Transcript Differentiated Instruction (DI)

Differentiated Instruction
Workshop
Tuesday, October 1st, 2013
Presenter: Dr. Georgette G. Lee
Agenda:
 Welcome
 Introductions
 Overview of

differentiated
Instruction
Evaluation
Participants will be able to:
1. Define “Differentiated Instruction”
2. Relate the purpose of
differentiating classroom
instruction
3. Identify a variety of practical
strategies for differentiating
instruction in their classrooms
4. Identify resources for gaining
additional information on
differentiated instruction
Objectives
Definition:
 Differentiated instruction is an approach
to teaching and learning that provides
students with a variety of options for
taking in new information and ideas, and
developing skills. It takes into account the
diversity of a typical classroom, and
teaching is a combination of whole-group,
small-group, pairing, and individual
instruction.
Differentiated Instruction (DI)
Accommodations

Services and
supports that change
how a student
learns, not what he
learns.
Accommodations may
change the sequence
and time line of
instruction.
Modifications

Modifications change
the content of what
is learned, and can
also change
performance
expectations and
learning outcomes.
Other Important Definitions:
Students differ in many areas
including background knowledge,
interests, English language
proficiency, abilities, and learning
styles.
The goal of differentiated instruction
is to meet each student at his or her
level of readiness and maximize his or
her individual academic growth and
success.
The Goal of Differentiated
Instruction
Content:
What the teacher plans to teach
 Process:
How the teacher plans instruction (wholegroup, small-group/pairs, individual)
 Product:
Assessment of content (what students do
or produce to demonstrate mastery of
content)

Differentiated Instruction involves
differentiating:
A Model for Differentiated
Instruction
Oaksford, L. & Jones, L. 2001
CURRICU
LUM
State & local
standards; Bench
marks
CONTENT
Assessment of
content
PRODUCT
PreAssessment
STUDENT
Ability, profiles,
interests/talents,
prior knowledge
PROCESS
Summative
Evaluation
Differentiated Instruction is
guided by
Assessment:
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DIBELS
STAR Reading & Math
BRIGANCE
ISAT
Criterion Reference
Tests
Learning Styles
Inventories
Interest Inventories
ACTIVITY: Learning
Styles Inventory
Differentiating Content/Topic
(What you plan to teach)
• Present materials in a
variety of waysOverhead, power point, Svideo, DVD, tape recorder,
models, pictures,
photographs
Reading/Language Arts
& Content Area
Subjects
o Select passages at various
reading levels
o Record passages on audio
tape for weaker readers
o Summarize essential
ideas of the passage, and
give shorter version to
weaker readers
o Give directions in small,
sequenced steps
Scaffold Instructions
o Highlight important words
Mathematics
o Reword problems and
highlight important terms
o Provide students with
manipulatives, timestable sheets, and
calculators
o Break down long wordproblems into small steps
o
Differentiating Content/Topic

ACTIVITY


Working in groups,
brainstorm ways for
presenting the
passage to cater to
the needs of students
with learning
disabilities, and
English language
learners in your class.
(Handout: What
Happened at
Columbine?)

Working in groups,
brainstorm ways to
modify this
assignment to cater
to the needs of
students with
learning disabilities,
and English language
learners in your class.
(Handout: Math
Assignment)
Co- Teaching Models
Station Teaching- two teachers work with
different groups in different parts of the
classroom. Students receive instruction
from each teacher.
Parallel Teaching- two teachers work with
different groups to provide the same
instruction.
Differentiating Process/Activities
Alternative Teaching- One teacher
provides instruction that is needed by a
group of students/individual students,
while the other teacher works with the
remainder of the class.
 This arrangement is good for re-teaching,
supplemental instruction or enrichment.

Differentiating Process/Activities
Differentiating Process/Activities


Vary the strategies/activities to provide
appropriate ways for students to explore the
concept being taught (graphic organizers).
Tiered Assignments: a series of related
activities with varying levels of complexity. All
activities relate to the essential skills and
knowledge students need to acquire (e.g.
Compare and Contrast strategy).
Learning Centers/Stations: to reflect
differentiated instruction, activities should vary
by complexity to accommodate differences in
student ability and readiness.
Differentiating Process/Activities

Acceleration/Deceleration: the pace at
which students move through the curriculum.
Students demonstrating a high level of
competence can work at a faster pace than
others. Those experiencing difficulties may
work at a slower pace on an adjusted activity
to experience success.

Flexible Grouping: is the foundation of
differentiated instruction. Teachers may
deliver core content first to whole-group, and
then divide the class into small-group/pairs to
better cater to individual needs.
Groups are flexible and dynamic, based on
the content, task, and on-going evaluation.

Jigsaw: students of a ‘home’ group meet in
an ‘expert’ group with others who are
assigned similar material. They read and
discuss, then return to the home group to
share their expertise. Home group gives a
final report, incorporating material from each
expert member.
Flexible groupings/Strategies
Think Pair Share:
cooperative discussion
strategy
THINK- teacher asks question
and students think of and
record answers
PAIR- Students pair up to
discuss answers and pool
ideas
SHARE- Pairs share their
answer with the rest of the
class
Flexible groupings/Strategies
Flexible Groupings
Peer Teaching: One student who has
become an “expert” on a specific topic can
teach the concept to struggling peers.
 Reading Buddies: students with varying
word recognition, decoding and
comprehension skills can help each other.
Reading should be for a specific purpose.
 Collaborative groups: Three or more
students work together on a project. Each
is responsible for completing a specific
task.

Vary the complexity
of the product
students create to
show mastery of
content:
Grading
 Modify the grading
scheme
 Base individual
grades on modified
standards (e.g. IEP
goals, effort)
Standard Grade
Scheme
• 90-100 A, 80-89 B,
• 70-79 C, 60-69 D
• 59-below F
Modified Grading
scheme
• 80-100 A, 70-79 B,
• 60-69 C, 50-59 D,
• 49 and below F
Differentiating Product
Grading
 Grade for content (do
not penalize for
handwriting, spelling,
instruments)
 Allow students to
rewrite an
assignment, or
rework missed items
for a better grade
Differentiating Product
Testing
 Open-Book tests, use
of notes
 Vary format- multiple
choice, matching, Fill in
the Blanks, oral
response
 Give all students the
same test, but circle
items for students to
answer
 Shortened test (fewer
items)
 Extended time
 Allow for test retake
Assignments
 Give modified
assignments
 Reduce number of
items
 Break long-term
assignments into
shorter segments
 Monitor student
progress frequently
 Provide students with
examples of the
finished product when
introducing
assignments
Differentiating Product
Assignments
 Allow extra-credit
assignments
 Give constant
reminders of due
dates
Differentiating Product
Plans that reflect differentiation
 Pyramid/Tiered Lesson Plan Format
 Incorporating new information

Lesson Planning:
Sum It Up
Individual Response: 5 words/phrases
that describe Differentiated Instruction
 Partner Response: 3 words/phrases that
best describe Differentiated
Instruction
 Partner Response: Definition of
Differentiated Instruction

Describe Synthesize Define
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Allen, I., & Peery, S. (2000). Literacy Centers: What your other kids
do during guided-reading groups. Huntington Beach, CA: Creative
Teaching Press.
Benjamin, A. (2002). Differentiated instruction: A guide for middle
and high school teachers. Larchmont, NY: Eye On Education.
Clark, S., et al. (2005) Successful strategies for reading in the
content areas. Huntington Beach, CA: Shell Educational Publishing.
Kronberg, R. (2008). Everyday co-teaching: Practical strategies for
the inclusive classroom. Torrance, CA: Staff Development resources.
Tomlinson, C. (1995). How to differentiate instruction in mixed-ability
classrooms. Alexandria, VA: Association for Supervision and
Curriculum Development.
.
Differentiated Instruction
Resources
•Tomlinson, C. (2003). Fulfilling the promise of the differentiated
classroom. Alexandria, VA: Association for Supervision and Curriculum
Development
•Different
http://t4.jordan.k12.ut.us/teacher_resources/different/diffendex.html
www.caroltomlinson.com
www.teaching tolerance.org
www.Interventioncentral.com