Differentiated InstructionDifferentiation isn't just about having different students do

different things. Differentiated instruction is based on students' needs.

Metropolitan Nashville Public Schools Department of Exceptional Education

Quick View of the Day

Workshop8:30-3:00

AM Break9:45-10:00

Lunch11:15-12:15

PM Break1:45-2:00

Who are you?

Make a creative name tag/tent You will have 10 minutes to make your

own name tag. Make sure you list hobbies, draw a

picture or two, give a self profile,etc. Don’t forget your name, years of

teaching experience, and what you teach.

Introduce yourself and share out with the your table.

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?

What is differentiation?

Differentiation is classroom practicethat 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)

Content Process Product

According to Students’

Readiness Interest LearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

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Learning Cycle and Decision Factors Used in Planning and Implementing DI

Basically it is… Knowing your students Knowing the subject

and content Finding the best way to

match your students and the content.

It ensures that ALL students have the opportunity to learn and achieve.

When I skate, I go where the

puck is. Wayne Gretsky

Think of it as…

When we teach, we should go where the student is.

Did you know…When a teacher tries to teach something to the whole 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 won’t.

Lillian Katz

So two thirds of the kids are wasting their time.

Willis, S (November 1993). “Teaching Young Children: Educators Seek ‘Developmental Appropriateness.” Curriculum Update, 1-8.

How does it work? Strengthens teachers’ beliefs in the

power and effectiveness of differentiating instruction at every grade level, in every subject, and in every school demographic

Teaches educators how to be intentional in instructional delivery for maximum student learning

We also know…People learn differently—we have

various learning styles, learning 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.

We know from research… Students learn 90% of what they say or

discuss as they complete an activity. Drawing figures helped improve critical

thinking skills in learning-disabled children. Play is the brain’s link from the inner world

to reality and the foundation of creativity. Mind mapping engages all the brain’s

functions and captures the total picture. Laughter and humor maintain students

attention, reduce mental and physical tension, relieve stress and make the school day shorter.

Differentiated InstructionIS…

Using assessment data (progress monitoring) to plan instruction and group students.

Teaching targeted small groups (1:3, 1:5)

Using flexible grouping (changing group membership based on student progress, interests, and needs).

Matching instructional materials to student ability.

Providing students with choices about what and how they learn

Tailoring instruction to address student needs.

IS NOT…

Activities that all students will be able to do

Getting it on your own All assignments are the

same for every student except for the number of problems

Allowing the early finishers computer time

Assigning “extra” work for more advanced students

Cooperative learning groups where the “gifted” student gets to be the leader

Differentiated or Different?

Mapping a Route Toward Differentiated Instruction

Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.

-Carol Ann Tomlinson

What do I do?There are numerous strategies that can be utilized in order to meet the

needs of all students and assist teachers in teaching the two things

they are required to teachSTUDENTS

AndSTANDARDS

Strategy: Movement

Did you know ... A 5-15% increase in blood and oxygen

flow to the brain is created when one stands. This also causes students to become more aroused and alert (Jensen, 1995).

Twenty years of research have shown that movement puts learners, whether kindergarteners or college students, in an appropriate state for learning (Thayer, 1996).

Music, Rhythm, Rhyme, and Rap

Did you know … Music provides a valuable aid to

memorization (Sprenger, 1999). Long-term memory and emotion are

activated by the signals that music carries (Webb & Webb, 1990).

Music connects multiple brain sites by activating and synchronizing neurons’ firing patterns (Jensen, 2001).

Music Break

Music/Rhythmic Lesson Ideas

History Math Language Science & Health

Geography Fine Arts

Analyze different historical periods through their music

Learn mathematical operations through songs, jingles, & rhythmic beats

Learn Morse Code & practice communicating with it

Learn to use music, rhythm, sound, & vibrations to reduce stress

Listen to & analyze different kinds of music from different cultures

Play “Guess the Rhythm/Instrument” when listening to various musical pieces

Create a series of key dates in history “raps”

Learn addition, subtraction, multiplication, & division through drum beats

Use different ldnds of music for different ldnds of writing

Listen to the sound & rhythmic patterns of the environment (humanly-created & nature)

Play musical & percussion instruments from around the world

Turn a nonmusical play into a musical or into an “old time radio show”

Teach learn songs/music that were popular in previous eras (e.g. Gregorian chant, WWII_songs)

Break a set of tones and/or rhythmic patterns into various

groups to learn division tables

Create song/raps to teach grammar, syntax, phonetics semantics, & other language concepts

Try various humming patterns to see how they can alter your mood & awareness

Learn the key characteristics of music & rhythmic patterns from different cultures

Practice impromptu music composition using the “stuff’ in your surroundings

Make musical instruments from the past & compose a piece using them

Play the “Rhythm Game’ to learn times

tables (slap thighs, clap hands, snap fingers)

Learn & practice “phonetic punctuation” (a la

Victor Borge

Experiment with the effects of vibration on sand in a metal plate

Create a sound/tonal-based legend for a map

Draw, paint, or sculpt a piece of music as it plays

Watch films about the past & focus on the sounds of history

Make up sounds for different math operations & processes

Illustrate a story/poem with appropriate sounds, music, rhythms, & vibrations

Assign sounds to systems you are studying such as the nervous system,

circulatory systems, etc.

Learn & sing songs from nations/countries being studied

Make up a creative/interpretive dance to a piece of music

http://theweekinrap.com/?p=342 http://www.flocabulary.com/

Flexible GroupingShould be purposeful: may be based on student interest, learning profile and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals (K-U-D)

Implementation: purposefully plan using information collected – interest surveys,

learning profile inventories, exit cards, quick writes, observations, etc. list groups on an overhead; place in folders or mailboxes “on the fly” as invitational groups

Cautions: avoid turning groups into tracking situations provide opportunities for students to work within a variety of groups practice moving into group situations and assuming roles within the

group.

Flexible GroupingT- Total Group

A- Alone

P- Partner

S- Small Group

Or P-Partner I-Individual G-Group

PIG

Benefits of Flexible Grouping

• Teacher becomes more of a “facilitator” of knowledge and skills

• Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome

• Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

(Coming to our senses: Incorporating Brain Research Findings into Classroom Instruction)

Make a Grid Form a group of four Number off and assign 1, 2, 3, 4 Read assigned part and take notes Add personal comments Report findings to the group Discuss and reflect*Great DI strategy to use in your classrooms

Jigsaw Activity

Suggestions for Dividing Up Reading: 4 readers

Reader 1=Beginning until Using Color and Lighting…Reader 2= Using Color and Lighting…until Sounds in the EnvironmentReader 3= Sounds in the Environment until pg. 663 second paragraph

(Music is used…)Reader 4= pg. 663 Music is used… until end

You will have 25 minutes

JIGSAW

Elements of a Brain-Based Environment

ELEMENTS BEST and/or CALMING WORST and/or HIGH ENERGY

COLOR Blue, Green, Earth Tones, Pastels. Think

“nature”

Red, Orange, Deep Yellow.

Think Fast Food Restaurants

MUSIC 50-70 bpm :Classical, Jazz, New Age, Nature

Sounds

110-160bpm: Salsa, Rhythm Blues, Rock N

Roll, R&BLIGHTING Natural Light, Sunlight,

Full Spectrum, LampsFluorescent

AROMA Lavender, Vanilla, Sandal Wood,

Eucalyptus, Chamomile

Peppermint, Citrus (Lemon), Cinnamon

SEATING Flexible Seating with movement involved

Inflexible, no movement

GRAFITTI FACTS

Discuss at your table for 5 minutes what is differentiated instruction.

Pick someone from your table to go Graffiti on the chart what you agree to

share.

The Key The Key to a differentiated classroom is that all

students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

Curriculum should be differentiated in three areas:1. Content:

Multiple option for taking in information2. Process:

Multiple options for making sense of the ideas3. Product:

Multiple options for expressing what they know

Think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies. If you have high quality curriculum and materials, then it isn’t so much WHAT you use as it is HOW you use it to meet the varying readiness, interests and learning profiles of your students.

MULTIPLE INTELLIGENCES

Bodily-Kinesthetic

Naturalist

Verbal-LinguisticIntrapersonal

Musical-Rhythmic

Interpersonal

Visual-Spatial

Logical-Mathemati

cal

VISUAL AUDITORY KINESTHETIC

LEARNING STYLES

Does one size really fit all?

Differentiated Instruction

Learning StylesDo you know your own teaching/learning style?

Do you plan learning experiences that address different learning styles?

Are a wide variety of activities available for students?

MusicalLinguistic

Naturalist

Spatial

Intrapersonal

Bodily-Kinesthetic Interpersonal

Logical-Mathematical

Multiple Intelligence Test

Take 10 minutes to complete the learning styles survey. Once you have tallied the results, choose your learning

style preference group. Then we will share our learning style and what you

think of the inventory. Remember your highest area. We will do something

with it later.

You will have 1 hour for lunch. Please make sure you return on time!

Have a great lunch!

Ish by Peter Reynolds

Drawing and Artwork

ResearchDid you know … Based on 1999 and 2000 test results,

students who took studio art, art appreciation and art design scored 47 points higher in mathematics and 31 points higher on the verbal portion of college entrance exams than did students who were not enrolled in visual arts classes (College Board, 2000).

Drawing figures helped improve critical thinking and verbal skills in learning-disabled children (Jing, Yuan, & Liu, 1999).

Differentiated Instruction is like a sailing adventure becausethe captain must identify each crew member’s specialty and talents so

assignments can be made.•Brainstorm - What is DI?

•DI is like __________ because __________.

•Illustrate and label the simile.

Differentiated Instruction…

Is Like A Sailing Adventure!

becauseTeachers set the course for

the journey to deciding how each one will travel and what each will learn along the way.

Question Strategies

Think of your questioning through Bloom’s Taxonomy…

Knowledge To know is to recall information that has been learned. Sample activities include telling, listening, naming and redirecting.

Comprehension To comprehend is to understand. Sample activities include explaining, summarizing, paraphrasing, retelling and showing

Application To apply is to use what has been learned. Sample activities include demonstrating, illustrating, solving, adapting and incorporating.

Analysis To analyze is to examine an idea critically. Sample activities include comparing, categorizing, and deducing.

Synthesis Means to put together in a new car or different way. Sample activities include creating, inventing, formulating, and producing.

Evaluation To evaluate is to determine the worth or value based on a set of criteria. Sample activities include making judgment, predictions, decisions and estimates.

Strategies for

Student Thinking

Remember wait time Provide at least 3 seconds of think time after

a question and after a response Utilize “think-pair-share” Ask “follow-ups” (Why? Do you agree? Can

you elaborate? Tell me more. Can you give me an example?)

Ask for a summary Survey the class “How many people agree

with the author’s point of view?” (thumbs up, thumbs down).

Allow student calling

GRAFFITI FACTS

Discuss at your table for 3 minutes what is something new you have learned about differentiated instruction. Pick someone else from your table to go Graffiti on the

chart what you agree to share.

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Assessment Strategies

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Assessment ToolsInformal

Before During After1. Squaring Off

2. Boxing

3. Yes/No Card

4. Graffiti Facts

1. Thumb It!

2. Fist of Five

3. Face the Fact

4. ABCD Cards

1. Talking Topics

2. Conversation Circles

3. Donut

4. Agree/ Disagree Cards

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Pre-AssessmentSquaring Off

Dirt Road Paved Road

Yellow Brick Road Highway

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Assessment Tools Formal

Before During After

1. Written Pre-test

2. KWL 3. Journaling4. Surveys5. Inventories

1. Journaling2. Teacher-made tests3. Portfolios4. Checklists5. Rubric6. Effective Questions

1. Charts2. Table Pass3. Journaling4. Post tests5. Portfolio

Conferences

Instructional Strategies

-CHOICE-The Great Motivator!

Requires children to be aware of their own readiness, interests, and learning profiles.

Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos – NO taking the easy way out!)

Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .

GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!

Choice Boards

Purpose of Choice Boards

Homework After Reading or Problem

Solving Learn a vocabulary word Projects for a certain topic or

book Presentation or Demonstration Independent Work Demonstrate a Skill

What is your learning target?

Primary Consideration:

What must ALL students:•Know•Understand•be able to Do

Fractions Choice Board

Learning Goals: Students will… KNOW: Fractions show parts of a

whole and can be expressed numerically.

UNDERSTAND: Fractions represent equal sized portions or fair shares.

Be able to DO: Use different materials to demonstrate what the fraction looks like.

Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student Interest

Insects Choice Board

Learning Goals: Students will… KNOW: The characteristics of insects. UNDERSTAND: Insects have particular

characteristics and parts and are different from other kinds of bugs.

Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects. Turville, J. (2007) Differentiating by

Student Interest

Turville, J. (2007) Differentiating by Student Interest

THINK-TAC-TOEBook Report

Draw a picture of the main

character.

Perform a play that shows the conclusion of a

story.

Write a song about one of the

main events.

Write a poem about two main

events in the story.

Make a poster that shows the

order of events in the story.

Dress up as your favorite character

and perform a speech telling who you are.

Create a Venn diagram

comparing and contrasting the introduction to

the closing.

Write two paragraphs

about the main character.

Write two paragraphs

about the setting.

Differentiation Strategy: STUDENT CHOICE

Structures, Processes and Responses of PlantsTic-Tac-Toe for Student Choice

Activities1. Draw some type of visual that differentiates the two types of reproduction in flowering plants

2. Write a short essay explaining the structures flowering plants have for defense.

3. Search the Internet for information about a plant’s response to external stimuli. Print out what you find and summarize your information into your own outline.

4. Create a lesson plan on the life cycle of a flowering plant and teach this lesson to the class.

5. Write a newspaper article highlighting the poisonous plants common to South Carolina (i.e. Mississippi)

6. Write a short story about the life cycle of an apple seed.

7. Create a Venn Diagram comparing and contrasting vascular and nonvascular plants.

8. Design a poster shows the parts of a flowering plant that function for survival.

9. Make a collage of various organisms from the five kingdoms. Label and give the characteristics of each kingdom.

Name: ________________________ I/We choose activities #____, #____, #____.Today’s Date _________________________ Due Date ___________________

Let’s make a Choice Board!

Get in groups by grade or interest. As a group decide on a skill or

interest that you can make a choice board for (essential literature, math skill, etc…) that you could use in your classroom.

“I like this class because there’s always something different going on all the time. Other classes are like peanut

butter for lunch every single day. In this class, it’s like my teacher really knows how to cook. It’s like she runs a really

good restaurant with a big menu.” ~ 7th grader

TIERED ACTIVITIES

WHAT CAN BE TIERED? ASSIGNMENTS

ACTIVITIES CENTERS & STATIONS

LEARNING CONTRACTS ASSESSMENTS

MATERIALS EXPERIMENTS

WRITING PROMPTS HOMEWORK

What is Tiered Instruction?Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:

1) each student comes away with pivotal skills & understandings

2) each student is appropriately challenged.

RESEARCH

Brain Research confirms what experienced teachers have always known:

No two children are alike. No two children learn in the same identical way.

An enriched environment for one student is not necessarily enriched for another.In the classroom, children should be taught to think for themselves.

Marian Diamonds: Professor of Neuroanatomy at Berkeley

http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/ed_lead/199811/darcangelo.html

Attributes of Learning 1. People learn what is personally meaningful to them.

2. People learn when they accept goals that are challenging but achievable for them.

3. Learning is developmental.

4. Individuals learn differently.

5. People construct new knowledge by building on their current knowledge.

6. Much learning occurs through social interaction.

7. People need feedback to learn.

8. Successful learning involves use of strategies—which themselves are learned.

9. A positive emotional climate strengthens learning.

10.Learning is influenced by the total environment.

From Powerful Learning by Ron Brandt, ASCD, Alexandria, VA:

Musical Problem Solving

This activity allows students to work cooperatively with their classmates to

solve math word problems. Students mix around the room while music is being

played. When the music stops, they will solve a problem with their partner.

Musical Problem Solving1st=Read the first problem and think about how

you would solve it. DO NOT write anything yet.2nd=I will play music and you will mingle around

until you find a partner.3rd=Discuss the first problem with your partner,

describe how to solve it and each of you write the solution on your paper. You must show your work, which could include drawing, charts, or number sentences. If you finish early you can discuss the next question with your partner, but do not write anything on your paper.

4th=Discuss the previous question with your new partner before moving onto the next question.

There are 28 students in each class at the performing arts school. If there are 37 fullclassrooms, how many students attend this school?

Question #1

Farmer Sam collects 783 eggs each week from the hen house. How many eggs does he collect over 8 weeks?

Question #2

If you saved your $76 monthly allowance for 3 years, how much money would you have?

Question #3

Source: The Differentiated Classroom, Tomlinson 1999

Just a sampling of strategies that support Differentiated Instruction Multiple Intelligences Tiered Lessons 4-MAT

Jigsaw Tiered Centers Varied questioning strategies

Taped material Tiered Products Interest Centers

Anchor Activities Learning Contracts Interest Groups

Varying Organizers Small Group Instruction Varied Homework

Varied Texts Group Investigation Compacting

Varied Supplementary Materials

Orbital's Varied Journal Prompts

Literature Circles Independent Study Complex Instruction

Cubing Tiered Assignments Reading Buddies

ActivityShare in your small groups which of

the strategies you have used or observed. Share your definition and a short explanation of what it looks like

in the classroom. Discuss for 15 minutes

Be prepared to share out.

• Identifying similarities and differences through the use of Venn diagram

• Differentiated by learner preference (learning styles) to make Venn diagrams in a variety of ways

• Student reflections on learning styles• Team teaching

• Video Clip

Differentiated Lesson Plan

Students in a differentiated classroom do not need to work the

system . . . . .because the system works

for them!

Differentiation Buddies

It can be done! Teachers who utilize

differentiation find that:

They have fewer discipline issues

Student growth is significantly increased

Their interactions with students are more positive and productive

Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them

Walkaway thought…“In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.”

- Carol Ann Tomlinson

We hope you enjoyed the presentation and learned something

you can take back to your

classroom/school!

Instructional Facilitators with the Exceptional

Education Department

Thanks for your time and attention!

Kristi Cogginkristi.coggin@mnps.org

www.mnpsteacher.org

http://daretodifferentiate.wikispaces.com

OPTIONS FOR DIFFERENTIATION OF INSTRUCTION

To Differentiate Instruction By

Readiness

To Differentiate Instruction By

Interest

To Differentiate Instruction by

Learning Profile

,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭ vary direct instruction by small ٭group adjust proximity of ideas to student ٭experience

encourage application of broad ٭concepts & principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of ٭adults or more expert-like peers give choice of tasks and products ٭(including student designed options) give broad access to varied ٭materials & technologies

create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.

useful instructional strategies:- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment

useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors

useful instructional strategies:- multi-ability cooperative tasks- MI options- Triarchic options- 4-MAT

CA Tomlinson, UVa ‘97

Pyramid of Learning

READING10 %

HEARING20%

SEEING30%

HEARING & SEEING40%

DISCUSS WITH OTHERS70%

TALK/WRITE OR DO/APPLY90%