Differentiated

Instruction

Presentation based on the course “Differentiated Instruction” available

from the Regional Training Center as a 3 credit graduate course in

face2face locations and online.

“Teachers begin where students are, not at the

beginning of the curriculum."

Carol Ann Tomlinson

Would you differentiate for . . .

• Someone who is too short to reach a shelf?

• Someone who is blind?

• Someone who is deaf?

• Someone in a wheelchair?

1. Scaffolding (A Readiness Technique)

• Temporary support or guidance

• Steps – on board, index card, chart paper

• Tasks – “First do this and then . . .”

• Materials – websites, dictionaries, graphic organizers, etc

• Personal support – “Look on page three, column one, paragraph two. . .”

Scaffolding

• Reduces a task’s complexity by structuring it into manageable pieces.

• The degree of scaffolding changes with the abilities of the learner, the goals of instruction and the complexity of the task.

• Gradual and planned removal of the scaffolding occurs as the learner becomes more successful and independent.

2. Use Anchor Activities

• Anchor activities are ongoing assignments that students can work on independently throughout a unit, a grading period, or longer.

• Their purpose is to provide meaningful work for

students when they finish an assignment or project, when they first enter the class or when they are “stumped.”

• The tasks are tied to the content area and instruction and free the classroom teacher to work with other groups of students or individuals.

Guidelines for Anchors

• Used for any subject, whole class assignments, small group or individual assignments, tiered to meet readiness levels, or interdisciplinary for use across content areas.

• Works best when expectations are clear and tasks are taught and practiced prior to use;

• When students are held accountable for on task behavior and/or task completion, AND

• Ground rules are established.

• Tasks must have clear instructions, materials, responsibilities, checkpoints, and expectations (rubric, checklists).

3. Use Cards (Readiness technique)

Predetermined prompts related to the content of the day’s lesson. They are used to…

• Gather information on student readiness, interests, and/or learning profiles.

• Guide future instruction• Make decisions regarding how to place

students into effective and instructionally relevant flexible groups

Cards - examples

• Name the two countries that border the United States. • Label the 5 main parts of the microscope. • Find and correct 4 mistakes in this sentence.

John Mom and me are gone two the store.

• Name 3 things you learned today about ___________________________.

• Give two ways________________ is like _______________________.

• What is one question you still have about _______________________?

Criteria for Differentiation

Teachers should

• Be proactive, not reactive

• Consider that there are different learners in the room with individual needs

• Focus on helping students learn essential concepts

4. Consider These Five Brain-based

and Learning Centered Principles1. The brain requires

social interaction2. The brain is influenced

by emotions3. The brain seeks

patterns and searches for meaning

4. The brain is a complex organ that can function on many levels and in many ways simultaneously

5. Each brain is unique

5. Teach to Gardner’s Multiple Intelligences

According to Howard Gardner:

Intelligence is . . . the ability to . . .

• Resolve genuine problems• Create an effective product

• Find or create a problem

Gardner’s Multiple Intelligences

• Verbal-Linguistic• Math-Logical• Musical-Rhythmic• Visual-Spatial• Bodily-Kinesthetic• Naturalistic• Interpersonal• Intrapersonal

- Howard Gardner’s terms

• Word Smart

• Number Smart

• Music Smart

• Picture Smart

• Body Smart

• Nature Smart

• People Smart

• Self Smart - Thomas Armstrong’s terms

One m

ore: Use a

Summ

ary Pyramid

“You are the difference

in the lives of the kids you teach.”

Harry Wong

Thanks for watching

• For more information, contact us at www.theRTC.net or 800.433.4740