Presentation on theme: "Differentiated Instruction Success for ALL. “Student differences matter and effective teachers attend to those differences thoughtfully and proactively.”"— Presentation transcript:
Differentiated Instruction Success for ALL
“Student differences matter and effective teachers attend to those differences thoughtfully and proactively.”
Challenges Require more time Bring with them to the classroom great reservoirs of knowledge that other students do not bring Need to move around more than others Seem to have given up on school – or themselves or adults – and are angry or lethargic much of the time Have difficulty concentrating during whole-class discussions Are poor test takers but actually understand far more than they show Will not engage with learning if they fail to see the point of it
Today’s students… Are accustomed to watching a particular TV show when it is convenient rather than when it’s broadcast No longer buy entire albums to “own” a particular song but rather download just the selections they like Order computers specifically designed for their needs Get news on demand and information they need when they need it Etc. - Leading and Managing A Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau
“… the question is not whether teachers recognize that such differences exist in virtually every classroom, or even whether they impact student success.” “The question that plagues teachers is HOW TO attend to the evident differences in a room that contains so many young bodies.” Leading and Managing A Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau
Differentiated Instruction is_____________.
What Experts Say about DI… It is a comprehensive and flexible process that includes the planning, preparation and delivery of instruction to address the diversity of students’ learning needs within the classroom. Through DI, teachers take into account who they teach, what they teach, where they teach and how they teach. National Professional Resources, Inc.
“At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” Carol Ann Tomlinson - HOW TO Differentiate Instruction IN Mixed-Ability Classrooms -2 nd Edition
Challenges to Conquer Let’s work smarter, not harder! 1. CHALLENGES 2. WAYS TO CONQUER
How do we DO DI? If we only learn methods, we are tied to those methods, but if we learn principles, we can develop our own methods. - Ralph Waldo Emerson
#1 Misunderstanding : Differentiation is a set of instructional strategies. Reality: Differentiation is a philosophy – a way of thinking about teaching and learning. It is, in fact, a set of principles.
#2 Misunderstanding : It’s adequate for a district or school leader (or professional developers) to tell, or even show, teachers how to differentiate instruction effectively. Reality: Learning to differentiate instruction well requires rethinking one’s classroom practice and results from an ongoing process of trial, reflection, and adjustment in the classroom itself.
#3 Misunderstanding : Differentiation is something a teacher does or doesn’t do. Reality: Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way- especially with students who threaten order in the classroom. However, very few teachers proactively plan instruction to consistently address differences.
#4 Misunderstanding : Differentiation is just about instruction Reality: Although differentiation is an instructional approach, effective DI is inseparable from a positive learning environment, high-quality curriculum, assessment to inform teacher decision making, and flexible classroom management. To the degree that any one of those elements is weak, the others are also diminished.
If we only learn methods, we are tied to those methods, but if we learn principles, we can develop our own methods. - Ralph Waldo Emerson
INSIDE DI - Getting to HOW we influence student learning? A student’s current proximity to specified knowledge, understanding, and skills. Readiness That which engages the attention, curiosity, and involvement of a student. Interests A preference for taking in, exploring, or expressing content. Learning Profiles Tomlinson, C.A. (2000) Differentiating in the Elementary Grades
Student Learning Profile: Multiple Intelligences Logical/mathematical - learning experiences that give the opportunity to think conceptually, use clear reasoning, look for abstract patterns and relationships, experiment, test things, classify and categorize. Kinesthetic - processing knowledge through bodily sensations, communicating through gestures, learning by touching and manipulating, role playing, creative movement, and other physical activities. Kinesthetically dominant learners enjoy fixing and building things.
All Grades 2012
Visual Reading and Writing KinestheticAural Learning Styles - VARK Model by Neil Fleming FOCUS
“Differentiation can be accurately described as classroom practice with a balanced emphasis on individual students and course content.” Tomlinson & Imbeau (2010)- Leading and Managing A Differentiated Classroom
The knowledge, understanding, and skills we want students to learn How students come to understand or make sense of the content. How students demonstrate what they have come to know, understand, and re able to do after an extended period of learning How students’ emotions and feelings impact their learning ContentProcess ProductAffect
Figure 1.1 Examples of Differentiation Based on Student Need ReadinessInterestLearning Profile Content Process Product Tomlinson & Imbeau (2010)- Leading and Managing A Differentiated Classroom
Evidence of Learning Content Standards and Objectives Directions: Pick a standard from the cards Decide what acceptable evidence of deep learning might be List a variety of end products, performance tasks and/or assessments that would be acceptable
Video -Teaching Channel New Teacher Survival Guide: DI Science Why is assessment a key part of differentiation? 2.What kinds of assessments could/should these be? 3.What aspects of your lesson can be tiered to meet students at their level? 4.What are simple ways you can start differentiating tomorrow? 5.More difficult ways you can work at over the year? So what?
One differentiated idea per month for three years; that’s a teacher on pace for implementing this.” – Rick Wormeli “ I know that one day I will be an expert in differentiated instruction. It won’t be today, and it won’t be tomorrow. It just takes a lot of time.” – Laura Gurick
Principles of DI Quality Curriculum Building Community Continual Assessment Flexible Grouping Respectful Tasks Principles of DI
DI Tools for the Road Ahead… In this refreshing addition to differentiated learning literature, Rick Wormeli takes readers step-by- step from the blank page to a fully crafted differentiation lesson. Along the way he shows middle and high school teachers and behind-the-scenes planning that goes into effective lesson design for diverse classrooms.