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Author: Brenda Stephenson The University of Tennessee  Date submitted to deafed.net – March 6, 2006 March 6, 2006  To contact the author for permission.

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Presentation on theme: "Author: Brenda Stephenson The University of Tennessee  Date submitted to deafed.net – March 6, 2006 March 6, 2006  To contact the author for permission."— Presentation transcript:

1 Author: Brenda Stephenson The University of Tennessee  Date submitted to deafed.net – March 6, 2006 March 6, 2006  To contact the author for permission to use this PowerPoint, please  To use this PowerPoint presentation in its entirety, please give credit to the author.

2 Differentiated Instruction Presented by: Brenda Stephenson The University of Tennessee CEASD Conference Atlanta Georgia 2005

3 WHAT IS IT?  “Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse classrooms.” (adapted from Hall, T.,2003)

4 Preassessment Curriculum State and Local Standards & Benchmarks Student Readiness Ability Interests Talents Prior Knowledge Content What teacher plans to teach Process How T Plans Whole class Groups/Pairs Product

5 WHAT IT IS NOT?  It is not just giving all students the same assignment and …only…  Adjusting the level of difficulty  Grading some students harder than others  Letting students who finish early play games  Giving gifted students more work

6 HOW DO YOU DIFFERENTIATE?  Differentiation can occur in:  Content  Process  Product  Environment of the classroom

7 Content Differentiation  Teachers must PRE-TEST students  Determine which students need direct instruction  Plan application of concept through problem solving  Allow students to work ahead independently

8 Process Differentiation  Vary the learning activities or strategies  Use graphic organizers, maps, diagrams or charts to display comprehension  Vary the level of graphic organizer

9 Product Differentiation  This means varying the complexity of the product that students create to demonstrate the mastery of concepts.  It is important to allow choices of products.  Group Activity: I need  4 volunteers…

10 Environment Differentiation  This means accommodating the students’ individual learning styles.  Many studies and research about learning styles such as the work of Dunn and Dunn, Renzulli, and Gardner  Valuable to use what we know about students to enable them to demonstrate mastery of content.

11 Learning Styles   This url has an interactive test to determine learning styles.

12 What does the research say?  Very little empirical data is available in our field about research based strategies and best practices  Most of what is published is anecdotal or experienced-based.  We need to establish a research agenda in our schools so that we can prove that the strategies we are implementing are effective.

13 How do teachers implement DI?  Encourage teachers to begin with only one content area at a time.  Teachers need to focus on concepts and emphasize ways the content is meaningful.  Teachers must use ongoing assessment.

14  Begin at best practice level instead of middle of the range  Time is needed to accomplish DI; block scheduling is helpful  Use multiple texts and supplemental materials  Use problem-based learning strategies

15 The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson is a great resource

16 What is your role as an administrator?  Promote your belief in the concept of DI by actions

17  Provide your faculty with a clear plan of action which includes your expectations

18  Training in DI must be provided.

19  Provide assessment training for your teachers.

20  Provide time to your teachers for planning the implementation

21  Visit in the classrooms more

22  Assign mentors  Group teachers

23  Give examples of DI

24  Be a part of the team  Allow teachers to discuss what they need

25  Review lesson plans and make comments and suggestions

26 Lesson/Unit Template  Subject: (Grade levels)  Rationale:  Strategy:  Differentiate What:  Differentiate How:  Resources Needed:  Teacher Preparation  Grading Rubric

27  Accept the pace of your faculty and reward their efforts!

28 Conclusions…  With IDEA and NCLB the need to use the general curriculum increases  We need to find ways to help our deaf and hard of hearing students progress to their potential  DI is a strategy that will promote that achievement!


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