Presented by the DI Team: Phyllis Anderson, Science Consultant Vickie Bachman, Math Consultant
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Transcript of Presented by the DI Team: Phyllis Anderson, Science Consultant Vickie Bachman, Math Consultant
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“ A student is not an interruption of our work…the student is the purpose of it. We are not doing a favor by serving the student…the student is doing us a favor by giving us the opportunity to do so.”
Rick Wormeli from L.L. Bean Co.poster “What is a customer?” by JM Eaton
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Differentiated Instruction: A “Core” Philosophy for our
IDM World
Common Agency LearningAugust 16, 2005
Presented by the DI Team:Phyllis Anderson, Science Consultant
Vickie Bachman, Math ConsultantBrad Colton, School Improvement
Mary Crandall, Special Ed. ConsultantSandy Lyons, Special Ed. ConsultantSandy Merritt, Inclusion ConsultantDiane Peters, Literacy Consultant
Jeanie Wade Nagle, Special Ed. Consultant
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“Individual differences have intrigued and challenged educators for centuries. On the one hand, the understanding and application of this concept motivates our profession. On the other hand, practical responses to individual differences have almost entirely eluded us”.
Susan Aanensen, Anthony Abeal, Erin Embon, Tina Gordon, Jeff Janover ASCD conference, 2005
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Our Purpose
You will know…• What differentiated instruction isYou will understand…• The general components of DI • How DI works• How DI relates to the Core
Instructional Cycle of IDM
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Our Purpose
You will be able to…• Encourage and support teachers as
they learn about and implement DI• Share instructional strategies that will
help teachers create differentiated lessons
• Locate appropriate resources
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Differentiating InstructionA Definition
Differentiated instruction can be defined as:
a way of teaching in which teachers proactively address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom.
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What if we differentiated instruction every time a child of any age needed it in school?
What kind of adult might that child become?
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What if we never differentiated instruction for any child of any age when they needed it in school?
What kind of adult might this child become?
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Did your teachers differentiate instruction for you when you were in school? If so, how?
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Is there any differentiation in the real world?
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First Step
What is the first
step the doctor, salesperson, seamstress do when they meet with the patient/client?
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Professional’s First Step
Pre-Assessment to determine patient/client needs before prescribing, sewing, bringing out shoes, etc.
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Why Differentiate?
• One size doesn’t fit all• Students learn at different rates• Students bring different background
knowledge to any unit of study• Students learn best in different ways
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Responding to Student Needs
• Readiness level
• Interests
• Learning style
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What is Differentiated Instruction?
It is:• More qualitative
than quantitative
• Organized
• The use of multiple approaches to content, process, and product
It is not:• Just modifying
grading systems and reducing work loads
• Chaotic
• Just another way to provide homogenous instruction
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What Is Differentiated Instruction?
It is:• Student centered
• A blend of whole class, group, and individual instruction
It is not:• Individualized
instruction• More work for the
good students and less and different for the poor students
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Principles Guiding Differentiated Instruction
• The teacher focuses on essential learning and key concepts.
• The teacher attends to student differences.
• Assessment and instruction are inseparable.
• The teacher modifies content, process, and products.
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Principles GuidingDifferentiated Instruction
• The teacher ensures that all students participate in respectful work.
• The teacher and students collaborate in learning.
• The teacher utilizes both classroom and individual data.
• The teacher uses flexible grouping according to readiness, interests and/or learning styles.
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Differentiation… a teacher’s response to learner’s needs guided by the Standards of Teaching…
Respectful tasks
Flexible grouping
Ongoing assessment and adjustment
Teach to an Objective
To the correct level of difficulty
Monitor & Adjust
… and general principles of differentiation, such as
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According to Student’s
Readiness Interest Learning Profile
Teachers can differentiate…
Content Process Product Environment
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through a range of instructional and management strategies such as…
Anchor Activities
Compacting Complex Instruction
Graphic Organizers
Group Investigations
Independent Study
Jigsaw Learning contracts
Literature Circles
Orbitals Taped Materials
Tiered centers
Tiered Lessons Tiered Products
Varied Journal Prompts
Varied questions
Varied sup. materials
Varied Texts
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Respectful Tasks
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Respectful Tasks
• Readiness level matches level of cognitive complexity
• Expect all students to grow• Appropriate levels of difficulty• All tasks are interesting, important,
and engaging for all students
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Flexible Grouping
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Flexible Grouping
Students are part of many different groups and have opportunities to work alone, based on matching the task to student readiness, interest, and/or learning style.
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Continual Assessment
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Assessment of Instruction
• Evaluates understanding of key concepts
• Can be differentiated• Drives instruction• Occurs consistently before, during,
and at end of unit (pre-assessment, formative, and summative)
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Differentiating by Content
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Ways to Differentiate Content
• Compacting Curriculum
• Learning Contracts
• Tiered Lessons
• Leveled Texts
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Tiered Lessons
• Support differences in readiness• Allows students to work at their level
and expand learning without frustration
• Can tier activity, task, and/or product
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Developing a Tiered Activity1. Select activity based on essential learnings2. Think about students’
• Readiness (skills, reading, thinking, information)
• Interests• Learning style• Talents
3. Create activity that is• Interesting• Causes students to use key skills of unit
4. Chart complexity of activity
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Developing a Tiered Activity
5. Develop activities to ensure challenge and success• Materials (basic-advanced)• Form of expression (familiar to
unfamiliar)• From personal experience to
unfamiliar6. Match task to student based on learning
style and readiness
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Tiering A Lesson
What is the range of learning needs?
What should students know, understand, be able to do?
What is the starting point of the lesson? How will you hook the students?
What is the first version of the lesson?
What is the second version?
What is the third version?
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Differentiating by Process
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Ways to Differentiate Process
• RAFTS• Cubing, Think Dots• Choices (Intelligences)• Centers/Stations • Contracts• Graphic Organizers
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Cubing
• Versatile strategy• Activities for different groups of
students based on student readiness, learning style, and/or interests
• Different tasks related to the subject and/or concept on each side.
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Activity
Find the three“Weather Watch” cubes in the handout.
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With an elbow partner, discuss how these cubes encourage all levels of thinking.
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Graphic Organizers
• Visual displays of information• Arranged in bubbles or squares• Connected by lines to portray
relationships
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Types of Graphic Organizers
• Concept Maps• Flow Diagrams• Tree Diagrams• Matrices
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Differentiating by Product
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Ways to Differentiate Product
• Choices based on readiness, interest, and learning style
• Clear expectations• Timelines• Contracts• Product Guides
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Environments That SupportDifferentiated Instruction
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In a Differentiated Classroom…
• All students participate in respectful work.• Students and teachers are collaborators
in learning.• Goals of a differentiated classroom are
maximum growth and individual success.• Flexibility is the hallmark of a
differentiated classroom.
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In a Differentiated Classroom…• The teacher has established a learning
profile for each student.• The teacher is clear about what matters
in subject matter.• The teacher understands, appreciates,
and builds upon student differences.• Assessment and instruction are
inseparable.
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Classroom Environment
• Student ownership• Positive support• Stimulation• Free of undue stress
and pressure• Appropriate
challenges• Social interaction• Students allowed to
make choices
• Promotes exploration and joy of learning
• Active student involvement
• Problem solving and conflict resolution
• Responsibility• Teamwork• Personal best• FUN
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Differentiating According To Readiness
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Readiness Levels
• Equal the playing field • Add or remove scaffolding• Vary the difficulty levels of text and
materials• Adjust the task• Vary amount of direct instruction
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Differentiating According to Interests
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Differentiating by Interests
Students have choice of activities,
materials, and ways to demonstrate their learning.
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Differentiating by Learning Style
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Learning Inventories
• Modality:Auditory, visual, kinesthetic
• Sternberg:Analytical, creative, practical
• Gardner:Multiple Intelligence preference
• Array:Positive or negative interaction style
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Learner Profile Card
Gender Stripe________________________________________________________ Modality: SternbergAuditory, Visual, Kinesthetic Analytical, Creative, Practical
Multiple Intelligence Preference Array Gardner Inventory
Student’s Interests
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Implementation
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Role of the Teacher
1. Knows students2. Ensures that everyone feels welcome
• Teacher’s attention• Peer’s acceptance• Student’s work displayed• Flexible and comfortable seating
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Role of the Teacher
3. Helps students learn to solve problems.• Humor plays a central role.• Sarcasm is NOT an option.
4. Provides a safe environment
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Role of the Teacher
5. Lets students know that they will be doing different things and that’s OK
6. Gives students as much responsibility for their learning as possible
7. Engages students in talking about classroom procedures and how groups are/will be formed
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Classroom Management
• Comfortable Pace• Home Base - begin and end each
class or lesson at the same place.• Flexible Grouping• When the teacher is busy with
another student or group, students can enlist peer assistance as determined by the teacher.
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When Students Finish Early• Play a game• Read• Work on another
subject• Write• Computer work • Solve a challenge
puzzle• Help someone else
• Work on enrichment activity
• Create math story problems or puzzles
• Use imagination to
challenge yourself• Anchor (unit) activity
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Classroom Management
When giving directions:• Break multiple task directions into
smaller parts.• Tape directions for small group work• Give task cards to members of small
groups• Be clear on key concepts
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Management
Handling Materials:• Assign jobs• Teach students to become responsible for
their own materialsTransitions:• Give directions clearly• Time limits• Address noise level• Practice
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Classroom Management
Assigning Groups:• Clothespins with student’s names • Color code students to certain groups• Wall charts• Post on overhead transparencies
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Classroom Management
Paperwork (reduce to absolute necessity)• Color-coded folders• Portfolios• Baskets• Filing system• The key is that students have access to
their own work
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Classroom Management
Time:• Be flexible • Catch-up days• Anchoring activities (ongoing tasks
tied to the curriculum that can be worked on independently)
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Getting Started• Determine student readiness• Determine student interest• Determine student learning profile• Examine your philosophy• Start small• Grow slowly• Envision how an activity will look• Reflect
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Small Group Activity
1. Find the colored card on which you wrote the recipe for cheesecake.
2. Move into small groups with others having the same colored card, taking your card with you.
3. Look at the recipes of everyone in the group and identify needs for teaching your group how to make a cheesecake.
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Small Group Activity
4. As a group, create either cubes, tiered lessons, or graphic organizers on making cheesecake.
5. Your finished products (a minimum of two cubes/tiered lessons/graphic organizers) should take into consideration the different levels of understanding people in your group have in the area.
6. Share your project with another group who chose the same activity.
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Cheesecake
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Next Steps-Deeper Learning
• Deeper learning through region meetings as needed
• Presentations to LEAs• Ticket out the door-What component
of DI do you need more information about?
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Only when a studentworks at a level of
difficulty that is bothchallenging and attainable for thatstudent does learningtake place.