Differentiated Instruction

1. Differentiated Instruction What It Is & How to Do It.

2. What is differentiated instruction? • It’s a process through which teachers enhance learning by matching student characteristics to instruction and assessment • It allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs (Hall, Strangman, & Meyer, 2003) • It applies an approach to teaching and learning so that students have multiple options for taking in information and for making sense of ideas • It is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms • It recognizes that students’ varying background knowledge, readiness, language, preferences in learning, and interests impact learning

3. What differentiated instruction is not. . . • It is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies • It is not a “one size fits all” pedagogical approach • It is not implemented in addition to standard classroom practices; rather, it is a change in typical, standard, classroom practices • It is not just modifying grading systems and reducing work loads • It is not more work for the “good” and “less” for the “poor” students

4. Differentiated instruction is based on the following beliefs: • Students differ in their learning profiles • Classrooms in which students are active learners, decision makers and problem solvers are more natural and effective than those in which students are served a “one-size-fits-all” curriculum and treated as passive recipients of information • “Covering information” takes a backseat to making meaning out of important ideas http://www.scusd.edu/gate_ext_learning/differentiated.htm

5. Curriculum can be differentiated in 4 ways: • Content: • Multiple options for taking in information • Process: • Multiple options for making sense of ideas • Environment: • Multiple options for manipulating the learning situation • Product: • Multiple options for expressing what they know

7. Content differentiation • Several elements & materials are used to support instructional content • These include acts, concepts, generalizations or principles, attitudes, & skills • Align tasks & objectives to learning goals • The alignment of tasks with instructional goals & objectives is essential; an objective-driven approach makes it easier to find the next instructional step for learners entering at varying levels • Instruction is concept-focused & principle-driven • The instructional concepts should be broad-based and not focused on minute details or unlimited facts; the content of instruction should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom Hall, T. (2002) National Center on Accessing the General Curriculum (NCAC), Differentiated Instruction: Effective Classroom Practices Report.

8. Ways to Differentiate Content • Reading partners/reading buddies • Choral reading • Flip books • Split journals (double entry, dialectical journal) • Books on tape • Digests (cliff notes) • Note-taking organizers • Varied texts • Varied supplementary materials • Highlighted texts • Think-pair-share/Preview-Midview-Postview

9. Process differentiation • Flexible grouping is consistently used • Grouping of students is not fixed • Based on the content, project, and on-going evaluations, grouping and regrouping must be a dynamic process as one of the foundations of differentiated instruction • Classroom management benefits students and teachers • Teachers must consider organization and instructional delivery strategies to operate a classroom using differentiated instruction effectively Hall, T. (2002) National Center on Accessing the General Curriculum (NCAC), Differentiated Instruction: Effective Classroom Practices Report.

10. Product differentiation • Initial and on-going assessment of student readiness and growth are essential • Meaningful pre-assessment leads to functional and successful differentiation; it informs teachers in selecting approaches; providing choices; scaffolding for varying needs, interests, and abilities • Students are active and responsible explorers • Each task should be interesting, engaging, and accessible to essential understanding and skills • Vary expectations and requirements for student responses • A well-designed student product allows varied means of expression, alternative procedures, and provides varying degrees of difficulty, types of evaluation, and scoring Hall, T. (2002) National Center on Accessing the General Curriculum (NCAC), Differentiated Instruction: Effective Classroom Practices Report.

11. Ways to Differentiate Product • Choices based on readiness, interest, & learning profile • Clear expectations • Timelines • Agreements/Contracts • Product guides • Rubrics • Evaluation

12. Reading Contract Example • Choose an activity from each shape group. Cut out your 3 choices & glue them below. You are responsible for finishing these activities by . This contract belongs to . *Create a minimum of 3 activities for each shape group. For example: create a poster or make a 2-sided circle-rama or make a mobile describing the main character (these choices would be in squares because they focus on same skill). You need to create 3 additional activities for the circle group and 3 for the triangle group.

13. Clarify key concepts and generalizations Ensures that all learners gain understandings that serve as the foundation for future learning Use assessment as a teaching tool to extend versus merely measure instruction Should occur before, during, and after the instructional episode Emphasize critical and creative thinking The tasks, activities, and procedures should require that students understand and apply meaning Engaging all learners is essential Vary tasks within instruction as well as across students; an entire session for student should not consist of all drill and practice, or any single structure or activity Provide a balance between teacher-assisted and student-selected tasks The balance will vary from class-to-class as well as lesson-to-lesson; teachers should assure that students have choices in their learning Guidelines that make it possible Hall, T. (2002) National Center on Accessing the General Curriculum (NCAC), Differentiated Instruction: Effective Classroom Practices Report.

14. How to differentiate instruction • Step 1 – Know Your Students • Determine the ability level of your students • Survey student interests • Consider behavior management • Step 2 – Have a Repertoire of Teaching Strategies • Direct instruction (teacher-centered, based on mastery) • Inquiry-based learning (based on scientific method, develops critical thinking & problem-solving skills, is student-centered, the process of discovery is emphasized) • Cooperative learning (based on grouping small teams according to ability, interest, background, etc.; important to pick the best strategy to complete the task) • Information processing strategies (based on teaching students “how to” process information; enables them to organize store, retrieve, and apply information Helpful info found at http://www.teach-nology.com/tutorials/teaching/differentiate/print.htm

15. How to differentiate instruction (cont.) • Step 3 – Identify a Variety of Instructional Activities • Activities are suited to the needs of students according to the mixed ability levels, interests, backgrounds, etc.; good activities require students to develop and apply knowledge in ways that make sense to them and that they find meaningful and relevant • Step 4 – Identify Ways to Assess or Evaluate Student Progress • Varying means of student assessment is necessary if students are to be given every opportunity to demonstrate authentic learning • A variety of assessment techniques can include portfolios, rubrics, performance-based assessment, and knowledge mapping