Paul Alexander Hetyey, English Curriculum Coordinator, SEC1 Differentiation in the Classroom Its not how smart they are but how they are smart (Howard Gardner) 2 Session Overview What Is Differentiation? What are multiple intelligences Differentiation Strategies Differentiation Practice Tips for Implementing Differentiated Instruction 3 Objectives Participants will Gain an overview of differentiated instruction; Gain an overview of differentiated instruction; Be able to implement several differentiation strategies Be able to implement several differentiation strategies Identify things to consider when implementing differentiation at the classroom and school level. Identify things to consider when implementing differentiation at the classroom and school level. 4 Children learn from a teacher. Children learn from a teacher. Traditional Campfire instruction, storytelling, wise person (teacher centered classroom) Traditional Campfire instruction, storytelling, wise person (teacher centered classroom) 5 from each other Traditionally Watering hole, oasis networking, news (group work, collaborative learning) Traditionally Watering hole, oasis networking, news (group work, collaborative learning) 6 by themselves Traditionally Cave reflection, time to think (library, writing activities, self- evaluation, planning) Traditionally Cave reflection, time to think (library, writing activities, self- evaluation, planning) 7 and by doing. Traditionally The Hunt experience, trial & error (practice, work-based, beyond the classroom) Traditionally The Hunt experience, trial & error (practice, work-based, beyond the classroom) 8 Why Differentiate? All kids are different. All kids are different. One size does not fit all. One size does not fit all. Differentiation provides all students with access to all curriculum. Differentiation provides all students with access to all curriculum. 9 What Is Differentiation? A teachers response to learner needs A teachers response to learner needs The recognition of students varying background knowledge and preferences The recognition of students varying background knowledge and preferences Instruction that appeals to students differences Instruction that appeals to students differences 10 Content (planning) Process (delivery) Product (assessment) According to Students Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999). 11 Readiness Amount of prior learning Amount of prior learning Ability Ability Motivation Motivation 12 Interest Get to know your students personally Get to know your students personally What are their backgrounds, experiences, hobbies, interests? What are their backgrounds, experiences, hobbies, interests? What do they want to be when they leave school? What do they want to be when they leave school? Conduct an interest survey keep notes and a file get the students to do a collage of themselves. Conduct an interest survey keep notes and a file get the students to do a collage of themselves. 13 Multiple Intelligences An intelligence is an ability to solve a problem or fashion a product that is valued in one or more cultural settings. Gardners 8 Multiple Intelligences Gardners 8 Multiple Intelligences This is only ONE way to differentiate This is only ONE way to differentiate Do the survey of yourself Do the survey of yourself 14 15 Linguistic Intelligence Ability to read, write and communicate with words. Ability to read, write and communicate with words. Authors, journalists, comedians Authors, journalists, comedians 16 Logical Mathematical Intelligence Ability to reason and calculate, to think things through in a logical, systematic manner Ability to reason and calculate, to think things through in a logical, systematic manner Engineers, lawyers, scientists, accountants, detectives Engineers, lawyers, scientists, accountants, detectives 17 Bodily Kinesthetic Intelligence Ability to use your body skillfully to solve problems, create products, or present ideas and emotions. Ability to use your body skillfully to solve problems, create products, or present ideas and emotions. Athletes, dancers, actors, builders, surgeons Athletes, dancers, actors, builders, surgeons 18 Visual-Spatial Intelligence Ability to think in pictures, visualize a future result. Imagination. Sense of direction, navigation. Ability to think in pictures, visualize a future result. Imagination. Sense of direction, navigation. Architects, artists, photographers, sailors, strategic planners Architects, artists, photographers, sailors, strategic planners 19 Musical intelligence Ability to make or compose music, to sing well, to understand and appreciate music. Sense of rhythm. Ability to make or compose music, to sing well, to understand and appreciate music. Sense of rhythm. Musicians, composers, poets Musicians, composers, poets 20 Interpersonal Social Intelligence Ability to work effectively with others, to relate to other people, empathy, understanding others viewpoints and motivations. Ability to work effectively with others, to relate to other people, empathy, understanding others viewpoints and motivations. Good teachers, salesmen, social workers, politicians Good teachers, salesmen, social workers, politicians 21 Intrapersonal Intelligence Ability for self-analysis and reflection, review ones behaviour, make plans and set goals, to know oneself. Ability for self-analysis and reflection, review ones behaviour, make plans and set goals, to know oneself. Philosophers, counsellors, and highly effective, peak performers. Brilliant people. Philosophers, counsellors, and highly effective, peak performers. Brilliant people. 22 Naturalist Intelligence Ability to recognize flora and fauna and other consequential distinctions in the natural world Ability to recognize flora and fauna and other consequential distinctions in the natural world Farmers, hunters, fishermen, botanists, biologists, zoologists, conservationists Farmers, hunters, fishermen, botanists, biologists, zoologists, conservationists 23 Preferred learning (match these with MIs) You tend to record events with a camera You tend to record events with a camera You keep and like pets. You keep and like pets. You like playing chess and solving puzzles You like playing chess and solving puzzles You can give clear directions and explanations You can give clear directions and explanations You like to read inspirational books You like to read inspirational books You like singing in the shower You like singing in the shower You build things with do-it-yourself kits You build things with do-it-yourself kits You talk over problems with others You talk over problems with others 24 About Intelligences Most people have the full range of intelligences Most people have the full range of intelligences Most people have one or two dominant intelligences through which they learn / process information Most people have one or two dominant intelligences through which they learn / process information They learn best through the dominant MI They learn best through the dominant MI They can develop the other intelligences They can develop the other intelligences It is hard in a class to cater always for all intelligences It is hard in a class to cater always for all intelligences 25 VAK Try to include as many activities as possible to cater for all intelligences, even if you dont know the MI of individual students Try to include as many activities as possible to cater for all intelligences, even if you dont know the MI of individual students Concentrate on VAK Concentrate on VAK (Visual / Auditory / Kinesthetic) If you include all three of these, youll reach most of the students most of the time If you include all three of these, youll reach most of the students most of the time 26 How many do you reach? If you use VAK strategy Out of a typical thirty students - 22 have enough V /A /K tendencies that they can understand no matter how the lesson is presented. - 2 or 3 have learning difficulties - The rest are VOs, AOs or KOs (only) and can only grasp through that mode 27 For Visual Students use.. For Visual Students use.. Graphic organizers Graphic organizers Diagrams and concept maps Diagrams and concept maps Learning maps and memory maps Learning maps and memory maps Lots of colour Lots of colour Draw, doodle, paint, posters, collages Draw, doodle, paint, posters, collages Reading, films & videos Reading, films & videos Likes to plan, see the big picture Likes to plan, see the big picture 28 For Auditory Students use For Auditory Students use Singing, debating, discussing, stories Singing, debating, discussing, stories Read it dramatically Read it dramatically Tape summaries and notes and listen Tape summaries and notes and listen Give verbal directions Give verbal directions Talk through procedures for projects Talk through procedures for projects 29 For Kinesthetic Students use.. For Kinesthetic Students use.. Activities needing movement or building Activities needing movement or building Walk about while reading or listening Walk about while reading or listening Make notes, post-its, index cards, flash cards Make notes, post-its, index cards, flash cards Writing a lot Writing a lot Learning in groups Learning in groups Ticking off checklists Ticking off checklists Handles projects on a step-by-step basis Handles projects on a step-by-step basis 30 The VAK Attack Strategy Combine all three modes in one learning exercise 1. Read and visualize the material seen it. 2. Make up Questions and record the answers aloud heard it 3. Write out the major points on index cards and arrange them in logical order physically handled it. 31 Comparing Traditional and Differentiated Classrooms Consideration of student differences Consideration of student differences Movement and action constructive NOISE Movement and action constructive NOISE Use of a wide range of assessment tools and rubrics Use of a wide range of assessment tools and rubrics Use of student interest and learning style Use of student interest and learning style Varied Instructional format and activities Varied Instructional format and activities Use of wide range of resources and technology Use of wide range of resources and technology Assignment options and choice Assignment options and choice Student centered approach teacher as facilitator Student centered approach teacher as facilitator Different students doing different things Different students doing different things Students ALL engaged, participating, motivated, achieving Students ALL engaged, participating, motivated, achieving Students have CHOICE and can negotiate their activities Students have CHOICE and can negotiate their activities 32 Discussion Question What are you already doing to differentiate instruction in your classroom? 33 Differentiation Strategies Compacting Independent Study Interest Centers or Interest Groups Flexible Grouping 34 Examples of Differentiation Strategies Choice Boards menus, tic-tac-toe, Choice Boards menus, tic-tac-toe, Tiered Activities Tiered Activities Learning Contracts Learning Contracts Projects Projects Effective grouping Effective grouping Jigsaw activities Jigsaw activities The Layered Curriculum The Layered Curriculum 35 Entre (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Dinner Menu Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teachers knowledge of photosynthesis. 36 TIC-TAC-TOE Book 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. 37 BeginningIntermediateAdvanced Outcome/ Objective Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Instruction/ Activity Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric. Tiered Activity Writing a Persuasive Essay 4th6th Grade Classroom 38 I will read:I will look at and listen to:I will write: I will draw:I will need: Heres how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic Learning Contract #1 Name _______________________ 39 Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___ 40 Effective grouping You must have a rationale why and how your group students. Task-based requiring cooperation and collaborative learning e.g. jigsaw classroom Use seating in rows, pairs, groups, semi- circle or on carpets according to lesson objective. 41 Groups should be fluid and flexible - based on: Ability Ability Mixed ability Mixed ability Prior learning Prior learning Interests Interests Multiple intelligences Multiple intelligences Mixed multiple intelligences Mixed multiple intelligences Sometimes behaviour and motivation considerations Sometimes behaviour and motivation considerations 42 Jigsaw classroom activity Examples: literature circles, web-quests Examples: literature circles, web-quests Each student in the group has a different task summarizer, question maker, artist, word builder, journalist, etc Group makes presentation to class of their story, research, newspaper article, topic 43 The Layered Curriculum Kathie F. Nunley Kathie F. Nunley Differentiated classroom of 3 layers Differentiated classroom of 3 layers Unit plan has combination of assignments Unit plan has combination of assignments Layer C: basic activities for all (recall & understanding) Layer C: basic activities for all (recall & understanding) Layer B: apply, use, brainstorm, design Layer B: apply, use, brainstorm, design Layer A: evaluation, critical thinking, opinion, research Layer A: evaluation, critical thinking, opinion, research Assessment: oral defense of assignments Assessment: oral defense of assignments 44 Assessment in the Differentiated Classroom Ongoing Ongoing Instruction-dependent Instruction-dependent Student-dependent Student-dependent Informative for continued instruction Informative for continued instruction 45 Assessment Tools for Differentiated Products Rubrics for assignments and projects Rubrics for assignments and projects Interviews and conferences Interviews and conferences Student Portfolios Student Portfolios Journals with Meta-cognitive Reflection Journals with Meta-cognitive Reflection 46 Tips for Implementing Differentiated Instruction: Your Classroom Start slowly. Start slowly. Organize your classroom space Organize your classroom space organize student profiles. organize student profiles. Start student portfolios. Start student portfolios. Use a clipboard. Use a clipboard. Use technology Use technology 47 Implementing Differentiated Instruction: Your School Start with committed staff. Start with committed staff. Look for existing resources/infrastructure. Look for existing resources/infrastructure. Start with one or two strategies. Start with one or two strategies. Try it and be willing to alter and extend. Try it and be willing to alter and extend. 48 Implementing Differentiated Instruction: Additional Considerations Teacher support Teacher support Professional development Professional development Adequate planning time Adequate planning time