Do Now…on the index cardRank these 7

Effective Instructional Strategies in order from LEAST Effective to MOST Effective.

1. Practice by Doing

2. Teach Another3. Demonstration4. Audio/Visual5. Reading6. Discussion7. Lecture

Differentiated Instruction The Basic Steps TowardsDifferentiating

July 23, 2013Ms. Tracey JohnsonSherwood Middle School

Agenda Warm Up- “Do Now”- Effective

Instructional Strategies Objective & Define Differentiated

Instruction Differentiated Instruction Professional

Development Presentation D. I.-“Think Aloud” Activity Tiered Assignments Activity Closure: “One thing that Stuck to You”

Do Now…on the index cardRank these 7

Effective Instructional Strategies in order from LEAST Effective to MOST Effective.

1. Practice by Doing

2. Teach Another3. Demonstration4. Audio/Visual5. Reading6. Discussion7. Lecture

How’d You Do???

LectureLecture5%5%

ReadingReading10%10%

Audio/VisualsAudio/Visuals20%20%

DemonstrationDemonstration30%30%

DiscussionDiscussion50%50%

Practice By Doing Practice By Doing 75%75%

Teach Others/Immediate Use Of Teach Others/Immediate Use Of LearningLearning

95%95%

Let’s Define Differentiated InstructionObjective: By the end of the session,

teachers will develop a deeper understanding of Differentiated Instruction.

Differentiating 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.

Differentiation of Instructionis a teacher’s response to learners’ needsguided by general principles of differentiationsuch as:

respectful tasks flexible grouping ongoing assessment and adjustment

ways to differentiate:Content Process Product

according to students’

Readiness Interests Learning Profile

Traditional Classroom vs. Differentiated Classroom

TRADITIONAL Differences are acted upon

when problematic. Assessment is most common at

the end of learning to see “who got it”

A relatively narrow sense of intelligence prevails

Coverage of curriculum guides drives instruction

Whole class instruction dominates

A single text prevails

DIFFERENTIATED Differences are studied as a basis

for planning. Assessment is on-going and

diagnostic to make instruction more responsive to learner needs

Focus on multiple forms of intelligences is evident

Student readiness, interest, and learning profile shape instruction

Many instructional arrangements are used

Multiple materials are providedAdapted from “The Differentiated Classroom: Adapted from “The Differentiated Classroom: Responding to the Needs of All Learners,” byResponding to the Needs of All Learners,” byCarol Ann Tomlinson, 1999, p.16Carol Ann Tomlinson, 1999, p.16

The Rationale for Differentiated Instruction Different levels of readiness

Different Interests

The Rationale for Differentiated Instruction

Different Ability Levels

Different Cognitive Needs

Teachers can differentiate according to ….

The Content (What is Taught)

The Process (How it is Taught)

The Product (How Learning is Assessed

*The Learning Environment

(determined by the other 3)

Differentiating Content(what is taught)

Resource materials at varying readability levels

Audio and video recordings Highlighted vocabulary Charts and models Interest centers Varied manipulatives and resources Peer and adult mentors

Differentiating Process (making sense and meaning of content)

Use leveled or tiered activities Interest centers 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

Differentiating Products(showing what is known and able to be done)

Tiered product choices Model, use and encourage student use

of technology within products and presentations

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

Use related arts teachers to help with student products

Strategies to Make Differentiation Work

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

Think Aloud1. How was D.I. utilized in the lesson?2. What was done with students:

A. Below Grade LevelB. On Grade LevelC. Above Grade Level

3. In what ways are students assessed?

Brain Break!!!!!Musical Chairs…Musical Chairs…As the music plays, move to a table with As the music plays, move to a table with teachers in the same Subject Area: teachers in the same Subject Area: •Language ArtsLanguage Arts•MathMath•ScienceScience•Social StudiesSocial Studies•SPEDSPED•ElectivesElectives

https://www.youtube.com/watch?v=1UrpQTI6HTo&list=PL0wIZwSQJsEXPn3m1YlDk3NjaPwzV0ru8

Tiering Activity Instruction1. 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 Activity Instruction4. 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!

Strategies for DifferentiationConfused? Let’s break it down. Differentiation can includecomplex strategies, like writing tiered lesson plans, or it cantake a more simplistic form, such as using reading buddies orthink-pair-share strategies. Here is a condensed list of thecontinuum of differentiated strategies.

Higher Prep Strategies Tiered Lessons Flexible Grouping Think-Tac-Toe Multiple Intelligence Options Graphic Organizers Response/Exit Cards Multiple Texts

Lower Prep Strategies Reading & Study

Buddies Anchor Activities Think-Pair-Share Choices of books Interest Surveys Multiple Levels of

Questioning

Closure

Write “One Thing That Write “One Thing That Stuck with You” about Stuck with You” about

Differentiated Differentiated Instruction!Instruction!

What Differentiation Is … Student Centered

Best practices

Different approaches

3 or 4 different activities

Multiple approaches to content, process, and product

A way of thinking and planning

Flexible grouping

What Differentiation Isn’t One Thing

A Program

The Goal

Hard questions for some and easy for others

35 different plans for one classroom

A chaotic classroom

Just homogenous grouping

In Summary….. What is fair isn’t always equal…

and

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