Differentiated InstructionBeginning Teacher Symposium

WCU

August 14, 2013

Kristin Menickellikmenickelli@jcpsmail.org

This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. —Maya Angelou

Objectives Participants will:

• Gain a deeper understanding of why (as a philosophy) and how to differentiate (what to do) instruction.

• Brainstorm ideas and plan using differentiation strategies.

• Share suggestions for effectively implementing differentiation in the classroom.

Qualities of Effective TeachersThe following are some of the key qualities of effective teachers: • Have formal teacher preparation training.• Hold certification of some kind (standard, alternative, or provisional) and are certified

within their fields.• Have taught for at least three years.• Are caring, fair, and respectful.• Hold high expectations for themselves and their students.• Dedicate extra time to instructional preparation and reflection.• Maximize instructional time via effective classroom management and organization.• Enhance instruction by varying instructional strategies, activities, and assignments.• Present content to students in a meaningful way that fosters understanding.• Monitor students' learning by utilizing pre- and post assessments, providing timely and

informative feedback, and reteaching material to students who did not achieve mastery.• Demonstrate effectiveness with the full range of student abilities in their classrooms,

regardless of the academic diversity of the students.Linking Teacher Evaluation and Student Learning

by Pamela D. Tucker and James H. Stronge

What Is Differentiation?

• A teacher’s response to learner needs• Responsive instruction• An approach to teaching that advocated

active planning for student differences in classrooms.

• The philosophy proposes that what we bring to school as learners matters in how we learn

One Size Doesn’t Fit All• “Students differ from one to another in size, shape, and social

development. Students also learn differently. Teachers can no longer teach “The Lesson” and hope that everyone gets it.”

• “Much has been researched and written about classroom climate and the need for a safe, nurturing environment with high challenge and low threat where all learners can thrive.”

• Everyone needs feedback. Teachers and students need to exchange constant feedback to monitor progress and to adjust learning. It has been said that assessment drives the curriculum. Teachers need pre-assessment tools to plan for learning as well as ongoing assessment tools to use during and after the learning process.

• After pre-assessment, teachers need to examine the data and adjust the learning based on students’ knowledge, skills, past experiences, preferences and needs. (adjusting, compacting, grouping)

Discussion Question

What are the many factors you will take into account as you plan to differentiate instruction in your

classroom? Turn and share at your table.

Discussion continued… Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destinations. Their particular take offs into adulthood will demand different flight plans (Levine, 2002, p. 336)What are the many factors you will take into account as you plan to differentiate instruction in your classroom?

• • • • • • • • • • • •

• • • • • • • • • •

Content Product Environment

According to Students’

Readiness Interest LearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

Process

A Side-by-side comparisonTraditional Differentiated

Grouping—considerations includeAbility levels and seating arrangements Student readiness, interest, and learning stylesReactive to learning or behavioral problems Proactive to enhance student learning experiences

Instructional Planning and DeliveryGoals and objectives are based primarily on pacing and alignment guides Goals and objectives are based on student needs

Driven by coverage of textbook(s) Incorporate multiple resources, including textbook(s)Primarily whole-class instruction Utilize a variety of instructional strategiesLesson designed without knowing your students well Know students well enough to design instructional units/lessonsTeacher-centered Student-centeredSkills and factual information presented in isolation Skills and factual information related to key concepts and themesWhole-class assignments Variety of assignmentsOften limited to remediation of skills or additional assignments for enrichment

Assignments designed to validate differences and foster self-efficacy of all students

Often a variety of activities and worksheets Allow students to learn how they learn/allow them to show how they process and show their learning

AssessmentsA single definition of student success is used Student success is measured by growth.

Often a single correct answer Often multiple solutions and perspectives through authentic assessments

Primarily occurs after the instruction On-going assessmentsUsed to determine grades Used to inform next-step instructionSingle form of assessment is often used for whole class Multiple ways to assessment student mastery

Academic Learning Time (ALT)• Academic Learning Time refers to that portion of engaged

time that students spend working on tasks at an appropriate level of difficulty for them and experiencing high levels of success (excludes time spent engaging in tasks which are too easy or too difficult). Evidence of success includes answering questions correctly in class and completing assignments with a high degree of accuracy. Academic learning time excludes the time that students make many mistakes or appear to be confused.

Review of the Literature on “Time and Learning” The Core Academic Learning Time Group, March 2002

The Cogs of Differentiated Instruction

The Student Seeks:• Affirmation• Contribution• Power• Purpose• Challenge

The Teacher Responds:• Invitation• Opportunity• Investment• Persistence• Reflection

Curriculum and Instruction as the Vehicle:• Important• Focused• Engaging• Demanding• Scaffolded

Because teachers want to know…

How can I meet the needs of all my

students?

UDL!

UNIVERSAL DESIGN FOR LEARNINGA set of principles for curriculum development that

applies to the general education curriculum to promote learning environments that meet the needs

of all learners

Universal design for Learning

UDL at a Glance

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all

solution but rather flexible approaches that can be customized and adjusted for individual needs.

•

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and

describe the difference.

Multiple Means of Representation

Multiple Means of Action/Expression

Multiple Means of Engagement

Best Bug Parade by Stuart J. Murhy

Comparing teddy bears

Comparing rubber snakes or bugs

Label cards with snakes or bugs

Caterpillar line-up

MD Task 1a with Unifix cube trains

Modeling with students

Class search-what is longer than___?

Group poster project-what is shorter or longer than___?

What WhyHow

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Multiple Means of Representation

Multiple Means of Action/Expression

Multiple Means of Engagement

Spaghetti and Meatballs for All by Marilyn Burns

Modeling with color tiles

“A New Pool for Noah” or “Mrs. Burk Perimeter Rap” on Teacher Tube

Chalkboard Splash

Role play/act out area and perimeter

Room Blueprint Design

Design and produce own videos

“Flower Bed Challenge” or other real-world purpose

What WhyHow

Differentiation Strategies

• All strategies are aligned with instructional goals and objectives.

• Specific strategy selection based on – Focus of instruction– Focus of differentiation

Assessment in the Differentiated Classroom

• Ongoing• Instruction-dependent• Student-dependent• Informative for continued

instruction

Tips for Implementing Differentiated Instruction: Your Classroom

• Get to know your students• Start slowly

–One subject/one technique• Organize your

classroom space.

Teacher Station 1

Teacher Station

2Group

AssignmentsSchedule

Inboxes

Bookshelf

Where Do I Go From Here?Resources

CollaborationPBS Teacherlinehttp://www.pbs.org/teachersProject Based Learninghttp://www.bie.org/

Assessment:Curriculum-based measurementwww.studentprogress.org

Curriculum and InstructionUDLhttp://www.cast.org/udl/

A-Z Integrate to Differentiatehttp://farr-integratingit.net/Trainings/Differentiate/strategies.htm Gradual Release of Responsibility Modelhttp://reading.ecb.org/teacher/downloads.html

21st Century Understanding Digital Childrenhttp://edorigami.wikispaces.com/Understanding+Digital+Children+-+Ian+Jukeshttp://www.youtube.com/watch?v=ecFizWZgIiAInfographicshttp://blog.web20classroom.org/2012/04/tools-and-resources-for-creating.htmlMI For Example Interpersonalhttp://www.glogster.com/Graphicshttp://www.educatorstechnology.com/search/label/blooms%20taxonomy

Next Steps!What

differentiation strategies will you implement

in your classrooms? Turn and talk to your table.