Transcript Differentiated Instruction 101

Differentiated
Instruction 101
Clare Kilbane, Ph. D.
[email protected]
http://www.otterbein.edu/home/fac/ckilbane/stateconf
Goals for this presentation
 To ensure that all participants members have
exposure to a common core of knowledge,
vocabulary, and strategies.
 Participants will:
– Understand what differentiated instruction is and
why it is important,
– Learn how technology can support the goals of
differentiated instruction, and
– Expand the tools they have available to make
instruction more efficient, effective, and engaging
for all learners.
Today’s classrooms are typified by
academic diversity (Darling-Hammond,
Wise, & Klein, 1999, Meier, 1995).
 Seated side-by-side in classrooms are:
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highly advanced learners,
English language learners,
students who are chronically underachievers,
students with learning disabilities and reading
difficulties,
students of both genders,
students from broadly diverse cultures,
students from highly diverse SES, and
students displaying varying levels of motivation,
interests, skills, etc.
Thinking about English Language
Learners
 More immigrants arrived in the late 1990s than in any
other decade on record
 Today, students in our schools speak more than 450
languages
 More than 12% of all pre-k-12 students are
considered to be ESL learners
 By the year 2015 more than 50% of all students in K12 public schools across the US will not speak
English as their first language.
Gray, T. and Fleishcman, S. (2004). Successful strategies for English
Language Learners, Educational Leadership, 62 (4), 84-85.
Thinking about Students with
Disabilities
 96% of general education teachers have students
with disabilities in their classrooms.
 On average, there are at least 3-4 students with IEPs
integrated into each general education class.
 Three of four students with disabilities spend 40% or
more of their day in general education classrooms.
US Department of Education (2001). 23rd report to Congress on the
implementation of the Individuals with Disabilities Act (IDEA).
Washington, DC. US Govt Printing Office.
What is differentiation?
Some definitions
Differentiation is teaching so that
“typical” students; students with
disabilities, students who are gifted, and
students from a range of cultural, ethnic,
and language groups can learn
together, well. Not just inclusion but
inclusive teaching.
Differentiation means that teachers
proactively plan varied approaches to
what students learn, how they will learn
it and/or how they will demonstrate
their learning in order to ensure that
every student learns as much as he/she
can as efficiently as possible.
Differentiation is classroom practice that
looks eyeball to eyeball with the reality
that kids differ, and the most effective
teachers do whatever it takes to hook
the whole range of kids on learning.
Differentiation doesn’t suggest that a
teacher can be all things to all students
all the time. It does however mandate
that a teacher create a responsible
range of approaches to learning much
of the time so that most students find
learning a fit much of the time.
What is Differentiated Instruction?
It is an instructional approach
It is a community
It is a new way of doing old things
What can be differentiated?
Content- the standards about which
students interact to gain knowledge.
Process- the activities and materials
engaged in/with while knowledge is
gained.
Evaluation- the methods through which
students demonstrate their learning.
What do we consider when
differentiating?
Readiness- a combination of ability and
other factors which influence the ability
to learn.
Interest- that which evokes intellectual,
psychological, and emotional attention.
Learning Profile- a blanket term that
refers to factors not related to readiness
or interest such as cognitive style.
Differentiated Instruction Lesson Planning Matrix
Content
Readiness
Interest
Learning Style
____Foundational- Transformational
____Concrete- Abstract
____Simple- Complex
____Single Facet- Multiple Facets
____Small Leap- Big Leap
____More Structured- Less Structured
____Less Independence- Greater Independence
____Slow- Quick
____Interest areas
____Group Orientation
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Travel, culture, sports
Various Subject areas
____Modes of expression
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
Oral
Written
Designed/built
Artistic
Abstract
Service
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Independent
Group
Adult
Combined
____Learning Environment
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Quiet/Noise
Warm/Cool
Still/Mobile
Flexible/Fixed Quiet/Noise
Warm/Cool
Still/Mobile
Flexible/Fixed
____Intelligence Preferences
____Cognitive Style
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Process
Product/
Evaluation
____Foundational- Transformational
____Concrete- Abstract
____Simple- Complex
____Single Facet- Multiple Facets
____Small Leap- Big Leap
____More Structured- Less Structured
____Less Independence- Greater Independence
____Slow- Quick
____Interest areas
____Foundational- Transformational
____Concrete- Abstract
____Simple- Complex
____Single Facet- Multiple Facets
____Small Leap- Big Leap
____More Structured- Less Structured
____Less Independence- Greater Independence
____Slow- Quick
______Interest areas


Travel, culture, sports
Various Subject areas
____Modes of expression








Oral
Written
Designed/built
Artistic
Abstract
Service
Travel, culture, sports
Various Subject areas
____Modes of expression






Oral
Written
Designed/built
Artistic
Abstract
Service
Creative/Conforming
Essence/Facts
Expressive/Controlled
Linear/Non-linear
Deductive/Inductive
Concrete/Abstract
Introspective/Interpersonal
Collaboration/Competition
Easily distracted/Long attention span
Auditory/visual/Kinesthetic
Whole-to-part/Part-to-Whole
____Group Orientation
____Learning Environment
____Intelligence Preference
____Cognitive Style
____Group Orientation
____Learning Environment
____Intelligence Preference
____Cognitive Style
How does technology support
differentiation?
To learn more,
– http://www.otterbein.edu/home/fac/ckilbane/stateconf