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Bethany A. Rayl

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Overview What is differentiation? Why should we differentiate? How do we differentiate? Implementing differentiation

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Think of a Time Turn to a partner at your table and talk about a time when you were really engaged in learning What did that look like? What did that sound like? Why do you think you were so engaged?

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What is differentiation? Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. Tailoring instruction to meet individual needs.

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Differentiation is not so much the stuff as the how. If the stuff is ill conceived, the how is doomed. Carol Ann Tomlinson

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What is the intent ? The intent of differentiating instruction is to maximize each students growth and individual success by meeting each student where he or she is, and assisting in the learning process.

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When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it, and the remaining third wont. So two-thirds of the children are wasting their time. Lillian Katz

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What differentiation is not! Developing a separate lesson plan for each student A program Watering down the curriculum Hard questions for some and easy questions for others A chaotic classroom Just homogenous grouping

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Why should we differentiate? Not all students are alike. Differentiation provides all students access to all curriculum. All students can learn. Students learn in different ways at different times.

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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

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Comparing Traditional and Differentiated Classrooms Consideration of student differences Use of assessment Use of student interest and learning styles inventories Instructional format Assignment options Factors guiding instruction

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Traditional Classroom Assessment takes place at the end of a unit of study Dominance of whole class instruction Textbooks are the main instructional resource Teacher is the main problem solver

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Traditional Classroom There is a quantitative focus on assignments Commercially designed worksheets are used to practice skills Convergent questions dominate single correct answers are rewarded Instruction time is predetermined and inflexible

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Devastating Conclusion of 30 years of Research Little evidence of instruction of any kind was observed in the classes. What was/is happening? Teachers spend most of their time Assigning activities. Monitoring to be sure the pupils are on task. Directing recitation sessions to assess how well children are doing. Providing corrective feedback in response to pupil errors. J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

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Differentiated Classroom Assessment is ongoing, diagnostic, and influences instruction Variety of instructional strategies and arrangements Multiple types of materials are used as resources Students engage in problem solving

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Differentiated Classroom Qualitative focus to assignments Students use multiple methods to practice skills Questions are frequently asked by students as well as the teacher Questions are open-ended to spark divergent thinking Assessment determines time spent on tasks

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Obstacles 1. I Long to return to the Good Old Days 2. I thought I was differentiating 3. I teach the way I was taught 4. I dont know how 5. I have too much content to cover 6. Im good at lecturing 7. I cant see how I would grade all those different assignments Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.

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Obstacles 8. I thought differentiation was for the elementary school 9. I subscribe to ability grouping 10. I have real logistic issues 11. I want my classroom under control 12. I dont know how to measure my students learning styles 13. I have neither the time nor the funding for all that Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.

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Obstacles 14. Ive been teaching this way for years and it works 15. Theres no support for it at my school 16. My district requires me to follow a prescribed text 17. Parents expect lecture format in high school for college prep 18. The bottom line if they are learning, you are teaching Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.

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Differentiation Is a teachers response to learners needs Guided by general principles of differentiation Quality CurriculumFlexible groupingBuilding Community Teachers Can Differentiate Through: Content Process Product Affect/Environment According to Students ReadinessInterestLearning Profile Through a range of strategies such as: Multiple intelligencesJigsaw4MATGraphic OrganizersRAFTS CompactingTiered assignmentsLeveled textsComplex Instruction Learning Centers Respectful TasksAssessment for Instruction

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I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de- escalated, and a child humanized or de-humanized. Haim Ginott

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Differentiation must be an extension of not a replacement for high quality curriculum. Differentiation must be an extension of not a replacement for high quality curriculum.

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Differentiating for Content Using several elements and designs Leveling materials/varying materials Providing choice Focusing on depth and complexity of concepts Targeting readiness levels of students Meeting with small groups to reteach/enrich content Using selective abandonment What Students Learn!

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Content Readiness: Reteach for students having difficulty Use text and highlight key portions Provide organizers to guide note-taking Provide key vocabulary list Use reading buddies or reading partners to work on text

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Content Interest Provide opportunities for further explanation of the topics Provide additional materials Use students questions and topics to guide lectures and materials Use examples and illustrations based on student interest

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Content Learning Profile Present in visual, auditory and kinesthetic modes Use application, examples and illustrations from a wide range of intelligences (Garner/Sternberg)

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Learner Profile Factors Group Orientation independent/self orientation group/peer orientation adult orientation combination Learning Environment quiet/noise warm/cool still/mobile flexible/fixed busy/spare Cognitive Style Creative/conforming Essence/facts Expressive/controlled Nonlinear/linear Inductive/deductive People-oriented/task or Object oriented Concrete/abstract Collaboration/competition Interpersonal/introspective Easily distracted/long Attention span Group achievement/personal achievement Oral/visual/kinesthetic Reflective/action-oriented Intelligence Preference analytic practical creative verbal/linguistic logical/mathematical spatial/visual bodily/kinesthetic musical/rhythmic interpersonal intrapersonal naturalist existential Gender & Culture Foundations of Differentiated Instruction: KNOW YOUR LEARNER

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Content Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")

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Content Use applications, examples, and illustrations from both genders and a range of cultures/ communities Teach with whole to part and part to whole approaches Use wait time to allow for student reflection

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Students in a differentiated classroom do not need to work the system..... because the system works for them!

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Differentiating for Process Use of flexible grouping Use of tiered activities (varied level of support and complexity) Varying the pace of instruction Coaching or facilitating learning Providing interest centers Developing personal agendas Offering manipulatives or hands-on activities Varying the level of time a student takes to complete a task How students go about making sense of the what!

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Process Allow multiple options for how students express learning Encourage students to work together or independently Balance competitive, collegial, and independent work arrangements Develop activities that seek multiple perspectives

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Differentiating for Product Giving students options of how to express learning Using rubrics that match and extend skill levels Allowing students to work alone or in small groups Encouraging students to create their own product containing required elements How students go about making sense of the what!

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KNOW (facts, vocabulary, dates, rules, people, etc.) ecosystem elements of culture (housing/shelter, customs, values, geography) UNDERSTAND (complete sentence, statement of truth or insight want students to understand that... ) All parts of an ecosystem affect all others parts. Culture shapes people and people shape culture. DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs) Write a unified paragraph Compare and contrast Draw conclusions Examine varied perspectives Work collaboratively Develop a timeline Use maps as data KNOW (facts, vocabulary, dates, rules, people, etc.) ecosystem elements of culture (housing/shelter, customs, values, geography) UNDERSTAND (complete sentence, statement of truth or insight want students to understand that... ) All parts of an ecosystem affect all others parts. Culture shapes people and people shape culture. DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs) Write a unified paragraph Compare and contrast Draw conclusions Examine varied perspectives Work collaboratively Develop a timeline Use maps as data Tomlinson * 02

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Differentiating the Environment Make sure there are places to work quietly Make sure there are places that encourage collaboration Provide materials from various cultures and home settings Set out clear guidelines for independent work Develop routines Help students understand the needs of other learners

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Keys to Differentiation Get to know your students Identify areas of your curriculum that could be adapted to differentiated instruction Examine your role as a teacher in a differentiated classroom

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CRIME C urriculum: content, difficulty, standards R ules: explicit, implicit, written I nstruction: teaching style, individual & group work pace, teacher & student directed M aterials: textbooks, trade books, tests, homework, equipment, supplies E nvironment: furniture, seating, space, doors, windows, barriers Mary Anne Prater, She Will Succeed!: Strategies for success in Inclusive Classrooms, Council for Exceptional Children

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Discussion Question Now that you have a general awareness of what Differentiated Instruction is What examples of differentiated instruction can you identify in your classroom and/or building? What examples of differentiated instruction can you identify in your building professional development? Why would it be important to differentiate for adults, as well as students?

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