Differentiated Instruction

Professional Learning Community2009-2010

Key Principals of a Differentiated Classroom

• The teacher understands, appreciates and builds upon student differences.

• Assessment and Instruction are inseparable

• The teacher adjusts content, process and product in response to students’ readiness, interests, and learning profile.

• All students participate in respectful work.

• Students and teachers are collaborators in learning.

• Goals include maximum growth and individual success.

• Flexibility is the hallmark of a differentiated classroom.

Traditional

Masked, or acted upon, when problematic.

Differentiated

Studied as a basis for planning.

Discover students’ learning styles, and adapt instructional techniques that maximize

student strengths.

Comparing Classrooms

Student Differences

Assessment

Traditional

Most common at the end of learning.

Single assessment used.

Differentiated

On-going, and diagnostic, to understand how to make instruction more responsive to the

learner’s needs.

Multiple assessments used.

Adjusting Content

TraditionalStudent interest infrequently tapped.

Coverage of texts and curriculum guides dominate.

Mastery of facts out-of-context are the focus of learning.

DifferentiatedStudents are guided to make interest based learning

choices.

Students readiness, interests, and learning profile shape instruction.

Use of essential skills to make sense of and understand key concepts and principles is the focus of learning.

Respectful Work

TraditionalA single text prevails. A single interpretation of ideas and

events may be sought.

DifferentiatedMultiple materials are provided. Multiple perspectives on

ideas and events are routinely sought.

Offer all students tasks that look-and are equally interesting, equally important, and equally engaging.

Collaboration in Learning

Traditional

Teacher directs student behavior and solves problems.

Differentiated

Teacher facilitates student skills at becoming more self-reliant learners.

Students help other students, and the teacher, solve problems.

Maximum Growth and Individual Success

Traditional

Whole class standards for grading.A single definition of excellence.

Differentiated

Students work with the teacher to establish both whole class and individual learning goals.

Excellence is defined in large measure by individual growth from a starting point.

Flexibility

Traditional

Whole class instruction dominates.Single option assignments are the norm.

Differentiated

Tasks may differ for students, as well as grouping, and time to complete the task.

Teacher considers factors such as learning profile, readiness and interests. Learning contracts may be used.

ABC’s of Differentiated Instruction

Assessment – Before designing instruction, take inventory of which standards have or have not been fully measured. Differentiate to address weaknesses or build on strengths.

Balanced instruction – Focus on more than one delivery method, i.e. Direct Instruction, Mini-lessons, Cooperative learning groups, Peer Tutoring, etc.

Classroom Management – Establish and maintain expectations for student behavior. Failing to do so may result in student misbehavior and incomplete tasks.

Diagnosis – The ability to effectively diagnose and address student weaknesses is critical. Regularly assess and reassess students’ ability.

ABC’s of Differentiated Instruction (cont’d)

Engagement – All students should be on task and held accountable for the work.

Flex Groups – Form groups based on ability, student interest, multiple intelligence, or assessment performance.

Graphic Organizers – Concept webs, cause-effect charts, and Venn diagrams allow students to structure their thoughts and solidify their understanding of a concept.

Heterogeneous/Homogenous Grouping – Heterogeneous grouping fits most activities, but homogenous grouping may work best for remedial mini-lessons.

Independent Reading – An independent reading learning station should be a permanent offering. Grade-level periodicals connected to the unit of study along with age-appropriate, high interest periodicals strengthen content knowledge and reading skills.

Journals – Journals, portfolios, and reflection exercises can be integrated into all learning centers, regardless of topic.

K-W-L – A graphic organizer, such as “What I Know”, “What I Learned”, “What I Want to Find Out” should be used to assess student progress at the beginning or the end of a differentiated lesson.

Learning Stations – Can be used for projects, manipulatives, research, graphic organizers, or streaming videos. Three or four students per cooperative learning group.

ABC’s of Differentiated Instruction (cont’d)

ABC’s of Differentiated Instruction (cont’d)

Mini-Lessons – Reinforce or reteach topics. They are best suited for students who need remediation or are ready to expand a concept.

Novice Teachers – Should begin differentiating in small steps. Try a group mini-lesson while the rest of the class uses independent practice. As you perfect management, expand to three groups: a teacher-assisted, mini-lesson group, and two independent, learning stations. Consider partnering with another teacher on a lesson, and discuss observations.

Online Resources – Online resources and differentiated manual are extremely helpful. www.ascd.org. Go to Differentiating Instruction under the Education Topics menu.

Preparation – Setting up learning stations, group assignments, rubrics, and student monitoring require thorough planning.

Quality Teaching – Differentiation increases learning because varied methods reach more students.

Research – Stay versed in the literature, and don’t be afraid to try new strategies. Attend workshops and read journals about meeting student needs.

Standards – Differentiated Instruction helps students master standards. Learning stations, journals or portfolios, and flex groups extend learning to ensure mastery rather than interrupt instruction.

ABC’s of Differentiated Instruction (cont’d)

ABC’s of Differentiated Instruction (cont’d)

Time Management – Teachers in differentiated classes use time flexibly, call upon a range of instructional strategies, and become partners with their students to see that both what is learned and the learning environment are shaped to the learner.

Usage – Learning stations should be used weekly or biweekly, because incorporating them daily can be overwhelming.

Variation – Vary topics and activities at learning stations to maintain student interest. Make learning fun, engaging and meaningful.

When in doubt, teach up – The best assignments challenge students, pushing them beyond their comfort zones.

Xanadu – Xanadu does exist! You can meet all of your students’ instructional needs and maintain a safe, orderly, and focused learning environment. Yes, you can do it all!

Youth – Don’t confuse youthful energy with discipline concerns. Create stations and activities that harness youthful vigor into activities based on standards. Allow students to move about and complete activities in a safe, challenging, managed environment.

Zachary – Remember Zachary? He’s that student at the back of the room who’s hoping you don’t call on him. He’s quiet and attentive, but struggles with the material. Reach him with techniques that correct his learning deficiencies. Inform Zachary’s parents. Differentiation represents a departure from the norm for many parents. Avoid confusion by explaining the process before implementation.

ABC’s of Differentiated Instruction (cont’d)

Howard Gardner’s Theory of Multiple Intelligences

Howard Gardner, of Harvard, has identified seven distinct intelligences. Students possess different kinds of minds, and therefore learn, remember, perform, and understand in different ways.

We are all able to know the world through:

• Language (Linguistic)

• Logical-Mathematical analysis

• Spatial representation (Visual/Spatial)

• Musical thinking

• Use of the body (Kinesthetic)

• An understanding of other individuals (Interpersonal)

• An understanding of ourselves (Intrapersonal)

Howard Gardner’s Theory of Multiple Intelligences

Where to find questionnaires…

On-line Questionnaire. Have students do the on-line assessment at the beginning of the school year & print their “strengths”.

www.literacyworks.org/mi/assessment/findyourstrengths.html

Parent Questionnaire. Maybe distribute at Open House. Parent fills out information about their child’s likes/dislikes.

http://www.teachervision.fen.com/intelligence/teaching-methods/3678.html

Printable questionnaire for students to take in class, which can help a teacher determine their stronger intelligences/learning styles.

http://printables.scholastic.com/printables/detail/?id=36447

EXAMPLES OF USING DIFFERENTIATED INSTRUCTION

PHYSICAL EDUCATIONOrganizing whole class volleyball games in PE so students can learn to function as a team.

Other times, divide the class in half. At one end of the gym, students play a volleyball game. Some students referee these games; students with leadership skills and students who are comfortable with the sport. At the other end of the gym are students who need work with a common skill, such as setting the ball, spiking the ball, or receiving the ball without shrinking from it.

Students feel better about their participation in a sport when they can develop their process in it. They have greater access to that opportunity when their individual needs are addressed in a systematic, focused way for at least some of the class time.

EXAMPLES OF USING DIFFERENTIATED INSTRUCTION

MATHEMATICSStudents are asked to simplify fractions.

Level 1 (Group): 5 4 12 9 2 12 18 4

Level 2 (Group): 14 9 35 33 21 15 10 6

Level 3 (Group): 108 28 77 34 7 140 84 51

Level 4 (Group): 606 384 153 784 1616 480 187 896

EXAMPLES OF USING DIFFERENTIATED INSTRUCTION

MATH EXAMPLE:

NUMBER & OPERATIONS SPINNER GAMEStudents are each given a paper spinner, with 10 sections on it, to assemble. In each

section, they must write a number, to later solve Order of Operations problems, from a worksheet called Spin the Order. For example, on the worksheet,

number one may read:

___ x ___ + ___ + ___ / ___x ___ - ___ - ___ = __________

Every number they spin must be placed into a space, and then the equation must be solved. This is done 5 times on the worksheet.

How to differentiate?

The teacher could pre-select the numbers, giving the lower group whole numbers, the on-level group larger numbers or decimals, and the advanced group a mix of whole numbers, decimals and fractions.

EXAMPLES OF USING DIFFERENTIATED INSTRUCTION

LANGUAGE ARTSAssignment: Design a book cover

Description:

Each student chooses a book to read and designs a cover to interest other students in the book. The student should:

1. Design a book cover with the title, author, and illustration

2. Write a brief summary that interests the reader

3. Choose a friend to review the summary

4. Revise the summary based on suggestions

ADDITIONAL STRATEGIES FOR DIFFERENTIATION

• Help students choose a book from a class generated list

• Provide several pre-created book covers

• Allow students to work together

• Give students example beginning and ending sentences for the summary.

Lesson regarding safety in the laboratory (beginning of year):

Teacher puts students into mixed ability groups.

Each group has two tasks to complete before moving to an individual task.

1. The students describe how goggles, tongs, and other equipment the teacher has shown, may provide a safer lab.

2. The students describe how glassware & electrical appliances (like a hot plate) should be properly handled in the lab and what precautions they should take with these items.

3. The students, as individuals, research either:

a. What safety features have been added to consumer glassware products to make them safer (research material provided by teacher).

b. What safety features have been added to electrical products (i.e. heaters, coffee makers, I-pods, phones, etc. to make them safer (students find research)

Differentiated because (a) Students allowed to make interest based learning choices with the option to explore deeper if they wish. (b) Students make choices, become self-reliant and also have the opportunity to help others. (c) Skills of individuals can be assessed by teacher. (d) Flexibility is allowed.

SCIENCE

Science Laboratory

• Consider grouping students by strengths and weaknesses as indicated by reading, math, or previous science data.

• Provide questions that take into account this data.• For example-one instructor had lab groups organized by

weakness in compare/contrast, reference/research, or cause/effect.

• These groups had additional questions to re-inforce area of weakness.

• Grouping can also include a student with strength in a particular area to assist others.

Science Make-UP Day

• Students were absent for a lab or need additional time

• Other students work in groups on FCAT type questions by benchmark or develop questions regarding a specific benchmark.

• Grouping by areas of strength or weakness from BAT.

• Questions are shared with class in a review activity.

EXAMPLES OF USING DIFFERENTIATED INSTRUCTION

READINGAssignment: Develop a game based on a book that you have read.

Description:

Groups of students read, discuss, and design a game about a book of their choice. The game should include:

1. Game board designed to reflect the idea of the book (characters, themes…)2. 20 questions based on the book3. Game pieces which reflect the characters or ideas in the book4. An answer sheet with the correct answers5. Directions6. A pair of dice

ADDITIONAL STRATEGIES FOR DIFFERENTIATION

1. Help students choose a book from a list2. Provide an example of a book game3. Provide several predetermined questions4. Pair students with more capable peers5. Help students chart the major elements of a book

EXAMPLES OF USING DIFFERENTIATED INSTRUCTION

ART / LANGUAGE ARTS / MARKETINGAssignment: Create a brochure on a topic that you are interested in

Description: Students should consider the following guidelines:

1. What is the topic for the brochure?2. What can I tell about the topic that is typically unknown?3. Who is the audience?4. What do I want to make clear to the readers?5. Are the who, what, when, where, and how questions all answered in the brochure? 6. Is the brochure clear and attractive?

ADDITONAL STRATEGIES FOR DIFFERENTIATION

1. Provide a template for the brochure2. Allow students to work in collaborative pairs on one brochure3. Have someone provide technical assistance4. Help students chart all the relevant questions before beginning the brochure5. Provide several opportunities for practice

RESOURCES ON DIFFERENTIATED INSTRUCTION & ASSIGNMENTS

Carol Ann Tomlinson

The Differentiated Classroom: Responding to the Needs of all Learners

How to Differentiate Instruction in Mixed-Ability Classrooms

www.ascd.org

The major publication on differentiated instruction directed to, and written for, teachers. (Association for Supervision and Curriculum Development).

Additional Resourceful Websites

www.kaganonline.com

www.sde.com

www.teachingmadeeasier.com

www.learningconcepts.org

6-12 Notebook containing over 35 differentiated assignments with each assignment having: assignment page, checklist, materials needed, exemplars, and a rubric.

www.lindatilton.com

Linda Tilton, Covington Cove Publications

(888) learn-11

Over 700 strategies, tips, tools & techniques, for Differentiated Instruction..

RESOURCES ON DIFFERENTIATED INSTRUCTION & ASSIGNMENTS