DIFFERENTIATED INSTRUCTION 101

Kristin BartellsShana Piatek

INTRODUCTIONS Name School Subject Area Best part of Winter Break

LEARNING TARGETSTEACHERS WILL… Understand the basic concepts and key

vocabulary of Differentiated Instruction Make connections between Formative

Assessment and Differentiated Instruction Create formative assessments to use on a

daily basis Use data from formative assessments to

differentiate lessons in their classrooms

HUMAN BINGO Complete the statements about yourself.

Introduce yourself to your classmates, and find out what you have in common.

Why is it important to know this information about our students?

DIFFERENTIATION:WHAT IT IS… WHAT IT IS NOT…

DIFFERENTIATING…

ContentProcessProduct

By readinessBy interestBy learner profile

WHAT HOW

HOW WILL WE KNOW OUR STUDENTS’ READINESS, INTERESTS,

OR LEARNER PROFILE???

FORMATIVE ASSESSMENTS!!!

Checks for student learning Determines student interests/learning profiles

Not a grade Student and teacher can both monitor progress INFORMS TEACHER OF DIFFERENTIATION NEEDS

FORMATIVE ASSESSMENT IDEAS Group Activity

Winners???

Choose ONE of these activities that you have already used and ONE that you can try in your next lesson. Explain to your group how you can/will incorporate these activities into your classroom.

Volunteers?

We have the data… Now what???

DIFFERENTIATING…

ContentProcessProduct

By readinessBy interestBy learner profile

WHAT HOW

CONTENT Varying what we teach or how students

gain access to information The most basic content should cover

state/district standards. Students may have varying levels of

knowledge:Completely unfamiliarPartial masteryDisplay mistaken ideasComplete mastery

CONTENT Teachers can differentiate content based on

what students already know. Bloom’s Taxonomy

Unfamiliar: knowledge, comprehension, applicationPartial mastery: application, analysis, evaluationComplete mastery: evaluation, synthesis

CONTENT Teachers can differentiate how students

gain access to the information based on their interests and learner profiles.

Materials:Texts, novelsBooks on tape Internet sourcesLecture

GroupingFlexible or alike groupsPairs Individuals

PROCESSHow students process or make sense of information being taught:Easiest method for student to

acquire knowledge (preference)Method that challenges student

(need practice)Methods of differentiation:

ReadingListeningManipulating objectsMultiple presentations*

*Must bepurposeful

DIFFERENTIATING PROCESS

Tiered assignments Independent and guided groups Anchor activities Stations Questioning technique

Teachers can differentiate process based on what students already know.

DIFFERENTIATING PROCESS We can offer a variety of opportunities

for practice to our students that appeal to their interests or to their learner profile. Gardner’s Multiple IntelligencesChoice

PRODUCT How students show what they know, understand,

and are able to do Differentiating products:

Variety of assessments Same criteria, different product

Essay, speech, test, composing a song, building an object, etc.

Clear expectations

RUBRICS!!!

DIFFERENTIATION BY READINESS Level of difficulty at which students are ready

to learn and the rate at which they grow Complex set of factors

Basic needs being met in and out of classroom Physical and emotional development factors Physical and mental health on a given day Relationship with teacher and classmates

Not the same as ability, although ability may be a contributing factor

DIFFERENTIATION BY INTEREST General and specific interests that a student

may find captivating within a discipline or topic

Maximize student motivation by increasing interest/creating personal connections

DIFFERENTIATION BY LEARNER PROFILE Combination of interests, dispositions, and

manners in which student learns best Learning and thinking styles Multiple intelligences Culture Environmental preferences

Appeals to multiple modes of learning and assessment so that students learn effectively and efficiently

When students are comfortable, their learning is maximized.

EXAMPLES!!! Task: Look through the DI examples in class

and search for more examples online. Choose 1 activity that you would like to create for your class. Create/Begin creating a document that you will use for that activity.

REVISITING THE LEARNING TARGETSTEACHERS SHOULD… Understand the basic concepts and key

vocabulary of Differentiated Instruction Make connections between Formative

Assessment and Differentiated Instruction Create formative assessments to use on a

daily basis Use data from formative assessments to

differentiate lessons in their classrooms