di bedford hs 2010

Differentiated Instruction

Presented by:

Tina Howes

Christine Lewis

Educational Consultants

Bell Ringer

• Ask your neighbor to tell you all he/she knows about differentiating instruction.

Figure Drawing Exercise

Directions:

1. You are to follow exactly the directions that will be given to you.

2. You must remain silent during the exercise. You may not ask to have directions repeated or discuss with each other.

3. Do not put pencil to the paper until the leader has given the set of instructions and finished with “ Do it now”.

Objectives…

• Explain the rationale behind DI• Develop and extend vocabulary related to DI• Develop comfort with key principles of

differentiating content, process and products through interest levels, readiness and learning styles of students

• Implement one or more instructional strategies that support differentiation.

10 Types of Irregular Learners in the Regular Ed. Classroom

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What is it?A set of decisions that the educator makes to bring learning within the reach of each student!

• Provides varied learning options in the classroom

• Serves diverse learners who have different ways of learning

• Tailors curriculum, instruction and assessment so that academic success is achieved for each learner

Differentiated Instruction Discussion

http://video.ascd.org/services/player/bcpid22879163001?

bctid=22917242001

What Differentiated Instruction IS

• Proactive

• Rooted in assessment

• Provides multiple approaches to content, process, and product

• Student centered

• Blend of whole-class, group,

and individual instruction

Viewing 2 Classes

Traditional

• Differences are acted upon when problematic

• Assessment is used to see who got it

• A single definition of excellence exists

Differentiated

• Differences are the basis of planning

• Assessment is ongoing and diagnostic to make learning meaningful

• Excellence is defined in large by individual growth from day 1

Viewing 2 Classes

Traditional

• Time is inflexible

• Single text teaching

• Teacher directs student behavior

• District mandates class standards for grading

Differentiated

• Time is determined by student need

• Multiple materials are available at different levels

• Students work together and with teacher to solve problems

• Students and teacher collaborate to establish rubrics and goals

Viewing 2 Classes

Traditional

• Single assessment is used

• Single interpretation of ideas and events is encouraged

• Covering information

Differentiated

• Multiple types of assessment and responding are used

• Multiple perspectives on ideas are routinely sought

• Making meaning out of important facts and ideas

Definition of “Fair”

What does “fair” mean?

“Fair” doesn’t mean that everyone always gets the same

It means everyone gets what he or

she needs

Values we Need

• Value meaningful choices

• Value learning how to learn…the HOW is as important as the WHAT

• Value the ritual AND the variety

• Value open-endedness

• Value principal as a resource

1. I am clear about what matters in subject matter2. I understand, appreciate and build upon student

differences3. Assessment and instruction are inseparable4. I adjust content, process and product in response

to students’ readiness, interests and learning profile

5. All students participate in respectful work6. My students and I are collaborators in learning7. I emphasize maximum growth and individual

success8. Flexibility is the hallmark of my classroom

Principles of a DI Classroom

Why is it important?

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Increasing diversity among students in our classrooms

Increased accountability for student learning

At –risk learnersNCLBGaskin and…because…

Differentiated Instruction

Is Part Of:

• Co-Teaching

• Inclusion

• RTII

• SAS

Multi-tier Model

National Association of State Directors of Special Education, Inc. (2006)

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Characteristics of Effective Classrooms

High levels of:

– Student Cooperation

– Task Involvement

– Success

Categories of Instructional Strategies that Affect Student Achievement…

Cooperative

Learning ____

Identifying similarities and differences ____

Question, cues and advance organizers ____

Reinforcing effort and providing recognition____

Generating and testing hypothesis ____

Setting objectives and providing feedback ____

Homework and practice ____

Summarizing and notetaking ____

Nonlinguistic

representations

____

Categories of Instruction that Affect

Student Achievement…1. Identifying similarities and differences 2. Summarizing and note-taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Questions, cues, and advance organizers

Robert Marzano’s Classroom Instruction That Works

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Some Interesting Facts

Students are not attentive to what is being said in a lecture 40% of the time.

Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes.

Meyer & Jones, 1993

Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction

Teachers can differentiate…

Content Process Product

According to student’s…

Readiness Interests Learning Profile

Through a range of instructional strategies such as…

Taped material, literature circles, indep.study, learning contracts, tiered lessons and products, interest centers, variedhomework, small group instruction, flexible grouping, anchor activities, Think Tac Toe, Think-Pair-Share, etc.

Jigsaw Activity

Differentiated Instruction

Doesn’t one size fit all?

Flow of Instruction

A differentiated classroom is marked by repeated rhythm of whole-class

preparation, review, and sharing, followed by opportunity for individual or small group exploration, sense-making,

extension, and production.

Whole Class Differentiation

or

Small GroupDifferentiation

Whole Group Versus Small Group

• Whole group components should focus on grade level skills and concepts

• Small group instruction should focus on scaffolding skills and strategies that support the core instruction

• Intervention should be provided for students 2 or more grade levels below instruction in an additional time segment

Let’s look at some strategies…

Herber & Herber, 1993 37

Comprehension Cognitive Strategy:Anticipation Guide

• Teacher prepares several declarative statements about a topic.

• Before reading, students discuss the statements, agreeing or disagreeing with them and supporting their views with reasons.

• The teacher remains a neutral facilitator; encouraging debate and asking probing questions that require students to think carefully about their views.

• After reading, students discuss the statements again, revising their responses in light of what they learned.

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Sample Anticipation Guide

Statement Agree/

Disagree

Were you correct? Yes/No

Evidence

Cooperative Learning is an effective

instructional strategy

Students should only be placed in groups according to their

interests

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Tips for Effective Scaffolding

• Anticipate student errors

• Conduct teacher guided practice

• Provide feedback

• Recognize when it is appropriate to fade scaffolds

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Types of Scaffolding

• Prompts: specific devices that can be employed for learning an overall cognitive strategy-something that students can refer to for assistance while working on the larger task. (graphic organizers, cue cards, checklists)

• Think Alouds: teacher’s direct modeling of the strategy, including self-talk, that enables students to begin experiencing the strategy as a authentic set of behaviors/actions that can be learned to used to their advantage.

Types Active Engagement

• Group responses

• Paired partner responses

• Individual responses – oral

• Individual responses – written

• Physical responses

- Anita Archer

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Frequent responses are elicited.(Verbal Responses)

• Choral ResponsesThe teacher asks a question, provides thinking time, and signals for all students to say the answer.

• Partner ResponsesThe teacher assigns students a partner placing lower performing students with middle performing students. The teacher asks a question, provides thinking time, asks partners to discuss their ideas, and then has a number of students share their ideas with the class.

• Team ResponsesThe teacher establishes teams of four by combining two partnerships. The teacher poses a question. Students share with team members until all agree on an answer. One member of each team reports to class.

• Individual Responses a. Partner First. Teacher poses a question. All students think of the answer. The teacher asks partners to share answers and then calls on an individual.b. Whip Around or Pass. (Example procedure.)

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Frequent responses are elicited.

Verbal Responses - (Example).

Whip Around or Pass

• This strategy is best used when there are many possible answers to a question.

• Ask the question.

• Give students thinking time.

• Start at any location in the room. Have students quickly give answers going up and down the rows without commenting. Students are allowed to pass if they do not have a response or someone has already shared the same idea.

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Frequent responses are elicited.(Written Responses)

• Written Responses

– During the lesson, the teacher requests that students write answers on: paper, post-its, graphic organizer, transparency, or slate.

• Response Cards– Students hold up a card indicating the answer to teacher’s question.

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Frequent responses are elicited.Written Responses (Example)

Response cards – Have students write possible responses on cards or paper or provide them

with prepared cards.Examples:Simple responses: Yes, No; Agree, Disagree; True, False; a, b, c, d

Graphemes: sh, wh, ch, thPunctuation Marks: . ? ! ,Math Operations: + - X Types of Rocks: Igneous, metamorphic, sedimentaryVocabulary Terms: perimeter, area

– Ask a question. – Have students select best response and hold it under their chin.– Then ask students to hold up response card.– Carefully monitor responses and provide feedback.

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Processing Strategy: Clock Partners

• Students are given a graphic with slots for ten to twelve “appointments.”

• At each slot, two students record each other’s name.

• Whenever the teacher announces a time for students to process learning, a partnership is identified and students meet with their partner.This sign in period takes about 4-5 min. and provides an efficient way for students to interact over weeks.

Student Generated Questions

Student-Generated Questions based on Headings and Subheadings

Class Option:1. Class reads the heading/subheading.2. Students verbally generate questions with their partner.3. Students suggest questions based on the heading or subheading.4. Teacher records questions on board/overhead/smartboard.5. Class reads section of text (silent reading, partner reading, choral reading, cloze reading).6. Teacher and students discuss answers to the student generated questions.

Partner Option:1. Partners read the heading/subheading.2. The partners write down one to three questions.3. Partner #1 reads section and Partner #2 follows along.4. Partners answer their questions in writing or verbally.5. Partners reverse reading roles.

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A. Archer 49

Processing Strategy: Tell-Help-Check

• Tell: Partner 1 turns to partner 2 and recall information without using notes.

• Help: Partner 2 listens carefully and asks questions and gives hints about missing or incorrect information.

• Check: Both partners consult notes to confirm accuracy.

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Review Strategy: I Have …, Who Has …..?

Materials• Cards containing questions related to the learned skill and the answers.

Process• Distribute cards to students.• Read one card and say, Who has ________?”• All students check their answer cards to see if they have the correct

answer. If a student thinks he/she has an answer, she stands and reads “I have ________, The student then asks “Who has _____?” from their card.

Students complete an “Exit Task”

Examples:

Write down the BIG IDEA of today.

Write down two things you could tell your parent that you learned.

Write down how the skill we practiced today could be used in the future.

Record three vocabulary terms that we used today and their meanings.

Video Segment

• Differentiation Strategies Observed

• Questions/Suggestions

http://intranet.iu17.org/Technology/bestpractices/videos.php?page=234

How do teachers make it work?

• Examine your philosophy about individual needs

• Start small

• Grow slowly, but grow

• Be clear about what matters in a subject

• Envision how an activity will look

How do teachers make it work?

• Understand, appreciate and build upon differences

• Remember that assessment and instruction are inseparable

• Adjust content, process and product in response to a student’s readiness, interests, and learning profile

• Step back and reflect

Let’s Practice:

Differentiation Scenario

Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective.

Objective: Students will identify the main idea and relevant details of The Scarlett Letter.

Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He is hyperactive and does not apply himself. He has exhibited strong reading skills, but does not always complete work.

Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years.

Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.

Summary statements about learning (Ron Brandt)

1. People learn what is personally meaningful to them

2.People learn when they accept challenging but achievable goals

3. Learning is developmental4. Individuals learn differently5 People construct new knowledge by

building on their current knowledge…

Learning continued…

6. Much learning occurs through social interaction

7. People need feedback to learn8. Successful learning involves use of strategies –

which themselves are learned9. A positive emotional climate strengthens

learning10. Learning is influenced by the total

environment