Red Cloud - What is DI/UDL?
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Transcript of Red Cloud - What is DI/UDL?
Differentiation in the Classroom
JANUARY 6, 2014
PRESENTED BY PATSY BRUNER, DENA HARSHBARGER, MIRIAM SIEGAL, & BRIAN WOJCIK.
You may hear some people say that
differentiating isn’t fair.
Those are people who believe “Fair” means “Equal”
WHY DIFFERENTIATE INSTRUCTION?
Children need teachers who commend and
command excellence.
Children need teachers who
help them experience, accept, and
embrace personal challenge
Both equity and excellence must be a part
of our road map for students
“All children are entitled to teachers who will do everything in their power to help them realize their potential .”
(Tomlinson, 1999)
Survey results…
Adapting Lessons for Gifted Individualizing Instruction for Gifted Identifying Gifted Students0
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Working with Gifted Students
Not Comfortable Somewhat Uncomfortable NeutralSomewhat Comfortable Very Comfortable
Survey results…
Adapting Lessons for Remedial Individualizing Instruction for Remedial
Identifying Remedial Students0
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Working with Remedial Students
Not Comfortable Somewhat Uncomfortable NeutralSomewhat Comfortable Very Comfortable
Survey results…
Accommodating Varying Abilities
Assessing and Designing
Using Learning Styles Using Technology to Differentiate
Using Universal Design for Learning
0
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10
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Putting DI into Practice
Not Comfortable Somewhat Uncomfortable NeutralSomewhat Comfortable Very Comfortable
What are some things you do to meet the needs of diverse learners in your classroom?
1. Go to our wiki2. Choose the
‘Intro to DI and UDL’ link from the menu
3. Find the Padlet Link
4. Contribute.
HOW are differentiated classrooms different from traditional classrooms?
TRADITIONAL CLASSROOM
Student differences are addressed when they become a problem.
Assessment is summative, at the end of a unit.
Interests and learning styles have no effect on instruction.
DIFFERENTIATED CLASSROOM
Student differences become the basis for planning instruction.
Ongoing assessment is formative and diagnostic – allowing you to respond to the learner.
Students are provided opportunities to make choices based on interests and learning styles
HOW DO I GET STARTED?
1. Go to our wiki2. Choose the ‘Intro
to DI and UDL’ link from the menu
3. Find the Video.4. Consider the
Following Questions
Think-Pair-Share1. What are some challenges Laura faces in her
classroom on a day to basis?
2. Why does Rick Wormelli refer to differentiation as “responsive teaching”?
3. Assessment has to be accurate. What will you use to make instructional decisions?
4. What is the principle of “tiering”?
5. What is the “scaffolding?”
Content Process Product
According to Your Students’
Readiness Interest LearningProfile
You Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
to Differentiate Content
Using materials at varying readability levels.
Creating auditory versions of text.
Using spelling or vocabulary lists at readiness levels of students;
Presenting ideas through auditory, visual and kinesthetic means; multiple representations
Using partner reading, small-group reading, shared reading, and other reading supports (e.g., text-to-speech)
Tiered instruction
Meeting with small groups to re-teach an idea or skill for struggling learners or to extend the thinking or skills of advanced learners.
Cooperative learning
To Differentiate Process
◦Tiered activities◦ Interest centers◦Manipulatives or other hands-on supports◦Varying the length of time◦Cooperative learning◦Allowing students to work alone or in small groups on their products
◦ Independent contracts
For Differentiating Product
Giving students options of how to express required learning puppet show, write a letter, or develop a mural with labels:
Menus
Choice Boards
RAFTS Interest Groups
Various Forms of Evaluation/Assessment
4 w
ays
to d
iffere
ntiate
the c
urr
iculu
m
Source: (Tomlison & Imbeau, 2010)
Content – What the students need to learn or how the student will get access to the information
Process – Activities to engage students in learning the content.
Product –Culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; ways to demonstrate mastery of the content.
Affect/Learning Environment – The way the classroom works and feels.
Content Process Product
According to Your Students’
Readiness Interest LearningProfile
You Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
Differentiation
Content
Readiness
Interest
Learning Profile
Process
Readiness
Interest
Learning Profile
Product
Readiness
Interest
Learning Profile
Addressing ReadinessEnglish Language Learners: Front-loading• Create meaning and purpose • Focus on Vocabulary• Add visuals Struggling Students: Add support
• Chunk the lesson into manageable parts
• Add visuals • Increase teacher support (reading &
writing)
Students Who Need More Challenge: Not MORE work, Add complexity• Add open-ended activities• Add creativity-based activities• Research-based activities
CONTENT: ReadinessGROUP 1 (STRUGGLING STUDENTS)
GROUP 2(READY)
GROUP 3(NEED ADDITIONAL CHALLENGES)
• How can we get a light bulb to light in 2 different ways, using one light bulb, two wires, and two batteries?
• Create and test several circuits.
• Sketch each circuit on an index card.
• Sort and label your sketches as either parallel or series examples.
• Make conclusions: When is the bulb brighter-series or parallel?
• What are multiple ways that we can get a light bulb to light, using several light bulbs, wires, and batteries?
• Create multiple examples.
• Sort and label each as either parallel or series circuits.
• Create a chart showing which circuits work, which do not work, and why.
• Make conclusions: When is the bulb brighter-series or parallel?
• What is the relationship of resistance, voltage, and current in series and parallel circuits?
• Create multiple examples of parallel and series circuits.
• Create a matrix to show the level of bulb brightness in each circuit.
• Use the terms, resistance, voltage, and current to describe what is causing the differences in brightness. You’ve just discovered Ohm’s law!
Addressing Interest
Start with Assessing Students’ Interests
Configure Learning Experiences to Tap Into
Students’ Areas of Interest
Content• Topic• Theme
Tools
• Books• Videos• Technologies
Engagement Methods
• Watching• Listening• Collaborating• Doing
Interests
Addressing Learning Profile
Background Experiences
Language
Skills and Abilities
Learning Styles/
Preferences
Gender
Culture
Learning Profile: Multiple Intelligences1. Go to the Wiki
2. Click on ‘Intro to DI and UDL’ from menu
3. Locate Multiple Intellegence Profile
4. Complete Your Own Multiple Intelligences Profile
24
THINK-TAC-TOE: Book Report Example
VISUAL: Draw a picture of the
main character.
KINESTHETIC: Perform a play that
shows the conclusion of a story.
MUSICAL: Write a song about one
of the main events.
LINGUISTIC: Write a poem about two
main events in the story.
FREE CHOICE (with teacher permission)
AUDITORY: Dress up as your
favorite character and perform a speech
telling who you are.
LOGICAL: Create a Venn diagram
comparing and contrasting the
introduction to the closing.
INTERPERSONAL:Perform a play that
shows the conclusion of a story.
INTRAPERSONAL: Draw a picture of the
main character.
Secondary Science: PlanetsVISUAL: Use the computer to make a drawing showing how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
AUDITORY: Write and present a news report about how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
KINESTHETIC: Construct a 3-D model showing how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
INTRAPERSONAL:Write a blog post reflecting on how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
LOGICAL:Make labels showing how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
VERBAL: Write a summary or story of how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
NATURE: Write a Haiku poem showing how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
INTERPERSONAL: Work in a small group to make a drawing showing how the earth’s tilt, rotation, and revolution work to create day and night and seasons.
Another Lens - UDL
Universal Design for Learning
Multiple Means of
Representation
Multiple Means of Action or Expression
Multiple Means of Engagement
Give learners various ways of accessing
information
Provide leaners with alternatives for
demonstrating evidence of their learning
Provide learners with choices based on
learner profile for how they engage in learning
DI and UDL – Parallel Lenses
CONTENT PRODUCTAFFECT/LEARNING ENVIRONMENT
PROCESS