D.I. Defined “is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of difference in ability” Wikipedia 2013 Teaching one concept at multiple levels (interest, ability, readiness) Integrates constructivist learning theory (schema)
DI for Interest How or what they would prefer to learn Playing on intrinsic motivation Includes hobbies, likes, dislikes
DI for Learning Profile Includes social/emotional factors, learning style, Multiple Intelligences 46% K-12 students are visual learners 35% K-12 students are kinesthetic learners 19% K-12 students are auditory learners Don’t change the work load, change the nature of the assignment
DI for Readiness Where are they coming in at, previous knowledge Includes skills, content, concepts Assisted with pre-test, prior understanding of students
Examples of DI activities Goal: to create assignments that are meaningful and fairly independent so you can roam to help, utilizing Bloom’s Taxonomy & Multiple Intelligences Tic-tac-toe Cube Menu 3,2,1’s Incorporate music, movement, art, story telling
Examples of DI Exit Cards Student Menu Matrix
Assessment Assessment is key to DI! Pre-assessment allows you to know where they are coming from Formative assessment is checking in on how they are doing Summative assessment give you the final picture
How to DI 1. Identify your objectives, standards, outcomes 2. Any unique needs in your group? 3. Design assessment 4. Do pre-assessment 5. Adjust assessment or objective based on results
How to DI cont. Design experience based on pre- assessment, previous knowledge of students, resources, etc. Create lessons Conduct lessons Adjust based on formative assessment Conduct formal assessment Reflect
Teachers can differentiate Content Process Product Affect (social learning environment) Learning Environment
Your task... In groups of 2, take an activity from our curriculum and differentiate it. You can define who and how you are differentiating it. We’ll meet back later for you to share!
Backward Design 1. What big ideas and skills should students leave knowing? 2. What counts as evidence that they really learned this? 3. What learning experiences will get them there?