Transcript Document 7195016

Differentiated Instruction
David W. Dillard
Objectives
• Based on the information provided today,
teachers will be able:
• To define differentiated instruction (evaluation)
• Implement differentiated instruction by
overcoming obstacles and/or identifying current
practices (evaluation)
• List three strategies they have used or might use
in their classroom (evaluation)
• Find information and additional resources
(provided in handout)
Definition I
• Differentiated instruction is a process
through which teachers enhance learning
by matching student characteristics to
instruction and assessment. Differentiated
instruction allows all students to access the
same classroom curriculum by providing
entry points, learning tasks, and outcomes
that are tailored to the students’ needs.
Definition II
• In differentiated classrooms, teachers begin
where students are, not the front of a
curriculum guide. They accept and build
upon the premise that learners differ in
important ways. Thus, they also accept and
act on the premise that teachers must be
ready to engage students in instruction
through different learning modalities by
appealing to differing interests, and by using
varied rates of instruction along with varied
degrees of complexity.
(Carol Ann Tomlinson)
Definition III
• In differentiated classrooms, teachers provide
specific ways for each individual to learn as
deeply as possible and as quickly as possible,
without assuming one student's road map for
learning is identical to anyone else's. These
teachers believe that students should be held to
high standards. They work to ensure that
struggling, advanced, and in-between students
think and work harder than they meant to;
achieve more than they thought they could; and
come to believe that learning involves effort, risk,
and personal triumph.
•
(Carol Ann Tomlinson)
Differentiated instruction
From Wikipedia, the free encyclopedia
• Differentiated instruction (sometimes referred
to as differentiated learning) is a way of
thinking about teaching and learning. It
means using a variety of instructional
strategies that address diverse student
learning needs. It places students at the
center of teaching and learning and student
needs drive instructional planning.
Differentiated instruction is a way to enhance
learning for all students by engaging them in
activities that respond to particular learning
needs, strengths, and preferences.
Differentiated instruction
From Wikipedia, the free encyclopedia
• The goals of differentiated instruction are to develop
challenging and engaging tasks for each learner
(from low-end learner to high-end learner).
Instructional activities are flexible and based and
evaluated on content, process and product. Teachers
respond to students’ readiness, instructional needs,
interests and learning preferences and provide
opportunities for students to work in varied
instructional formats. In a nutshell, a classroom that
utilizes differentiated instruction is a learnerresponsive, teacher-facilitated classroom where all
students have the opportunity to meet curriculum
foundational objectives. Lessons should be on
inquiry based, problem based and project based
instruction.
Carol Tomlinson, professor at the University of Virginia, identifies four
classroom elements that can be differentiated:
• Content: What the student needs to learn. The
instructional concepts should be broad based,
and all students should be given access to the
same core content. However, the content’s
complexity should be adapted to students’
learner profiles. Teachers can vary the
presentation of content,( i.e., textbooks, lecture,
demonstrations, taped texts) to best meet
students’ needs.
Carol Tomlinson, professor at the University of Virginia, identifies four
classroom elements that can be differentiated:
• Process: Activities in which the student
engages to make sense of or master the content.
Examples of differentiating process activities
include scaffolding, flexible grouping, interest
centers, manipulatives, varying the length of time
for a student to master content, and encouraging
an advanced learner to pursue a topic in greater
depth.
Carol Tomlinson, professor at the University of Virginia, identifies four
classroom elements that can be differentiated:
• Products: The culminating projects
that ask students to apply and extend
what they have learned. Products
should provide students with different
ways to demonstrate their knowledge
as well as various levels of difficulty,
group or individual work, and various
means of scoring.
Carol Tomlinson, professor at the University of Virginia, identifies four
classroom elements that can be differentiated:
• Learning Environment: The way the
classroom works and feels. The
differentiated classroom should include
areas in which students can work quietly as
well as collaborate with others, materials
that reflect diverse cultures, and routines
that allow students to get help when the
teacher isn’t available (Tomlinson, 1995,
1999; Winebrenner, 1992, 1996).
DESE – MSIP
• DIFFERENTIATED INSTRUCTION AND
SUPPLEMENTAL PROGRAMS
pt. I
• 7.1 Comprehensive services for all resident children with disabilities, as
required by the Individuals with Disabilities Education Act (IDEA) and
Chapter 162, RSMo, are an integral component of the district’s
educational program.
• 1. The district has policies and procedures in place to ensure provision of
effective special education services to children (ages 3-21) and their parents
in accordance with state and federal regulations.
• 2. All students with disabilities have access to the general curriculum,
participate in regular education settings with nondisabled peers, and
demonstrate progress in the general curriculum.
• 3. The district ensures that all students with disabilities receive appropriate
supports, services, and modifications (including related services, assistive
technology, and positive behavioral interventions) to address their
individual needs.
• 4. The district implements programs which result in improved opportunities
for post-secondary education and employment for students with disabilities.
DESE -- MSIP
pt. II
• 6.3 The district has implemented effective instructional
programs designed to meet the assessed needs of its students, as
well as the practices and procedures needed to support these
programs.
• 1. Classroom strategies that accommodate students’ individual
learning needs are implemented.
• 2. A balanced, research-based reading program is in place for grades
K-3.
• 3. The district consistently provides access to extended learning time
and alternative instructional delivery systems for all students.
• 4. The district identifies and provides targeted instruction or other
needed services/interventions for educationally-disadvantaged,
ESOL, migrant, and homeless students, as well as students who may,
for other reasons, be at risk of leaving school without completing
high school.
Obstacles
1.
2.
3.
4.
5.
6.
7.
I Long to return to the Good Old Days
I thought I was differentiating
I teach the way I was taught
I don’t know how
I have too much content to cover
I’m good at lecturing
I can’t see how I would grade all those different
assignments
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
Obstacles
8. I thought differentiation was for the elementary
school
9. I subscribe to ability grouping
10. I have real logistic issues
11. I want my classroom under control
12. I don’t know how to measure my student’s
learning styles
13. I have neither the time nor the funding for all
that
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
Obstacles
14. I’ve been teaching this way for years and it
works
15. There’s no support for it at my school
16. My district requires me to follow a prescribed
text
17. Parents expect lecture format in high school for
college prep
18. The bottom line – if they are learning, you are
teaching
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
Response to:
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•
•
•
•
Student readiness
Student interests
Student learning style
Multiple intelligences
Success for all students
What is practical and what is
doable
CRIME
• Curriculum: content, difficulty, standards
• Rules: explicit, implicit, written
• Instruction: teaching style, individual & group
work pace, teacher & student directed
• Materials: textbooks, trade books, tests,
homework, equipment, supplies
• Environment: furniture, seating, space, doors,
windows, barriers
Mary Anne Prater, “She Will Succeed!: Strategies for success in Inclusive Classrooms, Council for Exceptional Children
SHE WILL SUCCEED
Mary Anne Prater, Council for Exceptional Children
Key Guidelines for Differentiation
• All of you are already doing some differentiation
• Take small steps to implement
• Clarify key concepts and generalizations: note
taking is critical
• Use assessment as a teaching tool to extend
rather than merely measure instruction
• Emphasize critical and creative thinking as a
goal in lesson design
• Engaging all learners is essential
• Provide a balance between teacher-assigned
and student-selected tasks
Assessment
• Informal and formative as opposed to summative
• Classroom assessment is ongoing through
personal communications:
– Questioning: try to question all students – level the
question to ability and aim at higher order thinking
– Observation: move around the room, have a room
chart and make notes
– Observation II (class management): you should know
when you have lost “them”
– Discussion: with the whole class, group, or individual
Classroom Assessments
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•
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You have their attention – (They have a pulse)
One-minute paper (what did the students lean)
Note-check – teacher and or peer
Three (???) questions you still have or would like
clarified (collect and answer the next day)
The Muddiest Point
One-sentence Summary
What’s the Principle/Process
Clickers -- eLearning
Questioning
Classroom Assessments
• Use a seating chart to log questions/responses
– Can be as easy as +/– Can be used for behavior/attention
• Have students keep a response sheet to
questions and collect/check at the end of the
lesson/day
• Clickers/eLearning automated responses
• Thumbs up – thumbs down response to
questions
Questioning I
 Remember wait time
 Provide at least three seconds of thinking
time after a question and after a response
 Utilize "think-pair-share"
 Allow individual thinking time, discussion
with a partner, and then open up the class
discussion
 Ask "follow-ups" (Why? Do you agree? Can
you elaborate?)
 Tell me more. Can you give an example?
 Withhold judgment
Questioning II
 Respond to student answers in a
nonevaluative fashion
 Ask for summary (to promote active listening)
"Could you please summarize John's point?"
 Survey the class "How many people agree
with the author's point of view?" ("thumbs up,
thumbs down")
 Allow for student calling "Richard, will you
please call on someone else to respond?"
 Play devil's advocate
Questioning III
 Require students to defend their reasoning against
different points of view
 Ask students to "unpack their thinking"
 "Describe how you arrived at your answer." ("think
aloud")
 Call on students randomly. Not just those with raised
hands
 Student questioning. Let the students develop their
own questions.
 Cue student responses. "There is not a single correct
answer for this question. I want you to consider
alternatives."
Graphic Organizers & Note Taking
Do you really know what
students are learning,
writing down,
understanding?
• T-Notes
• Cornell Notes
• Lit Circle
• Q-Notes
• Inference Notes
• Cluster Notes
• Hierarchical Notes
• Think-in-Threes
• Timeline Notes
• Venn Diagrams
• Conversational
Roundtable
• Episodic Notes
• Spreadsheet Notes
• This is a skill that must be
taught, use different
organizers with a specific
purpose in mind
• Check what students
create
Lit Circle Notes
Inference Notes
Q-Notes
Cornell Notes
Tiered Assignments
• Designed to provide different levels of
complexity, abstractness, and open-endedness.
The curricular content and objective(s) are the
same, but the process and/or product are varied
according to the student’s level of readiness
Interest Centers or Interest Groups
• Interest centers are set up so that learning
experiences are directed toward a specific
learner interest. Allowing students to choose a
topic can be motivating to them. The teacher
may select a variety of topics or areas that
students or groups can select.
Flexible Grouping
• Students work as part of many different groups
depending on the task and/or content.
• Groups assigned:
–
–
–
–
Readiness
Assigned by teacher
Randomly
Chosen by students
• Allows students to work with a wide variety of
peers and keeps them from being labeled
Learning Contracts
• An agreement between the student and the teacher
(they may or may not be written, but written often
works better)
• Teacher specifies the necessary skills
• Student identifies the methods for completing the
task (there may or may not be debate on establishing
and there may or may not be amendments)
• Allows students to:
– Work at an appropriate pace
– Target their learning style
– Helps students work independently
• This is an excellent way for students to understand
what is EXPECTED of them.
Choice Boards
• Organizers that contain a variety of activities
• Students choose activities to complete as
they learn a skill or develop a product
• These may contain small groups, pairs, or
individual assignments
Differentiated Instructional Strategies
I
•
Anchor Activities: are on-going assignments tied to the curriculum and for
which students are accountable that can be worked on independently
throughout a grading period or longer.
•
Allowing for multiple right answers: are open-ended assignments that
focus on the process of solving the problem and/or critical thinking.
•
Adjusting questions: In class discussions, tests, and homework, teachers
adjust the sorts of questions posed to learners based on their readiness,
interests, and learning profiles.
•
Agendas: These are personalized lists of tasks that a student must
complete in a specified time, usually two to three weeks. Student agendas
throughout a class will have similar and dissimilar elements. The agendas
can be personalized (e.g., include IEP tasks, more challenging work) for
individual students, if needed. Students work individually (or in small groups)
to complete the agenda tasks.
Differentiated Instructional Strategies
II
•
•
4MAT: Teachers who use 4MAT plan instruction for each of four learning
preferences over the course of several days on a given topic. Thus, some
lessons focus on mastery, some on understanding, some on personal
involvement, and some on synthesis. Each learner has a chance to
approach the topic through preferred modes and also strengthen weaker
areas.
Attention to social issues, real world experiences, and community
projects: are performance assessment tasks, role-plays, simulations, etc.
based on authentic situations of interest to students.
•
Centers: are flexible areas in the classroom that address variable learning
needs. Centers differ from stations in that centers are distinct. Stations work
in concert with one another. Two kinds of centers are particularly useful for
differentiated instruction: learning centers and interest centers.
•
Chunking: is breaking assignments and activities into smaller, more
manageable parts and providing more structured directions for each part.
Differentiated Instructional Strategies
III
•
Compacting: is a process that involves pre-assessing students, giving them
credit for what they already know and allowing them to move ahead in the
curriculum. Compressing the required curriculum into a shorter period of time
so students who master it ahead of their classmates can use the time they "buy
back" for other activities.
•
Emphasis on Thinking skills: giving students the opportunity to think aloud,
discuss their thinking with their peers, and reflect on their thinking in journals.
Developing student responsibility: giving the students opportunity to help
develop the evaluation rubrics, write project proposals, and complete self and
group evaluations.
Flexible grouping: matching students to skill work by virtue of readiness,
not with the assumption that all need the same task, computation skill, writing
assignment, etc. Movement among groups is common, based on readiness
on a given skill and growth in that skill.
Flexible pacing: allowing for differences in the students' ability to master the
curricula.
Differentiated Instructional Strategies
IV
•
Goal setting and planning: involving students in their individual goal setting
and the planning of learning activities, one to one with the teacher.
Group investigation: working in cooperative mixed-ability groups on openended tasks or in like-ability groups working on appropriately challenging
tasks. Usually the focus is on the process and thinking skills.
Hands-on projects/activities: using manipulative to motivate instructions.
High-level questions: questioning that draw on advanced levels of
information, requiring leaps of understanding and challenging thinking.
Independent study: providing students with the opportunity to work
independently to investigate topics of interest to them.
Differentiated Instructional
Strategies V
•
Interdisciplinary/integrated curricula around a theme: thematic units,
which make connections across multiple curricular areas.
Interest centers: are designed to motivate students' exploration of topics for
which they have a particular interest.
Learning centers: are classroom areas that contain a collection of activities
or materials designed to teach, reinforce, or extend a particular skill or
concept.
Learning contract: is a proposal made prior to beginning a project or unit in
which the resources, steps toward completion, and evaluation criteria are
agreed upon with the teacher.
Portfolios: provide a means for helping teachers and parents reflect on
student growth over time. These are collections of student work are excellent
for helping children set appropriate learning goals and evaluating their own
growth.
Differentiated Instructional Strategies
VI
•
Problem-Based learning: placing students in the active role of solving
problems in much the same way adult professionals perform their jobs. The
teacher presents students with an unclear, complex problem. Students must
seek additional information, define the problem, locate resources, make
decisions about solutions, pose solution, communicate that solution to
others, and assess the solution's effectiveness.
Stations: are different spots in the classroom where students work on
various tasks simultaneously. Stations work in concert with one another.
Stations allow different students to work with different tasks. They invite
flexible grouping because not all students need to go to all stations all the
time or spend the same amount of time in each station.
This page was created by Michael Szesze, Program Supervisor for Science.
http://www.mcps.k12.md.us/curriculum/science/instr/differstrategies.htm
Websites
• http://faculty.rmwc.edu/mentor_grant/Differentiated/differe
ntiated_instruction.htm
• http://www.weac.org/kids/1998-99/march99/differ2.htm
• http://pdonline.ascd.org/pd_online/diffinstr/el199909_tomli
nson.html
• http://www.sresd.k12.mi.us/pages/resources/differentInstr
.htm
• http://www.njpep.org/pd/learning/differentiated_learning.h
tml
• Note taking:
http://www.englishcompanion.com/Tools/notemaking.html
http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.
htm
http://eduscapes.com/tap/topic73.htm
http://www.internet4classrooms.com/di.htm
http://www.plpsd.mb.ca/division/differen.htm
This page has an Excellent 36-page
handout
http://www.kurwongbss.qld.edu.au/thi
nking/Bloom/blooms.htm
http://www.kn.sbc.com/wired/fil/page
s/listdifferensp.html
http://www.openc.k12.or.us/reaching/
tag/dcsamples.html
http://www.funlessonplans.com/differ
entiated_instruction.htm
http://www.k8accesscenter.org/training_resources/differentiationmo
dule.asp