Transcript Differentiated Instruction

One Size Does Not Fit All:
An Introduction to
Differentiated Instruction
Facilitated By
Sara Fridley
Region 3 Education Service Agency
[email protected]
Clock Buddies
What Differentiation IS NOT . . .
The same as individualization
Just another way to group kids
Expecting less of struggling learners
than of typical learners
A substitute for specialized services
Chaotic
New
What Good Differentiation IS . . .
Varied avenues to content, process, product
Respectful of all learners
Proactive
Student-centered
A blend of whole class, small group, and
individual instruction
Based on students’ readiness, interests,
and/or learning profile
“Currently, students are required to adapt . . .
to the prevalent teaching practices and
instructional materials and assessment
instruments. Those who can’t adapt are
viewed as being deficient in their ability to
learn.”
- Marie Carbo, Educating Everybody’s Children
What diversity is in your
classrooms?
Diversity in the Classroom
ADD
ADHD
Gifted/Talented
LD
Vision Impaired
Hearing Impaired
Autistic
Physically Disabled
Multiple
Handicapped
English Language
Learners
3 Key Ways to Differentiate
Instruction
Process
Activities
Calls on students to use key skills
Content
What we teach students
Materials and methods used
Product
How students show what they have learned
Should also allow students to extend what they
learned
Key #1 – Adapt Process
Students use key skills
Bloom’s Taxonomy
Multiple Intelligence Theories
Common focus
Vary student activities
Teacher uses a variety of methods
Process Differentiation Examples
Tiered Assignments
Layered Curriculum (Nunley)
Learning Centers
Interactive Journals
Jig Saw Assignments
Learning Logs
Graphic Organizers
Tiered Assignments
Addresses multiple intelligences
Sternberg
Gardner
Provides choice
Use range of skills from Bloom’s
Taxonomy
All students choose tasks from all levels
Jig Saw
Perfect for lengthy reading
assignments
Each person is responsible for a section
Come together in group with each
section represented
Each person shares their information
with the others
Graphic Organizers
http://www.writedesignonline.com/o
rganizers/
http://www.ncrel.org/sdrs/areas/iss
ues/students/learning/lr1grorg.htm
Head . . . Heart . . . Foot
Put a quote or insight on the board.
Have the students react using "head," "heart,"
and "foot" method.
Head - a thought or idea that comes to mind.
Heart - a feeling or emotion expressed or felt.
Foot - An action the quote or insight would suggest
we take.
Use these to initiate class discussions, journal
writing, assignment choices, etc.
Key #2 – Adapt Content
Refers to both materials & methods
Accommodate students’ different
starting points
Some students ready for more complex
or abstract levels
Some students ready for independent
work
Content Differentiation Examples
Multiple texts
Interest centers
Learning contracts
Support systems
Audiotapes
Mentors
Study partners
Key #3 – Adapt Product
Culminating learning experience that
occurs after many days or weeks of
study
Demonstration and extension of what
they know, understand, and are able
to do
Product Differentiation Examples
Variety of assessment types
Tiered Assignments
Independent Study
Vocabulary Choices
Student chooses method
Define words
Make flashcards
Teacher assessment
As each student hands in their homework,
teacher quizzes them on 2 words
If they know them – student receives
homework points
If not – then they get homework back to study
from and try again later
Concept Cube
Variables to Consider
Readiness – in reading, math, &
beyond
Complexity & Challenge of both
process & product
Pace of learning and production
Grouping practices
Use of assessment results to inform
teaching and learning
Principles to Guide
Differentiated Classrooms
Focus on essentials
Attend to student differences
Assess often and use it to make
adjustments/modifications
Mutual respect
Be flexible
Doesn’t happen 100% of the time!!!!
Simple Ways to Start
Add an interdisciplinary element to a
favorite unit
Collaborate with other teachers
Offer students a variety of
presentation options
Apply Multiple Intelligence thinking
to group/individual projects
Resources
www.sdesa.org
Click on Region 3, Resources, Teacher
www.ascd.org
http://www.thirteen.org/edonline/concept
2class/
Variety of online topics
Assessment & Curriculum Redesign
Constructivism
Multiple Intelligences