Differentiated Instruction

1. Differentiated Instruction Extended Teacher Induction December 2009

2. What is Differentiated Instruction? Please don’t forget to place your dot on the Differentiated Instruction Chart Welcome!!

3. Agenda Discuss the concept of DI Look at techniques to differentiate the classroom Consider a rationale for on-going assessment in the classroom to guide instruction

4. What It Is/What It’s Not Differentiated Instruction IS: Differentiated Instruction IS NOT:

5. What is Differentiation? A teacher’s response to learner’s needs The recognition of students’ varying background knowledge and preferences Instruction that appeals to students’ differences

6. The rationale for DI • Examples of learner diversity: • Cognitive abilities (Bloom) • Learning styles (Gardner) • Socioeconomic and family factors • Readiness • Learning pace • Motivation • Gender • Cultural and ethnic influences

7. One Size Doesn’t Fit All

8. Essential Characteristics of DI • There is no recipe for DI • It is a way of thinking • Teacher acts as facilitator for learning • DI challenges the notion that the curriculum is just coverage of facts.

9. Readiness Differentiation Where is THIS child at THIS time with THIS particular skill or idea?

10. What Information Do You Need? • To know your students • The process of differentiating curriculum, instruction and assessment begins by knowing your students. • To understand your students • Strengths, interests, learning styles, preferences and intelligences • To know student needs • This information can be utilized to make your curricula more meaningful to students because you can tailor your delivery and expectations to meet their needs.

11. How will I get this information? • Record review • Family-centered and culturally responsive fact gathering • Interest inventories • Learning preferences information • Multiple intelligences • Data-based observations • Functional behavior assessment • Monitoring cooperative group learning

12. Curriculum • PA Standards/ Assessment Anchors The Differentiated Instruction Decision Making Process Students • Pre-assessment • Readiness/Ability • Prior Knowledge • Interest/Talents How can I differentiate instruction and align lesson outcomes and tasks to learning goals? • Content • What the teacher plans to teach • Process • How the teacher plans instruction • Management of flexible groups • Product • Assessment of the content Review the Data Link To Next Concept, Lesson or Unit Adapted from Oaksford, L. and Jones, L. 2001

13. WHAT CAN BE DIFFERENTATED?

14. Classroom Elements Content Process Product Affect Learning Environment

15. Differentiating Content • Sources of content: • 1. • 2. • 3. • Teacher determines/clarifies essential knowledge, understanding and skills of a unit or topic. • Pre-test to determine readiness. • Differentiate content to ensure all students have equal access to the essential knowledge.

16. Differentiating the Curriculum DO NOT ASSESS BIG IDEAS ALL WILL LEARN DO TEACH INTENSIVELY DO ASSESS DO TEACH DO NOT ASSESS INTERESTING BUT NOT ESSENTIAL SOME WILL LEARN ANYWAY DO NOT ASSESS DO NOT TEACH SPECIALIZED KNOWLEDGE – TRIVIA FEW WILL LEARN Edwin Ellis, 2002

17. Ways to differentiate curriculum Reading partners/reading buddies Read/summarize Adjust questions Graphic organizers Varied texts Highlighted texts With a partner, discuss some other ways you can help all students have equal access?

18. Differentiating Process • Learning and using higher order thinking skills • Creative thinking • Critical thinking • Problem solving • Integration of basic skills and abstract thinking skills • Process = “activities”

19. Ways to Differentiate Process Games RAFTs Cubing, Think Dots Choices Tiered Lessons Anchor Activities Online Activities

20. Games Use games to capture a student’s interest, reinforce ideas and for review. Frequent practice is also necessary for children to build and maintain strong academic skills. Have varying levels according to ability.

21. Friendship Cinquain A cinquain is a five-line poem that follows a certain pattern. Interview a partner and use what you learn to write a cinquain about that person. Questions are on the next slide.

22. Friendship Cinquain What is your name? Adjectives that describe you Activities you enjoy What makes you a good friend? Nickname?

23. Friendship Cinquain Name Adjective, adjective Action word, action word, action word Four word phrase about friendship Nickname or noun

24. Friendship Cinquain Jordan Musical, athletic Singing, dancing, tackling Everyone can be considerate JJ

25. Friendship Cinquain This can be used for any topic if you change the questions. Examples: Plants Columbus’ journey Character in a story

26. RAFT • Writing to learn activities to enhance understanding of informational text • ROLE • AUDIENCE • FORMAT • TOPIC • The RAFT strategy forces students to process information rather than merely write answers to questions.

27. Role of the Writer What is the writer’s role: reporter, observer, eyewitness, object, number, etc.

28. Audience • Who will be reading the writing? • Teacher • Other students • A parent • Editor • People in the community, etc.

29. Format • What is the best way to present the writing? • Letter • Article • Report • Contract • Poem • Advertisement • E-mail

30. Topic • Who or what is the subject of this writing? • A famous scientist • A prehistoric cave dweller • A character from literature • A chemical element or physical object

31. Plant RAFT

32. Immigration RAFT

33. Activity With a partner develop several scenarios where you could use the raft in your classroom.

34. Cubing Students consider a concept from a variety of different perspectives. The cubes are six-sided figures that have a different activity on each side of the cube. A student rolls the cube and does the activity that comes up.

35. Think Dots Each student is given a set of activity cards on a ring, a die and an activity sheet. Student rolls the die and completes the activity on the card that corresponds to the dots thrown on the die. Student then completes the activity on the activity sheet.

36. Think Dots Suggestions • Use colored paper and/or colored dots to indicate different readiness levels, interests or learning styles. • Have students work in pairs. • Let students choose which activities – for example: • Roll the die and choose any three. Create complex activities and have students choose just one to work on over a number of days.

37. Choices • Use Gardener’s Multiple Intelligences • Human beings are capable of "many different and discrete facets of cognition." • Humans display different types of intelligences which can be measured, fostered and evaluated as isolated faculties of the mind.

38. Multiple Intelligences • The MI Theory assumes that all students possess an array of at least eight intelligences. • Identifying students’ strength intelligences allows educators to use the strengths to capture a students’ attention and assist the student in learning new information. Source: Google Images

39. Bodily-Kinesthetic Intelligence The ability to manipulate ones own body and control muscle movements with utmost precision (surgeons, pianists)

40. Musical Intelligence The ability to understand and perform music

41. Logical-Mathematical Intelligence This also includes scientific ability.

42. Linguistic Intelligence Knowledge and ability to manipulate language

43. Spatial Intelligence The ability to form a mental model of a spatial world (i.e. sculptors, engineers, surgeons)

44. Interpersonal Intelligence The ability to understand others

45. Intrapersonal Intelligence The ability to understand oneself

46. Nature Intelligence The ability to understand nature

47. Gardner’s MI http://www.op97.k12.il.us/lincoln/mi.html

48. Tiered Lessons Strategy that addresses a particular standard, key concept and generalization Allows several pathways for students to arrive at an understanding of these components Based on the students’ interests, readiness or learning profiles

49. Developing a Tiered Assignment Identify unit/lesson. Identify essential questions or objectives. Student outcomes Student skill levels Student output Develop/review lesson activity. Determine level of learner(s). Adjust COMPLEXITY for each level of learners.

50. Implementing a Tiered Assignment Assignments should be… Accompanied by directions Respectful. Adjusted for varying levels Designed to meet the lesson objective Determine product. Traditional versus alternate Teacher in role of facilitator