Transcript Differentiated Instruction.pps

“ A student is not an interruption of our
work…the student is the purpose of it.
We are not doing a favor by serving
the student…the student is doing us a
favor by giving us the opportunity to
do so.”
Rick Wormeli from L.L. Bean Co.poster
“What is a customer?” by JM Eaton
Differentiated Instruction:
A “Core” Philosophy for our
IDM World
Common Agency Learning
August 16, 2005
Presented by the DI Team:
Phyllis Anderson, Science Consultant
Vickie Bachman, Math Consultant
Brad Colton, School Improvement
Mary Crandall, Special Ed. Consultant
Sandy Lyons, Special Ed. Consultant
Sandy Merritt, Inclusion Consultant
Diane Peters, Literacy Consultant
Jeanie Wade Nagle, Special Ed. Consultant
“Individual differences have intrigued
and challenged educators for
centuries. On the one hand, the
understanding and application of this
concept motivates our profession. On
the other hand, practical responses to
individual differences have almost
entirely eluded us”.
Susan Aanensen, Anthony Abeal, Erin Embon, Tina Gordon, Jeff Janover
ASCD conference, 2005
Our Purpose
You will know…
• What differentiated instruction is
You will understand…
• The general components of DI
• How DI works
• How DI relates to the Core
Instructional Cycle of IDM
Our Purpose
You will be able to…
• Encourage and support teachers as
they learn about and implement DI
• Share instructional strategies that will
help teachers create differentiated
lessons
• Locate appropriate resources
Differentiating Instruction
A Definition
Differentiated instruction can be
defined as:
a way of teaching in which teachers
proactively address the needs of
individual students and/or small
groups of students to maximize the
learning opportunity for each
student in the classroom.
What if we differentiated
instruction every time a child of
any age needed it in school?
What kind of adult might that
child become?
What if we never differentiated
instruction for any child of any age
when they needed it in school?
What kind of adult might this child
become?
Did your teachers differentiate
instruction for you when you were
in school? If so, how?
Is there any differentiation
in the real world?
First Step
What is the first
step the doctor,
salesperson,
seamstress do
when they meet
with the
patient/client?
Professional’s First Step
Pre-Assessment to determine
patient/client needs before
prescribing, sewing, bringing out
shoes, etc.
Why Differentiate?
• One size doesn’t fit all
• Students learn at different rates
• Students bring different background
knowledge to any unit of study
• Students learn best in different ways
Responding to Student Needs
• Readiness level
• Interests
• Learning style
What is Differentiated Instruction?
It is:
• More qualitative
than quantitative
• Organized
• The use of multiple
approaches to
content, process,
and product
It is not:
• Just modifying
grading systems
and reducing work
loads
• Chaotic
• Just another way to
provide
homogenous
instruction
What Is Differentiated Instruction?
It is:
It is not:
• Student centered
• Individualized
instruction
• More work for the
good students and
less and different for
the poor students
• A blend of whole
class, group, and
individual instruction
Principles Guiding
Differentiated Instruction
• The teacher focuses on essential
learning and key concepts.
• The teacher attends to student
differences.
• Assessment and instruction are
inseparable.
• The teacher modifies content,
process, and products.
Principles Guiding
Differentiated Instruction
• The teacher ensures that all students
participate in respectful work.
• The teacher and students collaborate
in learning.
• The teacher utilizes both classroom
and individual data.
• The teacher uses flexible grouping
according to readiness, interests
and/or learning styles.
Differentiation…
a teacher’s response to learner’s needs guided by the Standards of Teaching…
Teach to an Objective
To the correct level
of difficulty
Monitor & Adjust
… and general principles of differentiation, such as
Respectful tasks
Ongoing assessment
and adjustment
Teachers can differentiate…
Content
Process
Product
Environment
According to Student’s
Readiness
Interest
Learning Profile
through a range of instructional and
management strategies such as…
Anchor
Activities
Compacting
Complex
Instruction
Graphic
Organizers
Group
Investigations
Independent
Study
Jigsaw
Learning contracts
Literature
Circles
Orbitals
Taped
Materials
Tiered centers
Tiered Lessons
Tiered
Products
Varied Journal
Prompts
Varied questions
Varied sup.
materials
Varied Texts
Respectful Tasks
Respectful Tasks
• Readiness level matches level of
cognitive complexity
• Expect all students to grow
• Appropriate levels of difficulty
• All tasks are interesting, important,
and engaging for all students
Flexible Grouping
Flexible Grouping
Students are part of many different
groups and have opportunities to work
alone, based on matching the task to
student readiness, interest, and/or
learning style.
Continual Assessment
Assessment of Instruction
• Evaluates understanding of key
concepts
• Can be differentiated
• Drives instruction
• Occurs consistently before, during,
and at end of unit (pre-assessment,
formative, and summative)
Differentiating by Content
Ways to Differentiate Content
• Compacting Curriculum
• Learning Contracts
• Tiered Lessons
• Leveled Texts
Tiered Lessons
• Support differences in readiness
• Allows students to work at their level
and expand learning without
frustration
• Can tier activity, task, and/or product
Developing a Tiered Activity
1. Select activity based on essential learnings
2. Think about students’
• Readiness (skills, reading, thinking,
information)
• Interests
• Learning style
• Talents
3. Create activity that is
• Interesting
• Causes students to use key skills of unit
4. Chart complexity of activity
Developing a Tiered Activity
5. Develop activities to ensure challenge
and success
• Materials (basic-advanced)
• Form of expression (familiar to
unfamiliar)
• From personal experience to
unfamiliar
6. Match task to student based on
learning style and readiness
Tiering A Lesson
What is the
range of
learning
needs?
What should
students know,
understand, be
able to do?
What is the
starting point
of the lesson?
How will you
hook the
students?
What is the
first version of
the lesson?
What is the
second
version?
What is the
third version?
Differentiating by Process
Ways to Differentiate Process
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RAFTS
Cubing, Think Dots
Choices (Intelligences)
Centers/Stations
Contracts
Graphic Organizers
Cubing
• Versatile strategy
• Activities for different groups of
students based on student readiness,
learning style, and/or interests
• Different tasks related to the subject
and/or concept on each side.
Activity
Find the three
“Weather Watch”
cubes in the
handout.
With an elbow
partner, discuss
how these
cubes
encourage all
levels of
thinking.
Graphic Organizers
• Visual displays of information
• Arranged in bubbles or squares
• Connected by lines to portray
relationships
Types of Graphic Organizers
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•
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Concept Maps
Flow Diagrams
Tree Diagrams
Matrices
Differentiating by Product
Ways to Differentiate Product
• Choices based on readiness, interest,
and learning style
• Clear expectations
• Timelines
• Contracts
• Product Guides
Environments That Support
Differentiated Instruction
In a Differentiated Classroom…
• All students participate in respectful
work.
• Students and teachers are collaborators
in learning.
• Goals of a differentiated classroom are
maximum growth and individual
success.
• Flexibility is the hallmark of a
differentiated classroom.
In a Differentiated Classroom…
• The teacher has established a
learning profile for each student.
• The teacher is clear about what
matters in subject matter.
• The teacher understands,
appreciates, and builds upon student
differences.
• Assessment and instruction are
inseparable.
Classroom Environment
• Student
ownership
• Positive support
• Stimulation
• Free of undue
stress and
pressure
• Appropriate
challenges
• Social interaction
• Students allowed
to make choices
• Promotes
exploration and
joy of learning
• Active student
involvement
• Problem solving
and conflict
resolution
• Responsibility
• Teamwork
• Personal best
• FUN
Differentiating According
To Readiness
Readiness Levels
• Equal the playing field
• Add or remove scaffolding
• Vary the difficulty levels of text and
materials
• Adjust the task
• Vary amount of direct instruction
Differentiating According
to Interests
Differentiating by Interests
Students have choice of activities,
materials, and ways to demonstrate
their learning.
Differentiating by
Learning Style
Learning Inventories
• Modality:
Auditory, visual, kinesthetic
• Sternberg:
Analytical, creative, practical
• Gardner:
Multiple Intelligence preference
• Array:
Positive or negative interaction style
Learner Profile Card
Gender Stripe
________________________________________________________
Modality:
Sternberg
Auditory, Visual, Kinesthetic
Analytical, Creative, Practical
Student’s Interests
Multiple Intelligence Preference
Gardner
Array
Inventory
Implementation
Role of the Teacher
1. Knows students
2. Ensures that everyone feels welcome
• Teacher’s attention
• Peer’s acceptance
• Student’s work displayed
• Flexible and comfortable seating
Role of the Teacher
3. Helps students learn to solve problems.
• Humor plays a central role.
• Sarcasm is NOT an option.
4. Provides a safe environment
Role of the Teacher
5. Lets students know that they will be
doing different things and that’s OK
6. Gives students as much responsibility
for their learning as possible
7. Engages students in talking about
classroom procedures and how groups
are/will be formed
Classroom Management
• Comfortable Pace
• Home Base - begin and end each
class or lesson at the same place.
• Flexible Grouping
• When the teacher is busy with
another student or group, students
can enlist peer assistance as
determined by the teacher.
When Students Finish Early
• Play a game
• Read
• Work on another
subject
• Write
• Computer work
• Solve a challenge
puzzle
• Help someone else
• Work on enrichment
activity
• Create math story
problems or puzzles
• Use imagination to
challenge yourself
• Anchor (unit) activity
Classroom Management
When giving directions:
• Break multiple task directions into
smaller parts.
• Tape directions for small group work
• Give task cards to members of small
groups
• Be clear on key concepts
Management
Handling Materials:
• Assign jobs
• Teach students to become responsible for
their own materials
Transitions:
• Give directions clearly
• Time limits
• Address noise level
• Practice
Classroom Management
Assigning Groups:
• Clothespins with student’s names
• Color code students to certain groups
• Wall charts
• Post on overhead transparencies
Classroom Management
Paperwork (reduce to absolute necessity)
• Color-coded folders
• Portfolios
• Baskets
• Filing system
• The key is that students have access to
their own work
Classroom Management
Time:
• Be flexible
• Catch-up days
• Anchoring activities (ongoing tasks
tied to the curriculum that can be
worked on independently)
Getting Started
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Determine student readiness
Determine student interest
Determine student learning profile
Examine your philosophy
Start small
Grow slowly
Envision how an activity will look
Reflect
Small Group Activity
1. Find the colored card on which you
wrote the recipe for cheesecake.
2. Move into small groups with others
having the same colored card, taking
your card with you.
3. Look at the recipes of everyone in the
group and identify needs for teaching
your group how to make a cheesecake.
Small Group Activity
4. As a group, create either cubes, tiered
lessons, or graphic organizers on making
cheesecake.
5. Your finished products (a minimum of two
cubes/tiered lessons/graphic organizers)
should take into consideration the different
levels of understanding people in your
group have in the area.
6. Share your project with another group who
chose the same activity.
Cheesecake
Next Steps-Deeper Learning
• Deeper learning through region
meetings as needed
• Presentations to LEAs
• Ticket out the door-What component
of DI do you need more information
about?
Only when a
student
works at a level of
difficulty that is
both
challenging and
attainable for that
student does
learning
take place.