Differentiation by Learning Profile

Differentiation by Learning Profile By: Michael Bilina, Kelly Biernat, Melissa Neumann, Sarah Reis, Jessica Shuler, and Jacqueline Sosin

Learning Profiles • Definition: The way we learn the best as individuals. • Learning profile differentiation allows learners to understand what works for them by offering a variety of options to best suit their mode of learning.

Four Learning Profiles • Learning Style Preference • Environmental factors • Need to sit vs. stand • Prefers a brightly colored vs. a less distracting work space • More light vs. dim lighting • Oral presentation vs. visual presentation • Intelligence Preference • Two theories • Multi Intelligences: verbal linguistic, logical mathematic, visual spatial, musical rhythmic, bodily kinesthetic, interpersonal, intrapersonal, naturalistic • Varying strengths in combinations of intelligences: analytic (schoolhouse intelligence), practical (contextual intelligence), creative (problem-solving intelligence)

Cultural Preference • Influences how we see things and express ourselves. Our job as teachers is to be aware of these preferences. • Work alone vs. Work with a group • Creativity vs. Conformity • Reactive vs. Impulsive • Discrete and impersonal material vs. concrete and personal material Tomlinson, 2001 • Gender-Based Preference • More males prefer competitive learning • More females prefer collaborative learning

Guidelines for LearningProfile Differentiation • Some, but not all, of your students will share your learning preferences. • Help your students reflect on their own preferences. • Use both teacher structured and student choice activities. • Select a few learning profile categories to emphasize at the start. • Be a student of your students. Learn about your students by asking what works for them. Tomlinson, 2001

Strategies that Support Learning Profile Differentiation • Complex Instruction: provide high-level learning tasks to draw on the intellectual strengths of each student in a collaborative group (Cohen, 1994) • Entry Points: encourage students to explore a topic in different ways (i.e. telling a story, art based, hands on, scientific approach). • 4-MAT: determines how and what a student prefers to learn about a particular topic • 1-mastery of information • 2- understanding of key ideas • 3-personal involvement • 4-creating something Tomlinson, 2001

Possible Questionnaire to Determine Learning Profile(Tomlinson, 2001 pg. 70)

Differentiated Instruction Lesson IdeasStrategy 1 • Rationale: • Builds on student interest • Teaches planning and research skills • Encourages independence • Allows work with complex and abstract ideas • Allows for in depth work on topics of interest

Lesson Ideas • Pick a book at the student’s independent reading level and of interest to the student. • Have the student read the book and demonstrate knowledge of the book with a project of their choice. Examples might include: • A book report and illustration • A cereal box with something different on each side – include summary, characters, plot, problem, resolution to the problem, and an illustration. • A play acting out the book that could include props and costumes. • This strategy could also be used for science or social studies. Students could choose to demonstrate knowledge that relates to what is being learned in class.

Strategy 2 • Rationale: • Allows for matching the task with the student’s skill level. • Encourages continuous development of the student’s skills • Allows students to work at an appropriate pace. • Allow teacher time to provide direct instruction to small groups. • Helps develop independence. Tomlinson, C.A. (2001

Lesson Ideas • Teacher can set up various literacy stations around the room and the students can rotate independently. An example might include: • Station 1 – Teacher with a guided reading group teaching at instructional level. • Station 2 – Magnet letters or words to practice making words or sentences. • Station 3 – Computers on literacy websites that allow for leveled reading. • Station 4 – Silent reading at independent reading level. • Station 5 – Writing letters or writing assignment depending on student level. • This strategy could be used for science or social studies topics also. There could be various activities around the room and the teacher could move station to station to monitor, instruct and clarify as students work in cooperative groups.

Article Review 13 Ring Circus of Differentiated Instruction http://0-vnweb.hwwilsonweb.com.library.svsu.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44 Scigliano, D., & Hipsky, S. (2010). 3 Ring Circus of Differentiated Instruction. Kappa Delta Pi Record, 46(2), 82-6. Retrieved from OmniFile Full Text Select database.

Summary • Teaching can seem like a three ring circus at times, unable to control all entities at once and yet the show still goes on. This article discusses unique and practical ways of gaining that control and yet still encourages learning and success for the students. To do so a teacher needs to focus on one ring at a time. When differentiating the content that is presented, the process the information is given, and gaining the end result or product, then students are going to learn the most. • The article states there are 3 rings of differentiation, learning profile, interest, and ability. By cueing into each of these three rings then effective differentiation is accomplished. Lesson ideas are highlighted in the article to give examples of varied differentiation. One key point the article made was that students should not just focus on their strength areas, but they should give a good mix of both. This is done to strengthen the areas the students are not as fluent in.

TEACHING TOOLS/IDEAS/IMPLICATIONS: Ring 1- Learning Profile • In this ring the student's strengths, preferences, and unique learning styles are applied. At this time the student's learning styles need to be assessed. The example given by the article was a self-assessment survey, Multiple Intelligences Development Assessment Scales (MIDAS). • Learning Contracts Lesson idea provided by Scigliano and Hipsky. • This lesson idea is provided for a student who is strengths are in verbal-linguistic and interpersonal intelligences. The lesson provides 4 tasks in the strength areas and 2 tasks outside of the student's learning preferences. My Learning Contract • Write a poem about the main character in the story. (verbal-linguistic) • Keep a journal about your reactions to the story as you read it. (verbal-linguistic) • Interview three other students to find out their reactions to the story. (interpersonal) • Create a literature circle with other students and discuss the story. (interpersonal) • Enact a scene from the story. (bodily-kinesthetic) • Design a diorama of your favorite part of the story. (visual-spatial)

Ring 2- Ability • This is the performance arena. The students will be performing at their ability levels. To determine what that level is the tool the article suggests to use is Bloom's Taxonomy. This is a taxonomy of critical thinking skills. Ranging from lowest to highest the skill areas are- knowledge, comprehension, application, analysis, synthesis, and evaluation. • During the ability phase a teacher needs to complete two stages, assessment and determine level to present materials. Assessment is completed through asking questions or giving a formal or informal pretest. This is done to discover the level of prior knowledge. Then during the presentation of materials the teacher determines the level of help given to the student to help them successfully learn the lesson. This is done through scaffolding. • Thinking Skills Menu Lesson idea provided by Sciglianoand Hipsky. Again this allows the students to both learn at their ability of critical thinking skills and also be challenged by working through a varied level. Thinking Skills Menu Directions: Please select one beverage, two sandwiches, and one snack. • Buggy Beverages • Compare insects and spiders. • Create a super insect that has never been seen before. • Crawly Sandwiches • Defend the benefits of mosquitoes. • Distinguish the features of a beetle and a butterfly. • Make an insect collection and identify each specimen. • Creepy Snacks • List all of the insects you know. • Illustrate an insect alphabet book.

Ring 3- Interest • This area allows the students to choose what they are going to work on based on their preference at the time. The first step to making this successful is through the use of an interest inventory. The article suggests www.isec2005 .org.uk/isec/abstracts/papersJ/ritter_s.shtml. Once this is accomplished then the teacher can provide a variety of lesson ideas. Colonial Times Tic-Tac-Toe Board Lesson provided by Scigliano and Hipsky

Article Review 2Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms • Garderen, D., &Whittaker,C.(2006).Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms. Teaching Exceptional Children, 38(3), 12-20. Retrieved from OmniFile

Summary • This article talked about how to plan differentiated multicultural instruction for Secondary inclusive classrooms. Teachers today have to meet the demands of standards- based education and differentiating instruction allows them to meet them. An example of this is seen in a secondary classroom in an inclusive environment setting. Teachers have to meet the needs of such diverse learners and differentiated instruction allows them to meet those needs. This type of instruction can occur within one or more of the five classroom elements: content, process, product, affect, and learning environment. Instruction can be further differentiated based on three student characteristics of readiness, interest and learning profile. Another method to help students unique learning needs is through Universal design for learning (UDL) is a theoretical framework that guides the development of curriculum that meets the needs of all students. Teachers are encouraged to design materials and activities that can meet the needs of all students initially, rather than make modifications after the fact. A teacher would have to consider the student’s potential barriers first that may limit students’ access to information and access to learning. These barriers include but not limited to the student’s IEP or accommodations as listed on a student’s 504 plan. Another approach this article talked about was through multicultural education. It is defined as an approach that encompasses curriculum and instruction but extends beyond them to consider the restructuring of all aspects of schooling. This article mentions students whose group affiliations are not traditionally represented in the school curriculum often feel excluded but when students see their own language and culture in classroom content and materials, academic achievement improves. These three approaches as stated in this article such as differentiated instruction, Universal design for learning (UDL) and multicultural education are all ways to help our diverse learners be successful in inclusive environments.

Overview and examples of key concepts for Differentiated Instruction • Content: What is taught and how to access to the information and ideas that matter is given. • Examples: Texts of varied reading levels, provisions of organizers to guide note-taking. • Process: How students come to understand and “own” the knowledge, skills, and understanding. • Examples: Vary the pacing of student work, use cooperative grouping strategies • Product: Student demonstration of what he or she had come to know, understand, and be able to do. • Examples: Provide bookmarked Internet sites at different levels of complexity for research sources; develop rubrics for success based on both grade-level expectations and individual student learning needs. • Affect: Student linking of though and feeling in the classroom. • Examples: Modeling respect, help student examine multiple perspectives on important issues • Learning Environment: Classroom function and feeling. • Examples: rearrange furniture to allow for individual, small-group and whole-group work.

Key Principles and Examples of Universal Design for Learning • Support recognition of learning • Provide multiple examples : multiple versions of story • Highlight critical features: visual concept maps • Support strategic learning • Provide models of skilled performance: teacher generated examples • Practice with supports: talking with word processor • Support affective learning • Give students choice of content and tools: selection of content for learning • Adjust levels of support and challenge: templates supporting process

Dimensions and Examples of Multicultural Education • Content Integration • Biographies of women or persons of color who are scientists or mathematicians • Learning about demographics of divers groups in mathematics • The Knowledge Construction Process • Examining the degree to which authors who are female or people of color are included in the curriculum • Including the perspectives of both the dominant and non dominant culture in any description of historical conflict. • An Equity Pedagogy • Knowing the cultural background of students and incorporating them into classroom instruction and procedures • Using cooperative learning or group experiences with students who learn best collaboratively • Prejudice Reduction • Developing racial identity( through a family tree) • Teaching the concept of race as a social, not biological, construct • An Empowering School Culture and Social Structure • Including students in determining classroom rules or allowing them choice of assignment • Involve families in school decision-making bodies

Unit Planner • A unit planner was discussed in this article along with an example of what one looks like. This planner can help with instructing secondary students of unique diverse learning needs. The Unit Planner is to be completed prior to teaching the unit and should be considered a part of the overall planning of the curriculum unit. The structure of the Unit Planner can help teachers design units that consider the needs of all students by recognizing that the strategies and materials required by students with special needs are often helpful to others in the class.

Article Review 3Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms • Tomkinson C., Brighton, C.,& Hertberg, H.(2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse classrooms: A Review of Literature. Journal for the Education of the Gifted, 27(2/3) 119-45. Retrieved from OmniFile.

Summary This article talked about the differences of teacher’s viewpoint of differentiating instruction, differentiating in response to student readiness, student interest, and student learning profile. It also mentioned some effective ways to differentiate instruction. This article described first what a typical classroom is made up of today. It has highly advanced learners; students whose first language is not English; students who underachieve for a complex array of reasons; students from broadly diverse cultures, economic backgrounds, or both; students of both genders; motivated and unmotivated students; students who fit two or three of these categories; students who fall closer to the template of grade-level expectations and norms; and students of widely varying interests and preferred modes of learning. Research is suggesting that most teachers still do little to adjust their instruction in ways that effectively reach out to academically diverse populations. A survey of high school teachers (Hoostein, 1998) found 90% responding that addressing academic differences is important or very important. By contrast, 50% of respondents to a nationwide survey of middle school teachers said they did not differentiate instruction based on readiness, interest, or learning profile because they saw no need to do so. General education teachers may reject adapting instructing for individual learner needs because they feel doing so calls attention to student differences they feel it is not their job to do so. This article mentioned “how we do school” and this relates to our diverse student populations which consist of: giftedness, special education, second language acquisitions, multicultural learners, and students from low economic backgrounds. We need to address the systemic issues first within these populations before any student with learning needs can be shaped by readiness, interest and learning profile. In teaching differentiation instruction based on student readiness is based around Vygotsky’s idea of an individual learns in his or her “zone of proximal development” (ZPD). This term refers to a point of required mastery where a child cannot successfully function alone, but can succeed with scaffolding or support where new learning will take place. Teachers should teach within a child’s zone of proximal development.

If material is presented at or below the mastery level, there will be no growth. If presented above the zone, children will be confused and frustrated. This article mentioned when you differentiate by student interest it contributes to a sense of competence and self-determination in learners and to positive learning behaviors, such as willingness to accept challenge and persist in it. When teachers allow students to do something they love is likely to help them develop both a positive attitude about learning and their creative potential. A student’s learning profile is another key factor this article mentioned in differentiating instruction. It refers to a student’s preferred mode of learning that can be affected by a number of factors, including learning style, intelligence preference, gender, and culture. According to Sternberg (e.g., 1985, 1996) proposed that individuals have proclivities for one of three modes of thinking: analytical, practical, or creative. Research indicated that learners at primary, middle, and high school levels achieve better when instruction matched their learning process, even in a final assessment is not in a learner’s preferred mode. Effective instruction is correlated to the teacher’s mode of presentation and in a student’s options for learning an expressing learning so that an individual can generally find a match for his or her learning-profile preferences. This article concludes by stating there is a need for educational specialists to help transform general classrooms in how to effectively use differentiation instruction with students. More studies are needed to further understand and to push for differentiation instruction in classrooms today.

Six Key Concepts for Effective Differentiation Instruction Effective differentiation of curriculum and instruction is proactive, rather than reactive. • Reactive: Teacher plans one lesson for everyone and tries to adjust on the spot when students signal the lesson isn’t working for them. • Proactive: Teacher plans a lesson that will from the outset, address learner variance. Effective differentiation employs flexible use of small teaching-learning groups in the classroom. • Small-group settings give teachers the flexibility to address learner variance more appropriately than does sole reliance on whole-class instruction.

Effective differentiation varies the materials used by individuals and small groups of students in the classroom. • Student gains are greatest when instructional materials are varied for differing instructional groups, rather than using the same materials for all groups. Effective differentiation uses variable pacing as a means of addressing learner needs. • Classrooms in which time is used as a flexible resource would likely better serve the full range of learners instead of addressing instruction to mid or high-achieving students, while the pace is set for low-achieving learners.

Effective differentiation is knowledge centered • Teachers’ sound knowledge of their discipline(s) provides a roadmap to the key concepts, organizing principles, and fundamental skills of those disciplines. • Teachers use materials and activities to ensure student understanding of essential ideas and ability to use important skills to solve meaningful problems. Effective differentiation is learner centered • Learner-centered classrooms focus on the needs of students within the cognitive frameworks established by teachers. • In these types of classrooms, teachers use a wide variety of instructional strategies and approaches to scaffolding learning to ensure that each student links solidly with the important knowledge necessary to achieve understanding and power.

Strategies/Handouts Please refer to the group 5 presentation file for the following handouts: • Getting To Know You Learning Profile Inventory • Line of Logic for Differentiated Instruction • Multiple Intelligences Semantic Map • Differentiated Instruction Learner Profile

Differentiated Instruction Websites Website 1: Teachers Corner http://www.theteacherscorner.net/lesson-plans/reading/index.php The Teachers Corner resources provide a variety of literacy focused topics such as: comprehension, word lists, centers, reading skills, vocabulary, and more. This site is more then just lessons and printables, it also provides thematic units, bulletin board ideas, seasonal activities and a multitude of teacher resources.

Website 2: Lesson Planet http://www.lessonplanet.com/ Lesson Planet is a search engine for teachers. Teachers can rate provided lesson plans and worksheets to see what works best. Lesson Planet offers a variety of innovative lessons and ideas for working with kids in a various subject areas. This site also provides State standards that can easily be matched up to lesson plans. On this site teachers can easily refine their searches by grade, subject, teacher rating, resource type, teaching method, theme, calendar, technology, duration and more to find the perfect match for their classroom.

Website 3: Reading Rockets http://www.readingrockets.org/audience/teachers This website is a great tool for providing Differentiated Instruction! Helpful information on why you need to differentiate your instruction and how doing this will affect your students and your classroom. Target specific student issues in reading and this site will provide you with a list of strategies and ways to differentiate instruction for that student and build the skills that they are struggling with. Reading Rockets offers information and strategies on building relationships with parents and helpful approaches parents can utilize at home with their children.

Website 4: Education.com http://www.education.com/ This website allows teachers to easily browse over 15,000 articles, lessons, activities, worksheets and expert answers in education and child development. Education.com provides parents with the information they need and ideas to help their children reach their full potential and to make learning fun! • find thousands of fun and educational activities and printables • access a multitude of current, credible, and easy to read articles • use fun and insightful video content that is parent and educator friendly • access meaningful information on preschools, K-12 schools, and higher learning institutions that is in a language parents can relate to

Website 5: Discovery Education http://school.discoveryeducation.com/schrockguide/assess.html This site offers a variety of rubrics and rubric builders for all types of assessments. Teachers can provide a rubric for their students to use for both formative and summative assessment purposes. This website provides a collection of assessment rubrics and graphic organizers that may be helpful to you as you design your own.

References • Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms Second Edition. Alexandria, VA: Association for Supervision and Curriculum Development. • Scigliano, D., & Hipsky, S. (2010). 3 Ring Circus of Differentiated Instruction. Kappa Delta Pi Record, 46(2), 82-6. Retrieved from OmniFile Full Text Select database. • Garderen, D., &Whittaker,C.(2006).Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms. Teaching Exceptional Children, 38(3), 12-20. Retrieved from OmniFile • Tomkinson C., Brighton, C.,& Hertberg, H.(2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse classrooms: A Review of Literature. Journal for the Education of the Gifted, 27(2/3) 119-45. Retrieved from OmniFile.

Differentiation by Learning Profile