Overview of Differentiating Instruction Fdlrs-South Cynthia Magnus

Florida Diagnostic & Learning Resources System-South CJM 2 A method of teaching that allows the teacher to proactively plan and carry out varied approaches to content, process(activities), and product (students work) in anticipation of and response to student differences in readiness (skill level), interest (area of content), and learning needs. What is Differentiated Instruction?

Florida Diagnostic & Learning Resources System-South CJM 3 Whole class instruction (e.g.. Designing lessons handbook), group instruction, and individual instruction: Teach the lesson to the whole class Small groups in differentiated instruction activities Frees the teacher for individual re-teaching, clarification, student conferences, production, Student presentation/sharing, The DI classroom is a repeated rhythm of these steps Differentiated Instruction is A BLEND OF….

Florida Diagnostic & Learning Resources System-South CJM 4 1.Content 1. Content - what students will learn 2.Activities, (also called Process) 2.Activities, (also called Process) – the way they go about learning it 3. Product/Assessment 3. Product/Assessment - output, how are they going to show what they have learned… There are 5 classroom elements that you can differentiate to help your students access learning.

Florida Diagnostic & Learning Resources System-South CJM 5 5 classroom elements that you can differentiate… Learning Environment 4. Learning Environment – routines, space, time, learning styles, and flexibility 5.Affect 5.Affect – absence of emotional threat, how feelings impact learning You can differentiate all these areas, any one area, or any combination of areas, for any lesson or unit.

Florida Diagnostic & Learning Resources System-South CJM 6 When we Differentiate Instruction, we have to look at CONTENT as referring a broader definition than we’re used to: We know concepts as principles, tasks, and skills that we want students to learn, D.I. strategies address the same content with all students but adjust the path some students have to take in order to learn that content,

Florida Diagnostic & Learning Resources System-South CJM 7 D. I. also refers to Content as… the vehicles used to give students access to skills and knowledge, - such as texts, lectures, demonstrations, hands-on manipulatives, internet, field trips, etc. We can vary these vehicles as well. - For example, we might direct a higher functioning student to challenging texts, Web Sites, and interviewing experts, while providing a lower functioning student with reading buddies, videos, demonstrations, and "organizers” that break down the same information to make it more accessible.

Florida Diagnostic & Learning Resources System-South CJM 8 Content is what we teach, what we want the students to learn, as well as the materials we select to give students access to what we want them to learn. -The first step in differentiating content is to be very clear about what a student should know and be able to do as a result of a lesson. Therefore,

Florida Diagnostic & Learning Resources System-South CJM 9 Using the IEP/SSS/GLE/FCAT/ AIP data driven goals for individual students, course descriptions, and the course textbook, the teacher determines lesson content. If the teacher has a clear picture of each lesson's goals, it can be communicated to students and differentiated as appropriate.

Florida Diagnostic & Learning Resources System-South CJM 10 Some Ways to Differentiate by Content: Allow students to work on benchmarks/ curriculum from multiple entry points e.g. the Multiple Intelligences (musical & visual). Use task analysis to teach in smaller concrete steps. Assess and build on background experiences. Use graphic organizers – lots and lots!. Provide materials at various reading levels – (pre-test to determine levels).

Florida Diagnostic & Learning Resources System-South CJM 11 Differentiate by Content: Highlight key portions of a textbook. Pre-teach key vocabulary. Re-teach in small, flexible groups while others are working on assignments. Provide taped materials and earphones. Present in visual, tactile, and auditory modes. Model the task; provide examples of what “best work” looks like.

Florida Diagnostic & Learning Resources System-South CJM 12 ACTIVITIES/PROCESS: The PROCESS: the activities used to make sense of the content. The process helps students take charge of their learning. –…are all the learning activities that help the student understand and take ownership of the ideas and skills being taught. (what you do with the content)

Florida Diagnostic & Learning Resources System-South CJM 13 Process or Learning Activity … we can adapt these activities to provide higher functioning students with more challenge and others with more scaffolding, depending on their readiness levels.

Florida Diagnostic & Learning Resources System-South CJM 14 Some Ways to Differentiate by Process: discussion groups flexible grouping for projects written learning logs tiered lessons learning centers based on readiness, interest, or learning style mind mapping

Florida Diagnostic & Learning Resources System-South CJM 15 Some Ways to Differentiate by Process: brainstorming strategies interactive journals maps diagrams and charts graphic organizers of varying levels of complexity, e.g.graphic organizers

Florida Diagnostic & Learning Resources System-South CJM 16 Products: Tests & Assessments… Are the final projects/tests that allow students to show what they have learned. –you can also differentiate these – Some students can be assigned differentiated tests based on their readiness levels, interests, and learner preferences. –Your might develop assessment portfolios for some students to document progress on a specific skill, while others might work in pairs to develop a project based on that same skill.

Florida Diagnostic & Learning Resources System-South CJM 17 Whatever is product selected it should be based on the student’s readiness, interest, and learner profile and it should enable rather than impede a student’s ability to show how much he or she has learned. Sometimes we can motivate students by having them choose their own product.product. Products: Tests & Assessments…

Florida Diagnostic & Learning Resources System-South CJM 18 Ways to Differentiate by Product: Students lead a conference/debate. Students create a portfolio. Students design a game that uses the skill. Students plan and teach a lesson to someone else. Students create a learning center.

Florida Diagnostic & Learning Resources System-South CJM 19 The Learning Environment In a differentiated classroom the environment is flexible. Differentiating the learning environment means reviewing classroom routines, space, and pace, in order to provide students the best conditions for learning.

Florida Diagnostic & Learning Resources System-South CJM 20 Ways to Differentiate by Learning Environment: Provide choice in materials, assignments, pacing, and grouping. Consider what materials will be available for student use. Plan procedures for accessing materials. Explain the procedures when working in small groups, whole group or individually. Assist students with ways to keep track of assignments. Role-play what students should do when they need help when the teacher is working with a small group.

Florida Diagnostic & Learning Resources System-South CJM 21 Differentiate by Learning Environment: Explain the choices students can make about where and how they work. Consider how to manage flexible pacing. Provide meaningful and engaging “anchor activities”; work that students can do if they finish before other students. Teach students to keep track of their goals and accomplishments.

Florida Diagnostic & Learning Resources System-South CJM 22 The emotional climate of the classroom is determined by considering how feelings impact learning. We know from recent brain research that learning occurs when the learner is neither bored nor anxious…”Relaxed – Alertness” The learner must be challenged but not over-challenged. Students learn best when there is an environment free from threat and they feel a sense of belonging and community. Differentiating Affect :

Florida Diagnostic & Learning Resources System-South CJM 23 Ways to Differentiate by Affect: The teacher asks himself or herself, “ What can I do to ensure that students from every readiness level and from every culture feel supported, included, challenged, and safe?” Celebrate growth in a way that is meaningful to the students. Teach students how to listen to one another. Provide opportunities for students to share perspectives. Model respect.

Florida Diagnostic & Learning Resources System-South CJM 24 Established shared goals as well as individual goals. Show each student how he or she is valuable to the classroom community. Work with individuals to refine problem-solving skills intrapersonally and interpersonally. Ways to Differentiate by Affect continued: