Differentiated Instruction

Harlingen Learning Community

FACT

Our nation’s schools today are educating the largest, most diverse student population than ever, to higher learning standards then ever before.

This is the reason why the need for differentiated instruction is so important.

What is Differentiated Instruction?

• A philosophy and way of teaching that respects the different learning needs of students and expects all students to experience success as learners.

• Differentiated instruction is

responsive teaching rather than

one-size-fits-all instruction.

(Tomlinson, 2005)

• “It means teachers proactively plan varied approaches to what they need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”

Differentiating instruction means……

“Shaking up” what goes in classroom so that students have:

• Multiple options for taking in information

• Flexibility in order to make sense of ideas

• Options for expressing what they learn.

(Sholom Fried, 2010)

What Differentiated Instruction Means for Teachers

Teachers DO: Teachers DON’T:

Provide several learning options, or different paths to learning, which help students take in the information and make sense of concepts and skills

Develop a separate lesson plan for each student in the classroom

Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle

“Water down” the curriculum for some students

Copyright © 2000-2005 Glencoe/McGraw-Hill.

Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in subject matter.

• The teacher understands, appreciates, and builds upon student differences.

• Assessment and instruction are inseparable.

• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.

• All students participate in respectful work.

• Students and teachers are collaborators in learning.

• Goals of a differentiated classroom are maximum growth and individual success.

• Flexibility is the hallmark of a differentiated classroom.

Assessment in a Differentiated Classroom

• Assessment drives instruction.

• Assessment information helps the teacher map next steps for varied learners and the class as a whole.

• Assessment occurs consistently as the unit begins, throughout the unit, and as the unit ends.

• Teachers assess student readiness, interest, and learning profile.

• Assessment is part of “teaching for success.”

What Can Be Assessed?

Readiness

• Skills • Content

Knowledge• Concepts

Interest

• Interest Surveys

• Interest Centers

• Self-Selection

Learning Profile

• Areas of Strength and Weakness

• Work Preferences

• Self Awareness

On-going Assessment: A Diagnostic Curriculum

(Feedback and Goal Setting)

Preassessment Formative AssessmentSummative Assessment

(Finding Out) (Keeping Track & Checking Up) (Making Sure)

Pre-testKWLChecklistObservationEvaluationQuestioning

Conference Exit CardPeer EvaluationPortfolio CheckObservsation QuizTalk AroundJournal EntryQuestioning Self-Evaluation

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

What is Cubing?• An instructional strategy to help students think about a topic or idea from

many different angles.

• Cubing includes 6 commands (one on each of its 6 faces).

• Tasks on cubes vary according to the levels of the various groups.

• Cubing is an engaging strategy for tactile/kinesthetic type learners.

Source: http://2differentiate.pbworks.com/w/page/860043/Cubing

How Are Cubes Used? Step 1: Identify the concept or targeted skill.

Step 2: Create commands for the cubes aligned to the key concept or skill.

Step 3: Make sure students understand the commands and direction of the tasks.

Step 4: Group students according to readiness, interest, or learning profile.

Step 5: Students take turns rolling the die. To provide choice, allow the student to roll again if he/she does not want to do the first command. Each student rolls the die and completes their given task.

Source: http://2differentiate.pbworks.com/w/page/860043/Cubing

Cubing Example• Describe It

Look at the subject closely and tell about it. (Use your senses.)

• Compare It

What is it similar to? What is it different from?

• Associate It

What does it make you think of? What comes to your mind when you think of it? Who/what does it remind you of? People? Places? Things? Feelings?

• Analyze It

Tell how it is made. If you really don’t know, use your imagination.

• Apply It

Tell what you can do with it. How can it be used?

• Argue for It or Against It

Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

Blank Cube Template

Design, cut out, laminate for durability, fold along lines, glue tabs inside box, tape for extra strength.Find more educational templates and fun activities at MommyNature.com!

Describe It

Are you for or

against it?

Apply It

Analyze It

Associate It

Compare It

Differentiating with Learning Menus & Choice Boards

• https://www.teachingchannel.org/videos/differentiating-instruction-strategy#

• http://youtu.be/dGbulODMVgM

Why Implement Choice Boards & Learning Menus

It is an approach to teaching and learning for students of differing abilities in the same class. Students who are working at various levels can learn key concepts and be engaged in tiered learning activities simultaneously.

Learning Menus & Choice Boards

Students are empowered through choice in their learning day when given the opportunity to select activities that recognize background knowledge, readiness, language, preferences, and interests.

Meeting Students’ Needs

Utilizing choice boards and learning menus helps to maximize each student’s growth and individual success by meeting each of their needs with activities that are ideal for instructional level.