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Differentiat ed Instruction Inclusive Practices
Differentiated
InstructionInclusive Practices
What is Differentiated Instruction?
Please don’t forget to place your dot on the Differentiated
Instruction Chart
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AgendaKey Principles of Differentiated InstructionThe Heart of Differentiation:
What, Why, How, WhoSteps to Differentiation
Instructional StrategiesManagement Strategies
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Outcomes – Participants will…
Define key principles of Differentiated Instruction and Universal Design for LearningIdentify characteristics of the varied levels of learners
Identify strategies and tools used to assess learners in a differentiated classroom
Identify strategies used in a differentiated classroom
Identify and practice the design factors of tiered assignments
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One Size Doesn’t Fit All
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One Size Doesn’t Fit All: Four Square
Listen to the directions for each squareComplete the taskLet’s discuss
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What it is/What it’s not
The Differentiated
Instruction Decision Making
Process Students
How can I differentiate instruction and align lesson
outcomes and tasks to learning goals?
Adapted from Oaksford, L. and Jones, L. 2001
Product• Assessment of the
contentReview the Data Link To Next
Concept, Lesson or Unit
Curriculum• PA Standards/
Assessment Anchors
Pre-assessment• Readiness/Ability• Interest/Talents • Prior Knowledge
Content• What the
teacher plans to teach
Process• How the
teacher plans instruction
• Management of flexible groups
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One Size Doesn’t Fit All
Self-AssessmentASCD A Visit to a Differentiated Classroom Video
Series: Carol Ann Tomlinson, 2001
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Fantastic!
Awesome!
Way Cool!
OK
YUK!Disaster!Dismal!
Being on Meeting Disseminating Using Active Responding to Modeling MaintainingTime Deadlines Information Listening Questions Lessons Paperwork
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Differentiation seeks to….
“...provide varied learning options in a classroom to make curriculum and instruction the best possible fit for learners who, though they have many things in common, differ in some important ways from one another.” (Tomlinson, 1998)
Curriculum and
Instruction
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Part I: Differentiating Instruction
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Respectful tasksMeaningful tasks
Teachers/Students collaborate
Teacher honors student differencesContent critical
Flexible grouping
Key Principles
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Readiness
Interest
Learning profile
Process
Product
Content
Students Vary Teachers Vary
Key Principles
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Key Principles
ASCD Differentiating Instruction Video Series
Creating Multiple Paths for LearningCarol Ann Tomlinson, 1997
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Differentiation Instruction Links for Universal Design
for Learning
Tailors teaching and learning to the needs of
each student
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Universal Design for Learning
During planning stage of instruction design:
Curriculum
Instruction
Evaluations
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Universal Design for Learning
CurriculumClass climatePhysical AccessDelivery methodsInformation resourcesInteractionFeedbackAssessmentAccommodations
Burgstahler, S. 2005
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Universal Design for LearningPrinciples
Recognition Learning: Presentation
Strategic Learning: Performance
Affective Learning: Engagement
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In A Nutshell... Differentiated Instruction provides options to:
Take in information
Make sense of ideas
Demonstrate KnowledgeUniversal Design for Learning ensures this through the design of the curricula
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In a Nutshell…
Differentiated Instruction :Is valuable at every level and subject area
Helps students become successful learners
Stretches students in the learning process
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Mrs. Jones Activity
Read through Sample Lesson 1 and 2Answer the questions that follow each lessonBe ready to discuss your findings
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Part II:What?
Why?
How? Who?
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Differentiate “What”…
Process
Product
Content
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Differentiate “Why”…
Classrooms today include students with a wide range of disabilities (Mathes, et al, 2003)Differentiated Instruction maximizes students’ learning by meeting each student where they are and taking them forward (Hall 2002)
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Differentiate “How”…1. Determine standards and lesson
objective2. Examine established benchmarks3. Review and analyze assessment
data4. Create the instructional activity5. Document student progress
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Differentiate “How”…Instructional GroupingsWhole Group InstructionSmall Group Instruction – Same AbilitySmall Group Instruction- Mixed AbilityStudent PairsOne on One
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Differentiate “How”… Flow of Instruction
Which formats are used in your school on a frequent basis?For what purposes are they used?
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Differentiate “How”… Flow of Instruction
Whole GroupShared learning experiencesInclusion of all
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Differentiate “How”… Flow of Instruction
Small Group – Same Ability
Meets individual needsStudents can express what they knowStudents can receive feedbackGroups vary in membershipOften used for reading and math
Small Group – Mixed Ability
Promotes Student ChoiceResponds to Students InterestsAddresses Learners Social Needs
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Differentiate “How”… Flow of Instruction
Student PairsAddresses Learners Social NeedsResponds to Individual Student NeedsEngages All Students
One-to-OneMost intensive instructionMeets individual needs
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Differentiate “How”… Flow of Instruction
Independent WorkAllows for generalization and maintenance of conceptsProvides opportunities for students to explore curricular topics of interest in depth
THE FLOW OF INSTRUCTION IN A DIFFERENTIATED CLASSROOM
Students engage in further study using varied materials based on readiness and learning style
Students work on varied assigned tasks designed to help them make sense of key ideas at varied levels of complexity and varied pacing
In small groups selected by students, they apply key principles to solve teacher-generated problems related to their study
Students self-select interest areas through which they will apply and extend their understandings
A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small-group exploration, sense-making, extension, and production.
Teacher and whole class begin exploration of a topic or concept
Students and teacher come together to share information and pose questions
The whole class reviews key ideas and extends their study through sharing
The whole class is introduced to a skill needed later to make a presentation
The whole class listens to individual study plans and establishes baseline criteria for success
1 3 5 7 9
2 4 6 8
Tomlinson, 1995
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Differentiate “Who”…
3 Levels of Learners•Concrete/Emerging
•Grade Level
•Advanced
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Differentiate “Who”…Concrete/Emerging Level
LearnersStudents need:
More opportunities for direct instruction
More opportunities for practice
More concrete activities and/or products
Activities that link to prior knowledge
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Differentiate “Who”…Grade Level Learners
Students need:Some concrete information
Some abstract concepts
Appropriate pacing of instruction
Guided practice
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Differentiate “Who”…Advanced Level Learners
Students need:Skill development that challenges and extends learningActivities and products
ComplexOpen-endedAbstractMulti-faceted
Accommodating All StudentsDifferent Levels of Complexity, Abstraction, Sophistication
Essential Learning
and Key
Skills
ReinforcingActivitiesContent
AdaptingActivitiesContentMaterials
ParallelActivitiesContentMaterials
ModifyingOutcomes
EnrichingActivitiesContentMaterials
Accelerating ParallelActivitiesContent Materials
Modifying Outcome
CuesPreteachReteachAidsOrganizersStudy Guides
Alter masteryAlter paceReduce amountAdapt testsAdapt classworkHighlightRewrite
Authenticactivities/assessments,Functional material
IEP
AbstractComplexFacetedIndependentQuickerOpen
CompactingExcusing from work that is
known
IEP Authentic activities and content
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What Kind of Learner? Based on a specific unit/lesson you’ve
already taught… Which students fell into each category?
Concrete/Emerging Grade Level Advanced
What modifications did you make to accommodate your varied learners?
Let’s Discuss!
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In a differentiated classroom, the
teacher plans and carries out varied
approaches to content, process, and
product in anticipation of and response
to student differences in readiness and/or interest.
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Part III
Steps to Differentiation: A Process that begins with ASSESSMENT
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Assessment Yields an Emerging Picture of…
Understanding of key ideas and targeted skills
Level of proficiency
Degree of
interest
ALL Students Making Progress Toward Instructional Goals
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Assessing In Order to Differentiate
Assess the StudentLevel of proficiencyLevel of awarenessAdditional support needs
Assess the Task/Objective
Prerequisite skillsGeneral knowledgeActivities to support needs
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Assessing In Order to Differentiate
Assess the Student
Output strengths
Relevancy
Assess the Task/Objective
Are there other ways to demonstrate learning?
Assess the best way student receives information and how they respond to it.
Does this matter?
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When to Assess…Before Instruction
The Student as a LearnerThe Student’s Prior Knowledge or Experience
During InstructionDevelop CompetenciesGain New Information
After InstructionRecall what was learnedAssess what they now know
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Differentiation Models
Rose and Urban, IU 13, 10/00
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Instructional and Management StrategiesA strategy is a set of plans and skills used in order to gain success or achieve an aim.
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Instructional and Management StrategiesHow to select strategies:
What are the students’ goals and outcomes?
What are the students’ learning needs?
How can the strategy be aligned to goals, outcomes, and needs?
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Instructional and Management Strategies
Explicitly teach strategiesI Do
DoYou Do
We WeWeWe WeWeWe WeWe
Instructional and Management Strategies
Jig Saw Activity:Each strategy is written on a different color of paperHome group
3 different colorsEach person read one strategy
Expert groupSame colorDesign a visual organizer
Return to home groupTeach strategy to home members
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Instructional and Management StrategiesAnchoring Tiered AssignmentsLearning CentersCubingCompactingDifferentiated LectureFlexible GroupingInterest Centers or Interest Groups
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DO NOT ASSESSCORE IDEAS
ALL WILL LEARNDO TEACH INTENSIVELY
DO ASSESS
DO TEACH
DO
NOT
ASSE
SS
INTERESTING BUT NOT ESSENTIAL
SOME WILL LEARN ANYWAY
SPECIALIZED KNOWLEDGE – TRIVIA
FEW WILL LEARN
DO NOT
TEACH DO NOT
ASSESS
Edwin Ellis, 2002
Differentiating the Curriculum
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Developing a Tiered Assignment
Identify unit/lessonIdentify essential questions or objectives
Student outcomesStudent skill levelsStudent output
Develop/review lesson activityFor which level of learner(s) Adjust COMPLEXITY for each level of learners
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Implementing a Tiered Assignment
Assignments should be…Accompanied by directionsRespectfulAdjusted for varying levelsDesigned to meet the lesson objective
Determine productTraditional versus alternate
Teacher in role of facilitator
Tiered Assignment in ActionDifferentiating Content According to Student
Readiness LevelASCD Differentiating Instruction Video SeriesCreating Multiple Paths for LearningCarol Ann Tomlinson, 1997
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As you begin….
Examine your philosophy about individual needsStart smallGrow slowly – but grow!Envision how an activity will lookStep back and reflect
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What It Is/What It’s NotDifferentiated Instruction
IS:Using assessment data to plan instruction and group studentsTeaching targeted small groupsUsing flexible grouping (changing group membership based on student progress, interests, and needs)Matching instructional materials to student abilityTailoring instruction to address student needs
Differentiated Instruction
Is NOT:Using only whole class instructionUsing small groups that never changeUsing the same reading text with all studentsUsing the same independent seatwork assignments for the entire class
Vaughn Gross Center for Reading and Language Arts, 2005
“Fair does not mean that every
child gets the same treatment, but that every
child gets what he or she needs.”
Richard D. Lavoie
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Contacts
This training was developed collaboratively as part of Response to Intervention and Inclusive Practices Train-the-Trainer Materials
Carol Good [email protected] Brown [email protected]
