Transcript FEELING TECHNOLOGICALLY

Differentiating
Instruction
Marjorie Hall Haley, Ph.D.
George Mason University
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K-W-L
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This is what I know about
Differentiating Instruction (DI)
This is what I want to know about
DI
This is what I learned about DI
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Differentiation is….
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Creating different opportunities within
the same curriculum
Putting students in situations where
they don’t know the answer – often
Differing the product from simple to
complex
Differing the process from concrete to
abstract
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Differentiation is……
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Differing the content from below
to above grade level
Differing the pace from slow to
accelerated
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Differentiation isn’t…..
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Creating more work (extra credit
or “do this when you’re done.”)
Using higher standards when
grading
Giving the same work, but
expecting more
Providing free-time challenge
activities
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Differentiation isn’t…..
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Using capable students as tutors to
classmates
Using individualized instruction
exclusively
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Carol Tomlinson, Ph.D.
“Differentiation calls on us to make big
leaps in the way we think about the
classroom and curriculum. It takes a
willingness to be a teacher who
partners with kids in teaching and
learning – who’s more of a facilitator
than a dictator. It challenges the sense
that curriculum is just coverage of
facts.”
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How Do I Differentiate?
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Keep the focus on concepts,
emphasizing understanding and sensemaking
Use ongoing assessments of readiness
and interests – preassess to find
students needing more support and
those who can excel
Make grouping flexible. Move between
whole-group, groups, and individuals.
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Why should I
differentiate?
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There is strong evidence that
meeting students where they are
and addressing their needs is more
likely to make their learning
efficient and effective.
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Meet the diverse needs of ALL
our learners
Multiple Intelligences, IEPs
and 504 plans, learning styles,
cultural and linguistic
differences
Address the Standards (local,
state, and national)
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Daily, weekly, monthly, yearly
Teachers move away from seeing
themselves as keepers and dispensers
of knowledge
Teachers move toward seeing
themselves as organizers of learning
opportunities
Teachers organize classes for effective
activity with a concentration on
exploration
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Rules of Thumb – How to
differentiate
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Be clear on the key concepts and
generalizations
Every lesson should emphasize critical
thinking
Every lesson should be engaging
Provide a balance between studentselected and teacher assigned tasks and
working arrangements
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Differentiating involves 3
aspects of the curriculum
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Content
Process
Products
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3 Aspects of
Differentiating
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Content: refers to concepts, principles,
and skills that teachers want students
to learn
Process: refers to the activities that
help students make sense of, and come
to own, the ideas and skills being taught
Products: refers to culminating projects
that allow students to demonstrate and
extend what they have learned
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Strategies for DI
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Stations
Compacting
Agendas
Complex Instruction
Orbital Studies
Entry Points
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Strategies for DI
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Problem-based Learning
Choice Boards
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What does a differentiated
classroom look like?
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Teachers begin where the students are
Teachers engage students in instruction
through different learning modalities
A student competes more against
him/herself than others
Teachers provide ways for each
individual to learn
Teachers use classroom time flexibly
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Where do I go for help?
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www.nctm.org/standards/
www.mcrel.org/products/notewor
thy/barbaram.asp
www.reading/org/links/lit_tp.htm
l
Ericec.org/
www.sricboces.org/Goals2000/
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Where do we go from
here?
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Set clear expectations for studentcentered responsive instruction
Create mentoring opportunities
between and among your colleagues
Look to teachers who practice DI to
provide models
Start slowly and purposefully – don’t
take on any more than you’re ready for!
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Have Fun!
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Differentiating Instruction:
Something you are already
doing to Meet All Your
Students Needs
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THE END
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THANK YOU!!
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Differentiating Curricular
elements
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Content: refers to “input” of the
unit – ideas, concepts, information
and facts
Process: refers to the ways
students make their own sense of
the content or input. Process is the
how of teaching
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Product
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Product is the output of the unit or
the ways students demonstrate
their understanding of the content:
role-plays, multimedia
presentations, brochures, plays,
songs, graphic organizers, posters,
research papers, essays, videos,
etc.
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When organizing a
differentiated lesson, ask
these ?’s
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What are the key concepts that
every student must know,
understand, and be able to do?
What is being differentiated?
(content, process, product)
How is this lesson being
differentiated? (readiness,
interests, learning profiles)
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Why is this lesson being
differentiated? (motivation,
access, efficiency)
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THINK/PAIR/SHARE
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1. How can you create a learning
environment that supports
differentiation of instruction?
How can you prepare students for
differentiation of instruction?
What can you do to help students
understand their learning
differences?
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DI Terms
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Anchoring Activities: These are
done at the beginning of the class
period. The teacher provides
students with options of things
they may work on as an initial
exercise. Usually they are a series
of tasks. Students move from task
to the next as they are completed.
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DI Terms
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Adjusting Questions: These can be
in the form of a daily quiz or
question/answer period during
which time the teacher determines
comprehension of previous class
work. The teacher can target
interest, readiness, and level of
complexity of students.
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DI Terms
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Tiered Assignments: Providing
students a variety of choices,
depending on degree of interest,
readiness, and complexity.
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DI Terms
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Learning Contracts: Students are
provided with a listing of which
tasks are to be completed.
Flexible Grouping: Teachers group
students according to mixed
readiness and/or interest.
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K-W-L Differentiated
Instruction
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This is what I know.
This is what I want to know.
This is what I learned.
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