1. Golden Line
After reading the article, what statement or sentence resonates the most for you? What is your golden line...

2. Strategies for Differentiated Instruction
New Teacher Academy
March 18, 2010
Michael Klein
MISD Science Consultant

3. Goals for this Time What is DI and what strategies are available
Video examples of DI in the classroom
Universal Design for Learning

4. What kind of students do you have?

5. Misunderstood Minds Difficulties with text (video)
Difficulties with mathematics (video)

6. Responsibility for Learning
“We are all responsible for our own learning. The teacher’s responsibility is to create educational environments that permit students to assume the responsibility that is rightfully and naturally theirs.”
Brooks and Brooks (1993)

7. Discussion Question
What are you already doing to differentiate instruction in your classroom?

8. Adaptations Adjustments Modifications Do fundamentally alter or lower
(Applies to students with severe disabilities)
Do fundamentally alter or lower
expectations or standards in
instructional level,
content or performance criteria.
Do not fundamentally alter or lower
expectations or standards in instructional
level, content or performance criteria.
Changes are made in order to provide equal
access to learning and equal opportunity to
demonstrate what is known.
Changes are made to provide
student meaningful &
productive learning experiences
based on individual needs &
abilities.
Assessment is the same
Assessment is different

9. who deserves accommodations?

10. who deserves accommodations?
Everybody

11. Three Major Ways to Differentiate
Content
Activity / Process
Product

12. types of curriculum adaptations

13. Alicia is an 8th grade student who is easily distracted
Alicia is an 8th grade student who is easily distracted. She can stay focused for short periods of time, but when a lengthy assignment is given she will fade out and not complete it. She is not a behavior problem. When Alicia is assigned 20 math problems she will usually stop at ten. However, she shows mastery of the material with those 10 problems. When graded for 20 problems she will fail because she will only have only completed 50%. Her grade will not reflect that Alicia has met the standard. What adaptation can an effective teacher use to ensure Alicia’s grades reflect that she has met the standard?

14. Quantity
Alicia is an 8th grade student who is easily distracted. She can stay focused for short periods of time, but when a lengthy assignment is given she will fade out and not complete it. She is not a behavior problem. When Alicia is assigned 20 math problems she will usually stop at ten. However, she shows mastery of the material with those 10 problems. When graded for 20 problems she will fail because she will only have only completed 50%. Her grade will not reflect that Alicia has met the standard. What adaptation can an effective teacher use to ensure Alicia’s grades reflect that she has met the standard?

15. Jacob is a diligent, hard worker whose grades matter very much to him
Jacob is a diligent, hard worker whose grades matter very much to him. He stays focused and on-task, but many times he cannot finish the work in the time allotted. He understands the material well, but when graded on work completed in a specific time period it will appear he has not mastered the standard. What adaptation can an effective teacher use to ensure that Jacob’s grades reflect that he has met the standard?

16. Time
Jacob is a diligent, hard worker whose grades matter very much to him. He stays focused and on-task, but many times he cannot finish the work in the time allotted. He understands the material well, but when graded on work completed in a specific time period it will appear he has not mastered the standard. What adaptation can an effective teacher use to ensure that Jacob’s grades reflect that he has met the standard?

17. It’s hard for Hector to concentrate when the teacher is giving direct instruction in front of the room. He needs to be doing something active to stay focused. During a lesson on map reading, what adaptation could an effective teacher use to ensure that Hector stays focused and learns the material?

18. Participation
It’s hard for Hector to concentrate when the teacher is giving direct instruction in front of the room. He needs to be doing something active to stay focused. During a lesson on map reading, what adaptation could an effective teacher use to ensure that Hector stays focused and learns the material?

19. Matthew is a student with a visual impairment who has difficulty reading student text. He is attending a marketing class and the textbook has many graphs with small numbers and words. What adaptations can his teacher make to ensure that Matthew is successful at mastering the standard?

20. Input
Matthew is a student with a visual impairment who has difficulty reading student text. He is attending a marketing class and the textbook has many graphs with small numbers and words. What adaptations can his teacher make to ensure that Matthew is successful at mastering the standard?

21. James, is a student who is severely developmentally delayed and is fully included in an automotive class. While other students are exploring the “electrical current theory”, James is developing skills according to functional standards by color matching pegs to wires. What adaptation is the teacher using with James so he is successful?

22. Substitute curriculum
James, is a student who is severely developmentally delayed and is fully included in an automotive class. While other students are exploring the “electrical current theory”, James is developing skills according to functional standards by color matching pegs to wires. What adaptation is the teacher using with James so he is successful?

23. Terri, a student with learning disabilities in a CISCO networking class, has difficulty processing information into long-term memory. She is asked to troubleshoot a network diagnostic problem from memory with the rest of the class. What adaptation should be made so Terri masters the standard?

24. Difficulty
Terri, a student with learning disabilities in a CISCO networking class, has difficulty processing information into long-term memory. She is asked to troubleshoot a network diagnostic problem from memory with the rest of the class. What adaptation should be made so Terri masters the standard?

25. Zach has ADHD and has serious problems staying focused and on-task
Zach has ADHD and has serious problems staying focused and on-task. He will begin a task, but very quickly will lose his focus and become disruptive. When his behavior is pointed out to him, he can redirect his attention and continue with the task. What adaptations can his teacher make so that Zach can be successful in mastering the standard?

26. Level of support
Zach has ADHD and has serious problems staying focused and on-task. He will begin a task, but very quickly will lose his focus and become disruptive. When his behavior is pointed out to him, he can redirect his attention and continue with the task. What adaptations can his teacher make so that Zach can be successful in mastering the standard?

27. Sarah has great difficulty with written assignments
Sarah has great difficulty with written assignments. When asked to demonstrate by written work, her reading comprehension of the content material, Sarah will not do it. However she is very verbal and when asked to tell about what she has read, she responds articulately and shows comprehension of the material. Sarah is also very artistic and creative. What adaptation could the teacher make so that Sarah can demonstrate mastery of reading comprehension?

28. output
Sarah has great difficulty with written assignments. When asked to demonstrate by written work, her reading comprehension of the content material, Sarah will not do it. However she is very verbal and when asked to tell about what she has read, she responds articulately and shows comprehension of the material. Sarah is also very artistic and creative. What adaptation could the teacher make so that Sarah can demonstrate mastery of reading comprehension?

29. Beth is a student with Developmental Disabilities
Beth is a student with Developmental Disabilities. She is fully included in general education classes, but is unable to grasp all the concepts required in her math class. What adaptations could her math teacher make so that Beth can demonstrate mastery of the math standards?

30. alternate goals
Beth is a student with Developmental Disabilities. She is fully included in general education classes, but is unable to grasp all the concepts required in her math class. What adaptations could her math teacher make so that Beth can demonstrate mastery of the math standards?

31. Differentiated Instruction Nonnegotiables

32. Supportive Learning Environment
Everything matters, sort of...
(video clip)

33. Continuous Assessment
We have to know where are kids are at...
(video clip)

34. High Quality Curriculum
Curriculum matters, alot...
(video clip)

35. Tasks can engage or disengage...
Respectful Tasks
Tasks can engage or disengage...
(video clip)

36. Planning ahead matters...
Flexible Grouping
Planning ahead matters...
(video clip)

37. Differentiated Instruction Strategies

38. Stations
Different spots in the classroom where students work on various tasks simultaneously.
These stations can be formal or informal. They can be a frequent or occasional part of the learning process.
They invite flexible grouping and allow both teacher and student grouping selections.

39. Tiered Activities
Tiered activities offer the teacher a strategy that exposes all kids to similar versions of the material. It may be helpful to think of the tiers as a ladder with the highest functioning kids at the top.
If needed, clone the activity along the ladder to provide additional opportunities.

40. Tiered Density Activities
1. Tin Can Space – geometric determination of volume
2. A Displaced Object – volume by water displacement
3. Wat-ar Densities – determination of density
4. Sink or Float – mass to volume ratios
5. Layering Liquids – density column of household liquids
6. Floating Eggs – changing density by dissolving salt in water
7. Where Do You Draw the Line? – buoancy and water displacement
8. Penny Lab – linear modeling to solve for density
9. Line on an Orange – mathematically challenging version of number six

41. Agendas Personalized lists of tasks for each student.
They can be used independently or in collaboration with stations or centers.

42. Learning Contracts
Negotiated agreements between the teacher and student that give the student freedom to explore and acquire skills at their own pace. They can also offer some student choice as to what is being learned and how the information will be applied or assessed.
Most contracts are a blend of expectations of working conditions and consequence (positive and negative.) They all emphasize student responsibility.

43. Choice
Activities are arranged around the room students can select. Often jigsawed after.
The teacher may create a tic toe board and direct a student to a particular row based on need, but the student still has a choice as to which activity to select along the row.

44. Independent Study Most effective for advanced students.
This strategy is appropriate to help students learn to be independent thinkers and to help develop talents and interests in unique areas.
Allows students to explore additional concepts while freeing up the teacher to work more closely with the remaining students.

45. Portfolios Allow for independent and differentiated writing.
Can offer multiple, tiered writing prompts.
Portfolios are critical to the development of student writing and to the teachers ability to assess a student’s progress.

46. Universal Design for Learning
INTRO TO UDL
Engage, Explore and Expand Through Technology (E3T)
Multiple, flexible means of representation
Multiple, flexible means of expression
Multiple, flexible options for engagement
Intro to UDL
E3T Site

47. Universal Design for Learning
DIFFERENTIATING BY OFFERING CHOICE
Summative Assessment
with Choice
Multiple, flexible means of representation
Multiple, flexible means of expression
Multiple, flexible options for engagement
Summative Assessment Site

48. Universal Design for Learning
8th GRADE HISTORY
Alternatives to Text
Multiple, flexible means of representation
Multiple, flexible means of expression
Multiple, flexible options for engagement
Mr. Langhorst’s Virtual Classroom

49. Universal Design for Learning
ELA
Making Text Accessible to All
Multiple, flexible means of representation
Multiple, flexible means of expression
Multiple, flexible options for engagement
Librivox
Windows to the Universe

50. Universal Design for Learning
MATHEMATICS
Using technology to share the information
Multiple, flexible means of representation
Multiple, flexible means of expression
Multiple, flexible options for engagement
Algebra with Voice

51. Universal Design for Learning
SCIENCE
Organization to Provide a Second Look at Concepts
Multiple, flexible means of representation
Multiple, flexible means of expression
Multiple, flexible options for engagement
Exploration
Chemmybear
Pod Cast

52. Problem Based Learning (PBL)
Problem Based Learning (PBL) is contextual and based on real world scenarios. It can provide a complete framework for differentiating instruction.
PBL lessons should be purposefully vague, allowing the students to construct their own knowledge.

53. PBL - Soap Making
Students research the saponification process and integrate chemistry, biology, math, history, technology and English writing skills.

54. Water Quality Monitoring
Water quality monitoring offers a topical and relevant framework for water chemistry, biology, computer aided data collection, data analysis (with and without Excel), persuasive writing, land forms and geography, and responsible citizenship.

55. Contact Information
Michael Klein