Implementing Differentiated Instruction

Unlocking the learning potential

MARIANNA KIVA

B.Ed; M.Ed

Implementing Differentiated Instruction

Unlocking the learning potential

MARIANNA KIVA

B.Ed; M.Ed

What is Differentiated Instruction?

• A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs.

In short…– Moving away from “single sized” education

– Forming the curriculum to meet the needs of individual children instead of forcing all children to fit

the same mold.

Differentiated InstructionIS NOT…

• The rebirth of individualized instruction (a different method for all 30 of your students)

• Complete chaos, willy-nilly rules, lack of discipline, feel-good praise for undeserving work

• Tracking or another way to group homogeneously

• Cutting the assignment in half for some, and adding problems to the assignment for others.

Why differentiate? Isn’t it just for special needs

students?

Why differentiate? Isn’t it just for special needs

students?

No!

Differentiating curriculum benefits all students!

“…EVERY student has special needs at some time (or many times) in a school day, a school year, and

a school life.” (Wormeli, 2007)

No!

Differentiating curriculum benefits all students!

“…EVERY student has special needs at some time (or many times) in a school day, a school year, and

a school life.” (Wormeli, 2007)

Where did differentiation come from?

• One room school houses were early examples of differentiation! Multiple grade levels, vastly different needs and one teacher!

• D.I. is based on brain research about memory processing, DI is influenced by…– Gardner’s Multiple Intelligence Theory.– Gregoric’s Thinking Styles– Kolb’s Learning Styles Model– Bloom’s Taxonomy

1. Students have a common learning goal, but everything else about the learning process (time, materials, methods, grouping, assessments) is flexible.

2. Differentiation is based on effective and ongoing assessment of learner needs. Assessment is defined broadly as anything that provides feedback and understanding about each student’s learning needs and interests.

3. Flexible grouping in a differentiated classroom is used consistently and purposefully.

4. The goal is to make sure each student feels challenged most of the time.

Key Principles

Students DataPlanning for

Curriculum and Instruction

Instruction

Differentiation Data-Driven Instruction +

Which instructional strategies work best for

these students?

How do I manage a classroom with a wide range of readiness levels, learning

styles and interests?

What have the students learned?

How do I manage student data?

What patterns do the data show?

How do I align curriculum with assessments?

Non-Negotiables

High Quality Curriculum Clarity of Essential UnderstandingsAligned with Curriculums

Ongoing AssessmentFormal and informalPre-assessment, interim, formative, summative

Matching Instruction to StudentFlexible groupingVarying modes of presentation

Community BuildingModel respect for differencesBuild connections among studentsShared responsibility for learning

Differentiation misUnderstandings

NOT• oppositional to traditional instructional practices

• student free-for-all, lack of structure, chaotic

• competing with state standards

• IEP’s

Dividing strategies

Assessment Acronym A- Analyze individual strengths and needsS- Strategically plan for each learner to improve and

excelS- Set new ObjectivesE- Explore abilitiesS- Supply assistance and appropriate materialsS- Stress growthM- Monitor for immediate interventionE- Empower with self-directed assessment strategiesN- Nurture and support effortsT- Translate needs and strengths into active learning

What is assessment in DI terms?

• Used to gauge individual learning• An ongoing process that occurs before,

during and after instruction• Identifies a learners needs and strengths• Assessment is not the “gotcha” unit test to

see if they studied.

When planning assessment in your classroom keep the following acronym in mind…

What about when the people say, “We are not preparing them for the

real world!”• Differentiated instruction (done right)…– Guides students to think on their own– Helps students accept significant

responsibility for learning– Develop a sense of pride in what they do– Makes learners an active participant in their

evaluations– Prepares students for a better quality of life

Things to keep in mind while planning and teaching…

• There is a time for choice and a time for teacher directed activities– When students are given choices in all

situations, “There strengths become stronger, and their weaknesses become weaker.” (Chapman, 2005)

• Students should be engaged in activity during all lessons

• Lessons should emphasize critical and creative thinking

• Be clear on key concepts and “big ideas” to help students form a framework for their new information

How do I differentiate as the teacher?

• Differentiate (multiple paths to reach the same objectives) your classroom by examining the following elements of curriculum:

(1)Content- input, what the students learn

(2)Process- how students go about making sense of ideas and information

(3)Product- Output, how students demonstrate what they have learned

Initiating Systemic Change

1. Mission Focus

2. Accurate Definition

3. Effective Leadership

4. Ongoing Professional Growth

Staff Development

Teachers' access to high-quality professional development has a direct affect on their ability to implement reforms in a way that

improves student achievement. – David Cohen

S t a ff D e v e l o p m e n t S t r a t e g i e s

1. Introductory Presentations 1. Targeted Classroom Observations 1. Curriculum Development 2. Classroom Observations (looking for readiness differentiation) 2. Mentoring to novice teachers 3. Videos (Examples) 2. Readings with discussions 3. Extended sessions on targeted 4. Readings with discussions 3. Curriculum Development with peers issues (grading/assessment) 5. Mentoring with “expert” 4. Advanced Workshops 4. Advanced Conferences/Readings 6. Coaching/Consultations 5. Specialists Workshops 5. DI coaching 7. Introductory Workshops (literacy, ELL, cultural) 6. Learning Communities with 8. Book Clubs 6. Coaching Consultations advanced peers in other schools 9. Reviewing Differentiated 7. Assessment groups (data groups) Curriculum Examples with Discussion 8. Group Lesson Study

Advanced

Novice

Expert

Differentiation Skills

Awareness of rationale for differentiation Assessment is summative only Able to identify foundational principles of

differentiation Use of multiple presentation modes &

materials Use of basic DI instructional strategies

(reading buddies, varies writing prompts)

Varied approach to student assessment Consistent use of assessment for

instructional planning (formative) Differentiating by readiness/lp/interest

within a single learning experience or brief sequence of lessons

Students feel valued by teacher and peers; reinforced by rules, routines and expectations

Develops creative and innovative assessment/grading

Designing differentiated lessons and units around key concepts/principles/skills

Differentiation becomes less systematic and more organic

Specialized approaches for specific learning needs

Assessment, Assessment, Assessmentfor learning expectations

Informal C

hecks f

or

Understanding

Observa

tion/D

ialogue

Content –focu

sed

testing

Acade

mic

Prom

pts

Proje

cts/

Perfo

rman

ce T

asks

•“Dipstick” assessments

•Thumbs up/Thumbs

Down

•Mini-white boards

•Techie products

•Q and A

•Exit Cards

•Discussion

•Think/Pair/share

•Science Lab demonstration

•Debate

•Art exhibit

•Constitutional Convention Re-

enactment

•Portfolio

•Interview

•Traditional test/quiz

•Interim/benchmark assessments

•Standardized state tests

•Letter to the editor

•Prediction explanations

•Essay

I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much. Mrs. D

When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D

Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly.

Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there.

- Mrs. Y

It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D

Students

DifferentiatedInstruction

DA

TA

DATA

Differentiation

DA

TA

Sources

Chapman & King, Carolyn, Rita (2005). Differentiated Assessment Strategies. Corwin Press, INC: Thousand

Oaks, California.

Tomlinson, Carol Ann (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria,

Virginia: Association for Supervision and Curriculum Development.

 Wormeli, Rick (2007). Differentiation: From planning to practice grades 6-12. Stenhouse Publishers: Portland,

Maine.

Resources for further development

A fantastic article! “Finding manageable ways to meet individual needs”

http://www.ascd.org/ed_topics/cu2000win_willis.html

Some fun upper level strategies to try out…http://www.newhorizons.org/lifelong/adolescence/weber.htm

Differentiation explained in plain English!http://www.teach-nology.com/tutorials/teaching/differentiate/

print.htm

Awesome website sources for just about any subjcet and level!

http://school.discovery.com/schrockguide/