Presentation on theme: "Differentiated Instruction"— Presentation transcript:
1Differentiated Instruction The Basic Steps TowardsDifferentiating
2Super SleuthDirections: Walk around the room and find someone to respond to the questions on your Super Sleuth paper. After a verbal answer the person will initial the square.Rules:A person can only answer and initial one square.The goals are to activate prior knowledge and to meet new people with new ideas.Pass out Super Sleuth paper for this activity.
3Super Sleuth What is your definition of differentiated instruction? Give an example of when you have used DI?What is something you would like to learn about DI?When do you use small group instruction?Differentiation means as many lesson plans as you have students. Agree?How do you discover how your students learn?What is one way you can form groups in your classroom?What are some quick on-going assessmentsin your class?Are DI and assessment related?
4Let’s Define Differentiated Instruction Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.
5The Rationale for Differentiated Instruction Different levelsof readinessDifferent Interests
6The Rationale for Differentiated Instruction Different Ability LevelsDifferent Cognitive Needs
7Teachers can differentiate according to …. The contentThe processThe product
8Differentiating Content Resource materials at varying readability levelsAudio and video recordingsHighlighted vocabularyCharts and modelsInterest centersVaried manipulatives and resourcesPeer and adult mentors
9Differentiating Process (making sense and meaning of content) Use leveled or tiered activitiesInterest centersHands-on materialsVary pacing according to readinessAllow for working alone, in partners, triads, and small groupsAllow choice in strategies for processing and for expressing results of processing
10Differentiating Products (showing what is know and able to be done) Tiered product choicesModel, use and encourage student use of technology within products and presentationsProvide product choices that range in choices from all multiple intelligences, options for gender, culture, and raceUse related arts teachers to help with student products
11Strategies to Make Differentiation Work Tiered InstructionChanging the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.Tiering is one of the best approaches because it allows that all students with different learning needs work with the same curriculum.
12TieringTwo students in the same math class. Student A struggles with basic concepts and math reasoning and needs help understanding the principle of the lesson. Student b is beyond grade level. A single approach will not work. The two students need to approach the principles from different directions or at different levels of difficulty.
13What Can Be Tiered? Processes, content and products Assignments HomeworkLearning stationsAssessmentsWriting promptsAnchor activitiesMaterials
14What Can We Adjust? Level of complexity Amount of structure Pacing MaterialsConcrete to abstractOptions based on student interestsOptions based on learning stylesPass out lesson plan showing three tiers to a lesson.
15Tiering InstructionIdentify the standards, concepts, or generalizations you want the students to learn.Decide if students have the background necessary to be successful with the lesson.Assess the students’ readiness, interests, and learning profiles.
16Tiering InstructionsCreate an activity or project that is clearly focused on the standard, concept or generalization of the lesson.Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.Develop an assessment component for the lesson. Remember, it is on-going!
17Strategies to Make Differentiation Work Anchoring ActivitiesThese are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.Give examples of anchoring activities.
18Strategies to Make Differentiation Work Flexible GroupingThis allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
19Ebb and Flow of Experiences (Tomlinson) Back and forth over time or course of unitIndividual Small Group Whole Group Small Group Individual
20Flexible Grouping Homogenous/Ability Heterogeneous Groups -Clusters students of similar abilities, level, learning style, or interest.-Usually based on some type of pre-assessmentHeterogeneous Groups-Different abilities, levels or interest- Good for promoting creative thinking.Individualized orIndependent Study-Self paced learning-Teaches time management and responsibility-Good for remediation or extensionsWhole Class-Efficient way to present new content-Use for initial instruction
21Strategies to Make Differentiation Work Compacting CurriculumCompacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.
22What Differentiation Is … Student CenteredBest practicesDifferent approaches3 or 4 different activitiesMultiple approaches to content, process, and productA way of thinking and planningFlexible grouping
23What Differentiation Isn’t One ThingA ProgramThe GoalHard questions for some and easy for others35 different plans for one classroomA chaotic classroomJust homogenous grouping
24In Summary….. What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone
25BibliographyCampbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WADaniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CATomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCDWormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.