Differentiated Instruction Secondary

Special EducationRobert Burrell & Cindi Williamson

August 21, 2012

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Agenda

• Norms• Define and Identify Differentiated

Instruction• Activity: Pre-Assessment• Unwrapping an Student Expectation• Activity: Unwrap a Student Expectation• Identifying Student Need• Activity: Mock Student Profile• Differentiated Strategies• Activity : Differentiating a Lesson

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• Participate actively and respectfully

• Have an open mind

• Stay on time/ task

• Help your neighbor

• Turn off technology

NORM!

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A set of decisions A set of decisions that the educator that the educator makes to bring makes to bring

learning within the learning within the reach of each reach of each

student.student.

Differentiated Instruction...

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Differentiated Instruction…

What D.I. Is What D.I. Is Not

Source: Gartin, B.C., Murdick N.L., Imbeau, M., & Perner, D.E. (2002) How to use differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom. Arlington, VA: Council for Exceptional Children. Adapted from Tomlinson, 1995

•DI is used to reach the goal set for student learning

•DI is not instruction based on isolated skill steps.

•DI uses ever-changing (flexible) grouping for learning

•DI is not tracking students into homogeneous groups or individualized instruction

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Differentiated Instruction…

What D.I. Is What D.I. Is Not

Source: Gartin, B.C., Murdick N.L., Imbeau, M., & Perner, D.E. (2002) How to use differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom. Arlington, VA: Council for Exceptional Children. Adapted from Tomlinson, 1995

•DI includes clarifying the depth and complexity of the content

•DI is not reducing the number of questions or problems (Accommodations)

•DI provides multiple approaches to content, process, and product

•DI is not activity based, chaotic instruction in which students work only on what they are interested in.

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Differentiation

Is a teacher’s response to a learner’s needsGuided by general principles of

differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product Environment

According to a students’

Readiness Interest Learning Profile

Through a variety of instructional strategies

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Steps to Differentiation…

STEP 1

Pre-Assessment/ Ongoing Assessment:

To determine the level of the student’s current academic performance in relation to the Objective, S.E. or Concept that is going to be taught.

(What cognitive ability level is the student functioning on before, during and after the task/instruction).

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STEP 1

Pre-Assessment Examples…

STEP 1 Examples Tools for

Pre-Assessments/Ongoing Assessments

• Gallery Walk• K-W-L Chart• Pre-Assessment Checklist• Response Cards

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STEP 1 Pre-Assessment…

STEP 1 ActivityPre-Assessment Handout #1

On your own using, the Pre-Assessment handout write down as many ways as you can think of to pre assess a students level of prior knowledge.

For the next 2 minutes you will be asked to rotate to someone you have not talked to yet to trade pre-assessment ideas.

The goal is to see who can acquire the most pre-assessment techniques. (2 minutes starting now)

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STEP 2

Student Expectation – (SE) Student Expectations are examples of whatstudents are expected to do to demonstrate theiracquisition of knowledge and skills. The following :

Example: (A) describe some cycles, structures, and processes that are

found in a simple system.

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Step 2

Unwrapping Student Expectations

The term unwrapping means to separate concepts from skills, the two remain interrelated.

When educators’ “unwrap” standards, they reference a thinking skills hierarchy, such as Bloom’s Taxonomy, to identify the approximate thinking level of each individual skill.

(Ainsworth, 2010)

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Unwrapping Student Expectation Example… Analyze the wording in the state standard to identify the embedded

concepts and skills.• Concepts are the important nouns or noun phrases, and the skills are the

verbs.• To unwrap, underline only those nouns or noun phrases that represent

teachable concepts. Circle only those verbs that represent what students are to do.

Together Lets Unwrap: Example – Math SE“The student uses lists, tables, and charts to express patterns and

relationships,” the teachable concepts are underlined and the skills indicated for the students to do are circled.

Answer:The verbs “uses and express” should be circled. Even though there are other verbs included in it –They are descriptors of the teachable concepts, not skills that the students themselves are expected to do. The phrase should be underlined. 

Step 2

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STEP 2 ActivityStudent Expectation (SE) Handout (2

minutes)

From the SE’s on your table.

Choose an SE to unwrap.

Circle the verbs that represent what the students are to do.

Underline the nouns or noun phrases that represent teachable moments.

When you are finished please put to the side for later use.

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Higher Order Thinking Skills6 Creating - Combining organizing elements to form a coherent or functional whole or into a new pattern, structure or idea.

5 Evaluating - Make judgments based on criteria and standards, using previously learned knowledge.

4 Analyzing - Break down knowledge into its components and determine the relationships of the components to one another and then how they relate to an overall structure or task.

Lower Order Thinking Skills3 Applying - Carry out or use a procedure in a given situation – using learned knowledge.

2 Understanding – Construct meaning from instructional material including oral, written and graphic communication.

1 Remembering - Retrieve Knowledge from Memory.

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Attention/ Acquisition

Affected by emotion and motivation

Working MemoryAverage person can manipulate four things at a time in their working memory

Processing

Affected by prior knowledgeand brain health

Long-Term MemoryLearning is stored in long term memory if it connects to an existing schema

Can only occur after the other steps because it involves taking existing schemata and re-formulating them

Higher Order Thinking

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Differentiate by: Content, Process, and Product…

Content— what students learn

Process— how students go about making sense of ideas and information

Product— how students demonstrate what they have learned

Environment – how the environment effects a students learning and performance

(study carrel, seat in front, eliminate visual distractions, checklists for organization, eliminate unnecessary materials from desk, room arrangement, lighting, temperature, seat facing the window)

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According to a Learners’…

Readiness – refers to the student having the necessary skills for the upcoming assignment

Interest - refers to those activities and topics that the students finds interesting and motivating

Learning Profile - indicates the primary mode of learning in the student; a quick inventory is the usual way to gather this information.

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Readiness is the student’s entry point relative to a particular understanding or skill.

Tomlinson, 1999, p. 11

Readiness…

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Less-Developed Readiness Level…

Students with less-developed readiness may need

someone to help them identify and make up gaps in their learning so they can move ahead;

more opportunities for direct instruction or practice;

activities or products that are more structured or more concrete, with fewer steps , closer to their own experiences, and calling on simpler reading skills; or

a more deliberate pace of learning.

Tomlinson, 1999, p. 11

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Advanced Readiness Level…

Advanced students may need… to skip practice with previously mastered skills and

understandings; activities and products that are quite complex,

open-ended, abstract, and multifaceted, drawing on advanced reading material;

a brisk pace of work, or perhaps a slower pace to allow for greater depth of exploration

Tomlinson, 1999, p. 11

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Readiness Activity…

ActivityStudent Profile Handout – Readiness

Read the excerpt on your mock student to determine the student’s readiness level.

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Interest…

If something is interesting, we actively attend to it, and that inner focus is outwardly manifested in an… intent gaze, puckered brow,qualitative change in pitch we might sound excited or awed, and/or a body position shift

towards the object of interest

(Hidi 2006, Silvia 2008a, 2008b)

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Interest cont.…

• Experiments with adolescents showed that the combined influx of emotional and intellectual energy fuels the student to persist, even when the task becomes increasingly challenging.

(Ainley, Corrigan, & Richardson, 2005; Ainley, Hidi, & Berndorff, 2002)

• When in an interested state of mind, extra cognitive effort does not feel like extra work: “Although focusing attention and continuing cognitive engagement normally require increased effort, when interest is high these activities feel relatively effortless”

(Hidi, 2001b, p. 7712)

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Interest Activity…

ActivityStudent Profile Handout – Interest

Read the excerpt on your mock student to determine the student’s interests.

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Learning Profile Differentiation:Learning Profile - indicates the primary mode

of learning in the student; a quick inventory is the usual way to gather this information.

▪ It is effective to think about using several intelligence preferences/types as ways for students to explore or express ideas.

▪ Much can be accomplished by asking students to make their own choices.

▪ As you begin to differentiate your instruction in response to a range of learning-profile needs, select a few categories to emphasize in your planning.

Learning Profiles…

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Learning Profile Activity…

ActivityStudent Profile Handout –

Learning Profile

Read the excerpt on your mock student to determine the student’s learning profile.

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Handout Examples…

• Interest Questionnaire• Readiness Questionnaire• Learning Profile Questionnaire• Differentiating Content, Process, and

Product• Addressing Interest, Learning Profile,

and Readiness

** See handout from presentations @ https://fwisd-differentiated-instruction.wikispaces.com

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Attention/ Acquisition

Affected by emotion and motivation

Working MemoryAverage person can manipulate four things at a time in their working memory

Processing

Affected by prior knowledgeand brain health

Long-Term MemoryLearning is stored in long term memory if it connects to an existing schema

Can only occur after the other steps because it involves taking existing schemata and re-formulating them

Higher Order Thinking

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Students with Disabilities May Have Difficulty:

• Solving problems (Montague, 1997; Xin Yan & Jitendra, 1999)

• Visually representing problems (Montague, 2005)

• Processing problem information (Montague, 2005)

• Memory (Kroesbergen & Van Luit, 2003)

• Self-monitoring (Montague, 2005)

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• Meeting content standards and passing state assessments (Thurlow, Albus, Spicuzza, & Thompson, 1998; Thurlow, Moen, & Wiley, 2005)

• Mastering basic skills (Algozzine, O’Shea, Crews, & Stoddard, 1987; Cawley, Baker-Kroczynski, & Urban, 1992)

• Reasoning algebraically (Maccini, McNaughton, & Ruhl, 1999)

Students with Disabilities May Have Difficulty:

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Learning Strategy…

• Learning Strategies are techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings (Deshler, Ellis & Lenz, 1996)

• Examples: Mnemonics, Graphic Organizers, Study Skills

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Instructional and learning strategies should address:

• Memory• Language and communication• Processing • Attention• Organizational skills• Academic anxiety

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Best Practices…

• Pretest• Describe• Model• Practice• Provide Feedback• Promote Generalization

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SCAFFOLDING

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Definition of Scaffolding…

“Scaffolds are forms of support provided by the teacher (or another student) to help students bridge the gap between their current abilities and their intended goal. Scaffolds may be tools, such as cue cards, or techniques such as teacher modeling.”

-Barak Rosenshine & Carla Meister, 1992 Educational Leadership, 49(7), p. 26

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According to the literature…

• Scaffolded instruction is "the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning" (Dickson, Chard, & Simmons, 1993).

• Scaffolding is a process in which students are given support until they can apply new skills and strategies independently (Rosenshine & Meister, 1992).

• Provision of an enabling context that provide advice, support and guidance to learners

(McLoughlin & Marshall, 2000)

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What should scaffolds provide?

• Provide clear directions – we do not want students wondering about like prospectors in the desert.

• Clarify purpose – Why are we doing this? Keeps purpose and motivation in the forefront. Lessons aspires to meaning and worth. Build around essential questions. Helps to keep the “big picture” central and in focus. Students are let in on the secret early.

• Keep students focused on task; develop on-task student behaviours; focus their learning

• Offer assessment to clarify purpose -

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Guidelines for Effective Scaffolding for Learning Disabled Students

• Identify what students know• Begin with what students can do• Help students achieve success quickly• Help students to “be” like everyone else• Know when it’s time to stop: Excessive drill or practice

may result in students refusing to work or making numerous errors. Employing systematic review and purposeful practice with a limited number of math problems or comprehension questions was effective

• Help students be independent when they have command of the activity: teachers need to listen and watch for clues from their students as to when teacher assistance is not needed.

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Brain Based Strategies

• Mnemonics • Graphic Organizers• Multiple Opportunities to Respond• Concept Teaching• Flexible Grouping

– Tiered Learning

• Assisted Note Taking

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Attention /Acquisition

– Anticipation guides– KWL Charts– List-Group- Label

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Differentiated Lecture

• Socratic Seminar• Outline Completion• Guided Lecture• Responsive Lecture• Demonstration Lecture• Pause Procedure Lecture• Think – Write – Discuss Lecture• Jigsaw

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Tools for Assessing…

Gallery Walk Response CardsKWLQ Chart JournalsFour Corners ConferencingConversation Circles ObservingChecklists Reading SurveyPop Quiz Portfolio w/ Rubrics Graphic Organizer Assessment MenuConcept Map

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Differentiation

Is a teacher’s response to a learner’s needsGuided by general principles of

differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product Environment

According to a students’

Readiness Interest Learning Profile

Through a variety of instructional strategies

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Differentiation Activity…

Differentiated LessonActivity

Instructions:

Your group will receive a differentiated strategy as well as SE to discuss briefly. You will use the strategy to develop a lesson for the mock student that you have already received. After each group has developed their lessons, everyone will share out. Be creative when developing and presenting lessons.

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Non-Negotiables for Differentiation

• Continuous Assessment – Ongoing and informal testing that is used to understand where students are in their learning to assess what is working and what is not , so teachers can adjust instruction.

• High Quality – Certain knowledge to master and skills to learn.

• Respectful Tasks – Assignments that honor the needs of each student

• Flexible Grouping – Arranging student work groups in various ways, for example, whole group, small group, partners and other options.

• Match the strategies to the task and student(s).

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Thank you

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Need more information…

Learning Network SpecialistRobert Burrell Elizabeth Gowan Jerry Sorrell

Learning Network Curriculum SpecialistSusan MooreCindi Williamson

Instructional SpecialistBolivia MasonLaurie Rubino

Directors of Special EducationMissy Heady Ed. DMirta Sonnen Angie Underwood

Executive DirectorMariagrazia Sheffield, Ph. D.

Special Education Office Number817-814-2830

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