Differentiation in the Classroom

Differentiation in the ClassroomConnie PapineauUNE 610July 28, 2009A little bit of instructions first!To access all underlined hyperlinks throughout this presentation; Highlight link, right click then select open hyperlink.Please Enjoy!2Differentiated Instruction Basics Student centered instructionTeaching strategies focus on students multiple learning stylesA way of cognitively approaching teaching and assisting learning for all students in the multi- ability classroom

Carol Tomlinson defines differentiated instruction as---The process of ensuring that what a student learns, how the student learns, and how the student demonstrates what he/she has learned matches that particular students interests, readiness level and preferred mode of learning.

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4What We Have DoneMost schools have cookie cutter students

Creating cookie cutter assignments

Taking cookie cutter assessments(Tomlinson, 2001)

NO NO NO MORE!

Multiple Intelligences and Learning StylesAn intelligence is the ability to solve problems, or create products that are valued in one or more cultural settings.

Frames of Mind, 1983 Howard Gardner

Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences:

What does the Theory of Multiple Intelligences (M.I.) Mean to the Student?Verbal-Linguistic Intelligence reading, seeing, hearing words, speaking, writing, discussing, & debatingMathematical-Logical Intelligence working with patterns and relationships, classifying, categorizing, working with the abstract

Musical Intelligence melody, singing, listening to music and melodies

Visual-Spatial Intelligence working with pictures, colors, visualizing, drawing

10 Bodily-Kinesthetic Intelligence toucing, moving, processing knowledge through bodily sensations

Interpersonal Intelligence sharing, comparing, interviewing, cooperating.

Intrapersonal Intelligence working alone, doing self paced projects, having space, reflecting

Naturalist Intelligence working in nature, exploring things, learning about plants and natural events

Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here

*http://www.thirteen.org/edonline/concept2class/mi/index.htmlHighlight all hyperlinks, right click. Go to open hyperlink to explore web sites

13What does the Theory of Multiple Intelligences (M.I.) Mean to the

How can I include numbers, classifications, critical-thinking and calculations in my lessons?When can I include reading, writing, and speaking in my lesson?How can I include visuals, colors, art, graphs, and pictures in my lessons?Can I put music, sounds, and rhythms into a lesson?

Where can I put movement, exercise, drama, and crafts into a lesson?Where can I include private learning into a lesson?How can I include group work, peer sharing, and discussion into a lesson?Where can mother nature fit into a lesson?

Ok, so you know your students learning styles, now what?Tomlinson (Tomlinson, 2001) suggests that you begin by incorporating a few different learning styles that you are comfortable with and you will hit many of your students preferred styles.Visual AuditoryKinesthetic Whole to part Part to whole

How Can we use MI in the Classroom?Focus on one thing at a time to change in your curriculum

Lesson Design- team teaching, lessons incorporating several MI theories, student opinions valuableInterdisciplinary Units- Projects created with differentiation in mind with something for all with the end learning results the sameAssessments that allow students to show what they have learnedMastery- gaining mastery of a skill or concept allows the student to own "it*(Guignon, 1998)

Use student centered lessons and student choices in your lesson when giving choices (these are just a few)

Incorporate web quests I-searches Design-a-dayGroup investigation

Use multiple assessments before, during, and after lessonsPre-assessments: this is essential for planning and diagnosis of student needs (Chapman 2005)What does that student know?Do the student have any experiences in the area?What skill level is the student?What is the students overall readiness?

Pre- assessment strategiesInformalResponse cardsHigh to low cardsAgree/disagree chartsSurveyFormalOpen ended questionsMultiple choiceTrue falseMatching

A Few On Going Assessment StrategiesPost it notes on various answers in textGame pieces placed on boardsCash in- students write three words on cash register tape and pass it onNote takingHighlightingGraphic organizersLabel itConcrete shape fill ins

Final AssessmentsRick Sciggins Assessment linked to standards

This will link you to a podcast transcript that defines standards based final assessments

. Tomlinson believes that traditional testing is a system that can be changed if everyone (parents, students, and staff) are on the same page. Tomlinson 2001

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Differentiated Final AssessmentsTravel BrochuresPuppet ShowsNewspaper ArticleInterviewsLetters to the editorPoem writingAuthentic RecipesTeach a classDesign a web pageComplete a web questThe Possibilities are EndlessNow What?Great, you have now taken the first steps toward differentiated instruction in the classroom!

But wait; there are some great sources to help you along the way.

Learning Styles Inventory Resourceslearning-styleonline.com/inventory/questions

learning Styles Quiz

Printable Learning Styles Inventory

These are just a few. You can also find many that you can copy for your students. Highlight the hyperlinks, right click, open hyperlink.Student Interest InventoryGetting to know your students is very important. What do they like? What do they do in their free time? Here is a very user friendly Student Inventory that you can print and keep handy all school year long

STUDENT INTEREST INVENTORY LINKHighlight hyperlink ,right click, select open hyperlink.

STUDENT INTEREST INVENTORYAdapted from: Holzschuher (1997).How to Handle Your Classroom.Name______________________ Date______________________1. My favorite school subject is _______________________________.2. My friends are __________________________________________.3. I like to read books about __________________________________.4. Things I like are _________________________________________.5. My favorite color is _______________________________________.6. I would like to take a vacation to ____________________________.7. In my free time I like to ____________________________________.8. My favorite food is _______________________________________.9. My favorite song or movie is _______________________________.10. What I liked least about school is ____________________________.11. If I had 50 dollars, I would _________________________________.12. In the future, I would like to be a ____________________________.13. If I could invent something to make the world a better place it wouldbe _______________________________________________________.14. The person I most admire is ___________________________. Thereason I admire this person is because__________________________._________________________________________________________.15. Things I dislike are ______________________________________.16. My favorite sport is _______________________________________.17. My hobbies are __________________________________________.The following two slides will have basic lesson plan designs for differentiating your lessons Pyramid Diagram31Differentiated Lesson Plan TemplateGrade Level_______________Developed by__________________Subject___________________Concept_______________________Planning: What Students will: KNOWUNDERSTANDDO Standards, content Principles, Generalizations Objectives, Outcomes1 1 12. 2. 2 3. 3 34. 4 4

Essential Questions:Pre-Assessment:Assessment:Number of StudentsLevel oneLevel twoLevel ThreeLevel FourRe-teaching Concepts:Subject / Name of Activity or idea: (Grade levels):

Rationale: (Include Benchmarks, if applicable)

DI Strategy: (i.e., Cubing, contracts, tiered lesson)

Differentiate What? (Content, Process, and/or Product)

Differentiate How? (i.e., Readiness, interest and/or learning profile)

Resources Needed:

Teacher Preparation:

Explanation: (Include approximate time to complete project, grading rubric and any forms or worksheets, if applicable.)

Available at http://www.tandl.leon.k12.fl.us/lang/Lessontemplate.html

Highlight link right click. Select open hyperlink.32Differentiated Instruction Very helpful web sites to exploreDifferentiated Instruction Scavenger HuntCan Novice Teachers Differentiate? Yes!DI extrasDifferentiate: Why Bother Classroom example of DifferentiationDifferentiation in the classroom example 2

ReferencesGuignon, A. (1998). Multiple Intelligences: A theory for Everyone. Retrieved July 21, 2009, from Education World: http://www.education-world.com/a_curr054.shtmlTomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (second ed.). 2001: ASCD Publications.