1. Differentiated Instruction
One size does not fit all

2. Let’s Differentiate!
In your groups, think of a way to present the nursery rhyme “Mary Had a Little Lamb.”
How many different ways did we come up with?

3. How many different ways can you get to Florida?
Car (personal, rented, taxi, hitchhiking)
Train
Boat
Plane
Bicycle
On Foot (you’ll get there eventually)
The same method may not work for everyone. Our individual needs and resources help us choose the best method for us.

4. Children are individuals, too
Knowing your students is key!
Varying factors include
Student’s learning pace
Background knowledge
Student interests
How do we figure out that information?
Observations
PALS, PPVT, other assessments
Parents and families
Knowledge of child development
Home Visits

5. What is differentiation?
Not so much WHAT you teach, but HOW you teach.
Learning experiences are tailored to the needs and preferences of the child
Every child does not have to do the same thing
What is your definition of differentiation?
However, the WHAT of teaching is still important in differentiation

6. Create your own concept web

7. Differentiated Instruction Suggests…
Teachers can challenge all learners
By providing materials and tasks on the standard at varied levels of difficulty
With varying degrees of scaffolding
Through multiple instructional groups
What is a scaffold used for?
Teachers listen carefully to children to discover their interest and levels of understanding. You can then make tentative plans for activities and capitalize on those interest- though remaining ready to change those plans if children’s interests take them in other directions.
Planning to teach a diverse group using developmentally appropriate practices based on individualized observations, so that each student learns.

8. What’s the difference? Differentiated Instruction Scaffolding
Bridge building on what they know
Same Objective
Change Material
Recognizes diverse learners
Change Activity
Adding to instruction to assist the learner
Change student product
Can occur simultaneously
Support withdrawn as students gains proficiency

9. How can I differentiate?
Three main ways to differentiate:
Differentiating the Content
Knowledge and skills students are to gain
Differentiating the Process
They way students practice what they are learning
Differentiating the Product
Outcome of the lesson
In groups, think of an OWL example to differentiate

10. Nine types of Curriculum Adaptations

11. Substitute Curriculum
Quantity
Adapt number of items the learner is expected to learn or complete
Time
Adapt the time alloted and allowed for learning, task completion, or testing
Level of Support
Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure
Input
Adapt the way instruction is delivered to the learner
Difficulty
Adapt the skill level, problem type, or rules on how the learner approaches the work
Output
Adapt how the student can respond to instruction
Participation
Adapt the extent to which a learner is actively involved. i.e. One student may have a copy of the book and be expected to follow along during story time
Alternate Goals
Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. i.e. A non-verbal student learning colors may point as the teacher names a color. (Verbal students would name the color)
Substitute Curriculum
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabiilities. i.e. During centers a student is learning toileting skills with an adult.

12. Specific ways to differentiate
Tiered Instruction
Compacting
Centers/Interest Groups
Flexible Grouping
Learning Contracts
Choice Boards

13. Tiered Instruction
Create tiers based on students’ readiness, interests, and learning profile
Plan various activities based on needs of students in the tier
Essential skills at varying levels of complexity and abstractness
Pre-assessment is key to create tiers!

14. Tiered Instruction Groups are flexible No definite number of tiers
Complexity is relative
High-level thinking in each tier
Support all students in all tiers
Students can move to a different tier with assessment
Can have as few as 2 tiers or many more
Assignments/ activities should be just beyond their ability level so they feel challenged yet competent
Avoid diminishing thinking skills for students in lowest tier. Analyzing, synthesizing, and evaluating information is still possible
Instruction, modeling, and guidance will help all students, even the highest tier

15. Tiered Instruction What to adjust Complexity Structure Materials Time
Number of steps
Student product
Level of support

16. Tiered Instruction Example
All: discuss plant life cycle plant seeds and observe growing process
Tier 1: discuss what plants look like, where plants are seen, why plants are important, draw pictures of plants
Tier 2: name different types of plants, discuss what plants need to live
Tier 3: label parts of plants, compare plants and animals
How can we tier a pattern activity?
Based on background knowledge, students are placed in tiers and work at varying difficulty levels
Teachers can share their own differentiation ideas as well.

17. Compacting Adjusting instruction based on prior students’ mastery
Three steps
Pre-assess
Plan accordingly
Plan for acceleration
1.Pre-assess to determine student’s current level
2. Plan for student’s needs. Exclude lessons/activities on what the student has already mastered.
3. Plan lessons/activities to use extra time (not spent on what child has already mastered) for acceleration

18. Compacting
Example
In the PALS assessment, Joseph already showed evidence of beginning sound awareness. Instead of more beginning sound instruction, his time can be spent practicing name writing which he did not show proficiency on.

19. Centers/Interest Groups
Learning experiences directed towards specific interests
Allowing children to choose their center can be motivating
Intentionally planned based on data
Centers are not randomly in place but from intentional planning!

20. Centers/ Interest Groups
Example: Some students may work in dramatic play for extra support in interactions or social/emotional development
Can use interest/unit themes such as a favorite character or animal

21. Flexible Grouping
Groups that constantly change based on the activity, interests, readiness, or level
Can be purposefully or randomly assigned
Allows students to work with a wide variety of peers and avoid the stigma that comes with labeling “struggling” groups
What are possible consequences of non-flexible grouping?

22. Flexible Grouping Example:
Student are assigned to a group based on readiness for letter recognition but based on interests for an animal activity.

23. Learning Contract
Teacher and student together decide on a task for student to complete
Benefits
Student works at own pace
Can target learning styles
Student uses planning skills
Eliminates unnecessary skill practice
Think-Pair-Share: How can we adapt this strategy to pre-k?

24. Learning Contracts Example
Justin and Mrs. Gray decide that he is going to work on an ABC book. Mrs. Gray provides support and guidance but allows him to work at his own pace. When he is finished, he shares it with the rest of his class.

25. Choice Boards
Organizers with a variety of activities that students can choose
Can be set up so students have to choose certain types of activities or skills

26. Choice Boards
Example
After reading The Three Little Pigs, each student chooses two activities from a list of visual, kinesthetic, auditory, or tactile activities. Each student will do activities in two different learning styles.

27. Differentiated Instruction
“What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.”
-Carol Ann Tomlinson