Differentiated Instruction: An Overview Transparency 1 Differentiated Instruction An Overview.

Differentiated Instruction: An Overview Transparency 1

Differentiated Instruction

An Overview


Using one red dot per chart, indicate your current level of understanding on a scale of 0% - 100%

Consensogram

0 10 20 30 40 50 60 70 80 90 100


Use the following questions to analyze our consensogram data:

1. What question are we trying to answer?2. What do the data seem to tell us?3. What don’t the data tell us? What else might

we want to know?4. What good news is here for us to celebrate?

From Getting Excited About Data, Edie Holcombwww.corwinpress.com

Data Questions


Differentiated Instruction

Topics for Today:

• The What and Why• Ideas for How • Classroom

Considerations• Sample Activities• Additional

Resources


“The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is

the inevitable price of productivity, high standards, and fairness to kids.”

DI is NOT• Individualized instruction

of the 70’s• Chaotic• Just another way to

provide homogeneous grouping


Differentiated Instruction IS

• Proactive• Qualitative• Rooted in assessment• Provides multiple approaches to understanding• Student centered• A blend of whole-class, group, and individual

instruction • Organic


Why Differentiate

• One size fits all instruction does not address the needs of many students.

• Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

“Differentiated Instruction is not simply giving a ‘normal’ assignment to most students and “different” assignments

to students who are struggling or advanced.”


Potential Issues of “Advanced” Learners

• Can become mentally lazy, even though they do well in school

• May think grades are more important than ideas

• May become perfectionists

• May fail to develop a sense of self-efficacy

• May fail to develop study and coping skills


Addressing Struggling Learners’ Needs

• Look for the positives and build upon them• Don’t let what’s “broken” extinguish what “works”• Pay attention to relevance• Go for powerful learning (big ideas, key

concepts, governing principles)• Teach up (a little beyond what you think they

can accomplish)• Use many avenues to learning


• Fairness does not mean everyone gets the

same.

• Fairness means everyone gets what he/she

needs.


Principles of a Differentiated Classroom

• Respectful work for all

• Continual engagement & challenge for each learner

• Flexible groupings

• Flexible time use

• Variety of management strategies

• Clear criteria and assessments


Teachers can differentiate through:

Content Process Product

According to students’

Readiness InterestsLearning

Profile


Sample Activity for Differentiating by Content & Readiness

Famous Inventors Activity (SS.B.2.4 The student understands the interactions of people and the physical environment.)

1. Individually read your article, highlighting important facts.2. As a group, create a chart like below on your inventor. All

group members must contribute at least one item to the chart.

3. Each group will present chart to class.4. Each student will complete the Famous Inventors Fact

Sheet.5. Test on Famous Inventors on Tuesday.

Inventor’s Name

Name of Invention Year Invented

Interesting biographical facts Why this invention was important or had an impact


Let’s Debrief…

• Differentiated by content & readiness (of reading level)

• Everyone can participate and be successful

• Peer support/teaching is evidenced• All students held to same expected

outcome (SS.B.2.4 and take test)


Tiered Lesson Plans are one tool for Planning Differentiated Instruction

• Readiness (Each layer represents a level or depth of study on a topic)

Tier 1 - Basic knowledge, understanding

Tier 2 – Application, problem solving

Tier 3 – Critical thinking, analysis

• Interests (Each layer represents a different topic)

Tier 1 - “Observing Siamese Fighting Fish”

Tier 2 – “Getting Antsy”

Tier 3 – “Analyzing a Mountain Gorilla Family Tree”

• Learning Profile (Each layer represents a different activity)

Tier 1 – research paper

Tier 2 – persuasive speech

Tier 3 – web site


Classroom Considerations

• Time for Planning and Assessments

• Grading

• Classroom Management (transitions)

• Classroom Environment (coaching, mutual

respect, fairness)


Grading!

• The secret………rubrics!!

• Points vary by complexity of assignment

• Students can choose any number of assignments for any combination of points

OR

• Teacher determines how many assignments at which levels based on student needs


Steps to Initiating DI

Identify OutcomesWhat should students know, understand, or be able to do?

Think About Your Students & How to GroupPre-assess readiness, interest, or learning profile

Plan Activities(start with just one)

Initiate ActivitiesCreate a common experience for the whole class

Reflect


A Traditional Classroom Compared with

A Differentiated Classroom

Sort the cards into two (2) piles, one for characteristics of a traditional classroom

and one for characteristics of a differentiated classroom.


Activities

Can be High Prep such as…

• Tiered Products

• Multiple texts

• Reading passages by readiness

• Interest centers

• Choice Boards

• Think-Tac-Toe…


Think-Tac-Toe

Complete a character analysis

for the main character of your

story.

Complete a character report

card.

Name & draw a person who is like

one of the characters from

the book.

Build a miniature stage setting for

your story.

Draw a picture describing at least 3 settings from the

story.

Make up a limerick or cinquain poem about the setting

of your story.

Use a sequence chart or timeline to describe at least 7

events.

Write a new beginning or ending to the

story.

Make a game board about your story. Include key events (in order).


Activities

Can be Low Prep such as:• Choices of books• Homework option• Varied journal prompts• Varied computer programs• Explorations• Roulette• Response cards• Exit cards…


ROULETTE

DIRECTIONS:

1. Each person in a group picks out one word about the famous person

2. Each person writes a sentence using that word to appropriately describe the famous person

3. The group passes one sheet of paper around and each time it is passed the person adds her/his sentence

4. Read aloud to the group


RESPONSE CARDSCards or small boards that are

simultaneously held up by students in a class that indicate the answer to a question posed to the class. Each student is expected to answer every question---rather than to sit throughout the class period waiting for the one or two times he or she may be called upon to respond to the teacher’s question.


Benefits of Response Cards

Participation level of all students

Opportunity for students to learn from each other

On-task behavior Learning

Assists teachers in monitoring student progress

Provides immediate feedback to teacher and students

Is highly motivating and fun


x +__:

. !?,

A B

C D

Red Blue

Green Purple

N Adj V

P Adv Pre

Agree

Dis-agree

True

False

Yes

No

Math Operations

Punctuation

Multiple Choice

Generic - Values Assignedbased on content

Parts of Speech

General General General

SenateHouse ofRepresen

tatives

Social Studies Content

Happy ~ Sad Faces

ClassroomRESPONSE CARDS


RESPONSE CARDS

Let’s do an activity using response cards…

Directions:1. Pass out response card and clothes pin

to each person2. Use the clothes pin to mark your answer

as the facilitator shows you various “fraction” pictures (*notice: there is no need for verbal response)


RESPONSE CARDS

• The teacher is able to quickly “survey” the room and see who understands and who doesn’t

• Cooperative groups can first discuss an answer and students learn from each other in teachable moments

• The teacher is interacting with the whole group by NOT calling on one student at a time to give an answer


Features of Technology that Support Differentiated Instruction

For Teachers:• TONS of web resources (articles, tiered plans)• Time savers (software)For Students:• Collaboration, communication, organization

skills• Learning styles and sensory learning• Choices• Authentic Learning


Sample Web Resource

Sample Tiered Lesson Plans • http://ideanet.doe.state.in.us/

exceptional/gt/tiered_curriculum/welcome.html

• K-12• Differentiated by

Readiness, Interest, and Learning Styles • In Math, Science, and Language Arts


Ideas for Using Software

• Word or excel to create response cards, tic-tac-toe boards, choice boards, etc.

• Powerpoint to create e-centers

• Access for creating test banks

• EdGate to create websites for teacher to post and/or students to post, share products & information


“The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.”

--Howard Gardner


ABC’s of Teaching Students with Diverse Academic Needs…

• A positive ATTITUDE that says ALL students in my class will be actively engaged in learning

• A BELIEF that it is appropriate to make instructional accommodations for ALL students who need it

• A COMMITMENT to high (NOT same) expectations for ALL learners


“At times, learning a new concept can look as intimidating as the beltway looks for a new driver.

Teachers have the task of providing a variety of paths for learning– not every student will be ready for the “beltway”.”


“Educators should not decide on a single path of learning for certain students.

At any time a learner may desire a change of pace.”


“Some may prefer the fast paced beltway, while others take the scenic route. Both drivers reach the same place.

As learners we all have different preferences for paths of learning, but we can all achieve the same understanding”


“No two zebras have patterns that are exactly alike.

The same is true for students. No two approaches to learning are ever exactly the same!”


“We do not know of a single single standard studentstandard student, why do we

develop a single standardsingle standard way of teaching?”


“If two students can reach the same understanding…….

…..what does it matter if one student takes the shortcut and another takes the long road?”


“Sometimes students are equipped with the prior knowledge that prepares them for the fast track toward understanding.”


““We all had moments in our learning We all had moments in our learning experiences in which we neededexperiences in which we needed

To take the long road toward To take the long road toward understanding.” understanding.”


Using one blue dot per chart, indicate your current level of understanding on a scale of 0% - 100%

Consensogram

0 10 20 30 40 50 60 70 80 90 100


Exit Cards

Exit cards (AKA “Tickets Out The Door”) are used to gather information on student readiness levels, interests, and/or learning profiles.

The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject.

The teacher reviews the student responses and separates the cards into instructional groups based on present criteria.


Can sort into Readiness Groups

Group 1

Students who are struggling with the

concept or skill

Group 2Students with some understanding of the

concept or skill

Group 3Students who

understand the concept or skill

http://images.google.com/imgres?imgurl=http://filebox.vt.edu/users/gslota/Pictures/WebPages/deck-of-cards.gif&imgrefurl=http://filebox.vt.edu/users/gslota/The%2520Poker%2520Page.htm&h=151&w=225&sz=12&tbnid=E_F0_KEuAGwJ:&tbnh=68&tbnw=101&start=5&prev=/images%3Fq%3Ddeck%2Bof%2Bcards%26hl%3Den%26lr%3D%26ie%3DUTF-8


Sample Exit Cards

We have been learning about the Greenhouse Effect.

Explain your understanding of this important environmental issue.

What questions do you have about this project?

Explain the difference between simile and metaphor.

Give some examples of each as part of your explanation.


Exit Cards for Today’s Course

1. What is Differentiated Instruction?

2. How (in what ways) can teachers Differentiate

Instruction?

3. Give an example of how technology can be

used to assist with Differentiated Instruction (to

assist the teacher or students).

4. What additional information/resources would

you like on Differentiated Instruction?


References & Resources• Nunley, Kathie F., Six Simple Steps to Layered Curriculum™

http://help4teachers.com (free and copy-right free resources for layering the curriculum, mostly middle and high school levels)

• http://www.smcm.edu/academics/EdStudy/d7%2DProj/Projects/ResearchSites/acbrowning/index.htm ( “beltway” to learning story)

• Florida Inclusion Network www.floridainclusionnetwork.com

• Tomlinson, Carol Ann. How To Differentiate Instruction in Mixed Ability Classrooms, 2nd Edition.

• Benjamin, Amy. Differentiated Instruction Using Technology.

http://help4teachers.com/

http://www.smcm.edu/academics/EdStudy/d7%2DProj/Projects/ResearchSites/acbrowning/index.htm

http://www.smcm.edu/academics/EdStudy/d7%2DProj/Projects/ResearchSites/acbrowning/index.htm

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Differentiated Instruction: An Overview Transparency 1 Differentiated Instruction An Overview.

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