Differentiated Instruction

Differentiated Instruction

WHY ?

Differentiated Instruction Awareness
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

Tomlinson 2001
What is differentiation?



People learn differently learning styles, strengths, abilities, and interests.

We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.

When a teacher tries to teach something to the entire class at the same time, chances are, 1/3 of the kids already know it; 1/3 will get it; and the remaining 1/3 wont.So 2/3s of the children are wasting their time. - Lilian Katz
As a student, I was in the 1/3 whoAs a teacher, I was in the 1/3 who...As a parent, my child is in the 1/3 who
Reflect on this quote by completing these phrases:
Activity

TeachersRole

Differentiated Instruction is Proactive
Begin with assumption: different learners/different needsVariety of ways to get at and express learning.Organized/Purposeful and not chaotic.

Expect BETTER work, not MORE work!!!
Adjusts the nature of the assignment to meet student needs.Level of complexity, steps in a task, and levels of questioning

Begin With Assessment
Readiness based on:standardized test resultspre-testingConversationsinterest surveyspreferred learning stylesmultiple intelligences

Several Routes to Content, Process, and Product

Contentwhat students learnProcesshow students go about making sense of ideas and informationProducthow students demonstrate what they have learned

Differentiated Learning is Student-Centered
Increasing responsibility for their own growth.Teaching students to share responsibility allows a teacher to work with different groups or individuals for parts of the class time.and it better prepares students for life.

Differentiation Blends Several Types of Instruction
Whole-class instructionIndividual instructionFlexible groupingCooperative/collaborative learning

Differentiation is Fluid
Teachers participate in ongoing collaboration with studentsLessons and assignments are adjusted as neededThere is no one right way to differentiate as long as the basic principles of differentiated learning are followed.

Basic Principals

Some Principles
Students are pre-assessed to determine learning needs.The teacher plans proactively to provide several learning options.Students work alone, in pairs, and in small groups.Students sometimes receive whole-class instruction.The teacher gives clear directions and shares responsibility with students.The teacher provides organization to the degree that learning is purposeful and not chaotic.The teacher provides support as needed.The student takes responsibility for his/her own learning and demonstrates understanding through a student-designed product.

Exampels of Differentiation

For First Grade Reading
Create a flexible reading program.Post a weekly reading schedule and allow students to find their names on it.Allow students to move to appointed parts of the room at times designated on the chart.Sometimes the whole class will meet to listen to a story and talk about it or to volunteer to read it.Sometimes a small group meets with the teacher to work on decoding, comprehension strategies, or to share ideas.Sometimes students will meet with peers to read on a topic of mutual interest, regardless of their reading readiness (different level books on same topic).Students read alone (from books in discovery boxes based on various topics or from boxes designated by colors to match levels of reading readiness).Students may meet with a reading partner to take turns reading or, at the direction of the teacher, to choral read so stronger readers can provide leadership for a peer who doesnt read as well.

From Tomlinson

Third Grade Reading
Design a variety of centers based on student learning profilesAssign students to centers based on formal or informal assessmentsAt centers related to people the students are studying, students can choose to work alone, in pairs, or within a small groupSome possible centers include:Students select a person theyve studied and make an annotated time line of the persons early life, noting events that shaped the person. The student chooses whether to write a paper, draw a storyboard, or act out the events.Students select a biography and a fictional work each has read. Then they write about real-life events they and some of their friends have had. Students then look in all three works for common themes about growing up and decide to present their work as a matrix or through conversations between or among the subject of the biography, the fictional work, and a 3rd grader.

From Tomlinson

Seventh Grade Science
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.)

High School Algebra II
Students can pre-test and compact out of a unit at any time during the first three days of instructionStudents who opt out do an independent investigation of math in the real world, given guidelines by the teacher, who works with them to tighten or focus plans, as neededStudents who did not compact out receive whole group instruction, and thenbased on understandingdivide into cooperative groups for practice, or meet in a small group with the teacher for further instructionWhen the class has finished the chapter, everyone participates in two days of mandatory review and the entire class takes the test.

From Tomlinson

High School U.S. History
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 persons life.Note transforming dates in the subjects life and make a timeline.Choose three events that most impacted the subjects 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 accomplishmentsStudents brainstorm qualities of greatness and create a matrix they will use to rank all of their subjectsStudents 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 presentationA scripted presentation to the classAn argumentative or comparative essay.

Differentiate by Readiness

The Equalizer: A Tool for Planning Differentiated Lessons
Foundational.TransformationalConcrete.AbstractSimple ComplexSingle FacetMultiple FacetsSmall Leap..Great LeapMore Structured..More OpenLess IndependenceMore IndependenceSlow..Quick

Tiering Instruction
Change the nature of the task, not the workloadChange the sophistication of the prompt and/or the students response to itRemember to keep all students above water by adjusting challenge levels so all students can make sense of their learning

Tiering Formats
Learning ContractsLearning MenusCubingSummarization PyramidChange the Verb

Learning Contracts
Students enter into independent study with an agreed-upon set of tasks supporting adjusted goals.

Learning Menus
Students are given choices of tasks in a unit or for an assessment. They most do one entre task, may select from two side dish tasks, and may choose to do one of the dessert tasks for extra enrichment.

Cubing
Students receive foam or poster board cubes with a different task written on each face; each task has a different complexity level than the others. Given a topic, students: Describe it, Compare it, Associate it, Analyze it, Apply it, Argue for it or against it.

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 PROMPTSSynonym AnalogyQuestion Three attributesAlternative titleCauses EffectsReasons ArgumentsIngredients OpinionFormula/sequenceInsightLarger category Tools SamplePeopleFuture of the topic

Change the Verb
Raise or lower the challenge level by changing the verb in your prompt:
CONSIDER USING:Analyze ReviseDecide betweenWhy didDefend DeviseIdentify ClassifyDefine ComposeInterpret ExpandImagine SupposeConstruct Recommend Predict Argue for (or against)Contrast Critique

Some Tips
All students need coherent lessons that are relevant, powerful, and meaningful.Good curriculum pushes students a bit beyond what is easy or comfortable.Encourage students to work up and complete tasks that stretch them.

Differentiate by Interest

Sidebar StudiesInterest CentersSpecialty TeamsReal-Life Applications of Ideas and SkillsNew Forms of Expression

Strategies That Support Interest-Based Studies
Studying concepts and principles through the lens of interestStudent choice of tasksIndependent StudyI-SearchesOrbitalsMentorshipsGroup InvestigationsInterest GroupsJigsawLiterature CirclesWebQuestsStudent-selected audiences

Differentiate by Learning Profile

Four Factors
Learning Style PreferencesIntelligence PreferencesCulture-Influenced PreferencesGender-Based Preferences

Strategies for Learning Profile Preferences
Vary teacher presentation (auditory, visual, kinesthetic)Vary student mode of expression (Gardners Multiple Intelligences)Working choice arrangementsMultiple modes of assessmentVaried approaches to organizing ideas and information

Differentiate by Content

Strategies for Differentiating Content
Curriculum CompactingLearning ContractsMini-lessons

Ways to Support Students
Reading partners or audio/video recordersNote-taking organizersHighlighted print materialsDigests of key ideasPeer and adult mentors

Differentiate by Process

Processing: Making Sense of the Content
Present activities that are interesting to the studentProvide opportunities for students to think at a higher levelCause students to use key skills to understand key ideas

Strategies for Differentiated Processing
CubingLearning logs or journalsGraphic organizersCenters or interest groupsRole playingChoice boardsJigsawThink-pair-sharePMI Model-makingLabs Tiered activities

Differentiate by Product

Creating Product Assignments
Big IDEASFormat of the project.Expectations for quality (content, process, product).Scaffolding (brainstorming, rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading).Differentiate based on readiness, student interest, student learning profile.

Find exactly where students are before you know how to take them someplace newOrganize your resourcesAdjust for varying degrees of depthSupport those who cant keep their heads above waterModify your strategy as you goRecognize there are different ways to reach the same destination
you must:

The content of this presentation is based on the work of Carol Ann Tomlinson of the University of Virginia and on her book, How to Differentiate Instruction in Mixed-Ability Classrooms.

Supplementary Resources
Glossary of termsLearning Style inventorySample lessonsList of additional resources

Resources
pathubert.wikispaces.comTemplatesResourcesVideos

*
*
Sir Ken Robinson video start 2:13
*
*
Activity/Handout #1 Pie Graph divided in to thirds. See handout for directions for completing.What feelings concerning education were elicited as you responded to these statements?Through classrooms today, one can find students with advanced learning skills sitting next to students who struggle with academics.Along with that reality is the fact that most of these students will encounter a teacher who treats all students as though they are on the same academic level. Take 3-5 minutes to discuss which third you found yourself in as a student, parent and then later as a teacher. Complete pie graph provided to each small group. (After permitting time to complete the activity, share with large group. Reporting out.)
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*