inbeautiful letters.

Meet with me and tell me about a

problem and its solutionfrom the story. Then tell

me about a problem you havehad and how you solved it

Think about anotherproblem one of the

characters in your bookmight have. Write a new

story for the book about theproblem and tell how it

was solved.

Make a poster advertisingyourself as a good

friend. Use words andpictures to help make

people want to be yourfriend. Make sure yourname is an important

part of the poster

Make a two sidedcircle-rama. Use it to tellpeople what makes you a good friend. Use pictures

and words and makesure your name is animportant part of the

display

Make a mobile thatshows what makes you

a good friend. Use pictures and words

to hang on your mobile.Write your name on the

top of the mobile inbeautiful letters.

Meet with me and tell me about a

problem and its solutionfrom the story. Then tell

me about a problem you havehad and how you solved it

Get a partnerand make

a puppet showabout a problem and

the solution in your book

Get a partnerand act out

a problem and itssolution from your

Draw a picture of a problemin the story. Then use wordsto tell about the problem and

how the characters solvedtheir problem

Write a letter to one of thecharacters in your book. Tell

them about a problem you have.Then have them write back with

a solution to your problem.Think about anotherproblem one of the

characters in your bookmight have. Write a new

story for the book about theproblem and tell how it

was solved.

Content

Essential Questions

Reading comprehension

Vocabulary Instruction

Compacting

Using varied text and resource

materials

Learning contracts

Minilessons

Varied Support

Systems

Audio/Video recorders

Note-taking Organizers

Highlighted Print Materials

Lists of Key Ideas

Peer or Adult mentors

• Activities in which the student engages to make sense of or master the content.

• Examples of differentiating process activities include scaffolding, flexible grouping, interest centers, manipulatives, varying the length of time for a student to master content, and encouraging an advanced learner to pursue a topic in greater depth.

DIFFERENTIATING PROCESS (MAKING SENSE AND MEANING OF CONTENT)

• Use leveled or tiered activities • Hands-on materials• Vary pacing according to readiness• Allow for working alone, in partners, triads, and small groups

• Allow choice in strategies for processing and for expressing results of processing

Process

Flexible groupingGraphic

Organizers

Tiered assignments

Anchor Activities

Framing Questions

Learning LogsLearning Centres

Learning contracts

Literature Circles

Writing Workshops

• The culminating projects that ask students to apply and extend what they have learned.

• Products should provide students with different ways to demonstrate their knowledge as well as various levels of difficulty, group or individual work, and various means of scoring.

DIFFERENTIATING PRODUCTS(SHOWING WHAT IS KNOWN AND ABLE TO BE DONE)

• Tiered product choices• Model, use and encourage students to uses technology

• Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race

• Use related art to help with student products

Products

Develop games Write books

Give a presentation

Write a song

Conduct a debate

Make a video documentary

Present a puppet show

Write a photo essay

Develop web pages

OBSTACLES

1. I Long to return to the Good Old Days2. I thought I was differentiating3. I teach the way I was taught4. I don’t know how5. I have too much content to cover6. I’m good at lecturing7. I can’t see how I would grade all those

different assignmentsKathie F. Nunley, Differentiating in the High School, Thousand Oaks,

CA: Corwin Press, 2006.

OBSTACLES8. I thought differentiation was for the

elementary school9. I subscribe to ability grouping10.I have real logistic issues11.I want my classroom under control12.I don’t know how to measure my

student’s learning styles13.I have neither the time nor the funding

for all thatKathie F. Nunley, Differentiating in the High School, Thousand Oaks,

OBSTACLES

14.I’ve been teaching this way for years and it works

15.There’s no support for it at my school16.My district requires me to follow a

prescribed text17.Parents expect lecture format in high

school for college prep18.The bottom line – if they are learning,

you are teaching Kathie F. Nunley, Differentiating in the High School, Thousand Oaks,

STRATEGIES TO MAKE DIFFERENTIATION

1. Tiered Instruction Changing the level of complexity

or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

TIERING

Key Concept Or

Understanding

Those who do not know the concept

Those with some understanding

Those who understand the concept

WHAT CAN BE TIERED?

• Processes, content and products

• Assignments

• Homework

• Learning stations

• Assessments

• Writing prompts

• Anchor activities

• Materials

WHAT CAN WE ADJUST?• Level of complexity• Amount of structure• Pacing• Materials• Concrete to abstract• Options based on student interests• Options based on learning styles

TIERING INSTRUCTION

1. Identify the standards, concepts, or generalizations you want the students to learn.

2. Decide if students have the background necessary to be successful with the lesson.

3. Assess the students’ readiness, interests, and learning profiles.

TIERING INSTRUCTIONS4. Create an activity or project that is

clearly focused on the standard, concept or generalization of the lesson.

5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.

6. Develop an assessment component for the lesson. Remember, it is on-going!

WORK1. Anchoring Activities

These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students.

They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.

WORK2. Flexible Grouping

This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another

FLOW OF EXPERIENCES(TOMLINSON)

Back and forth over time or course of unit

Individual Small Small IndividualGroup Whole Group Group

FLEXIBLE GROUPING

Homogenous/Ability -Clusters students of similar

abilities, level, learning style, or interest.

-Usually based on some type of pre-assessment

Heterogeneous Groups -Different abilities, levels or

interest

- Good for promoting creative thinking.

Individualized orIndependent Study -Self paced learning

-Teaches time management and responsibility

-Good for remediation or extensions

Whole Class -Efficient way to present new

content

-Use for initial instruction

WORK4. Compacting Curriculum

Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.

Through a variety of instructional strategies

Carol Ann Tomlinson (2006)

Product

Differentiation

Is a teacher's response to learner’s need

Respectful tasks

Continual assessmentFlexible grouping

Teachers can differentiate through

Content Process

According to students’

Readiness Interests Learning Profile

Environment

IN CLOSING…..

What is fair isn’t always equal…

IN CLOSING…..

Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone.

Download presentation at

www.slideshare.net/josephestroga

BIBLIOGRAPHYCampbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and

More. Stanwood, WA. 1996.

Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:

Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.

Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.

Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.

Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.

Level 1 Level 2 Level 3 Level 4

Activity Activity Activity Activity

Domain _________________________Least Mastered Skill/ Critical Content _________________

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