The Importance of Differentiated Instruction in the Classroom

Melody Dougherty

August 2015

Overview

● What is differentiated instruction?

● Types of Differentiation

● Multiple Intelligences

● The Learning Environment

● Modifications

● Considerations

● UDL

● Monitoring Behavior

● Embedding Social Skills

● References

Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

(Tomlinson, 2001)

Differentiated Instruction is used to accommodate and better prepare students of all learning types and ability levels to succeed in his/her own classroom. The core of differentiated instruction is flexibility in content, process,

And product based on student strengths, needs, and learning styles

(Levy, 2008.)

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

DifferentiationThe Teachers response to the individual student needs

Guided by general principles of differentiation

Clear Goals Flexible grouping Observations/Assessment

Teachers can differentiate through

Content Process Product Affect/Environment

Based on students

Academic Levels Individual Interests Special Needs

Using instructional strategies such as:

*Graphic Organizers *Scaffolding *Learning Contracts *Tiering *Interest Centers*Independent Studies *Grouping*Modeling

Modified Curriculum Building Community

What does a Differentiated Classroom look like?

●The teacher is clear about goals and expectations

●The teacher understands, appreciates, and builds upon student differences and interests

●Instruction is based on results from Assessment/ Observations.

●The teacher adjusts content, process, and product in response to students academic level, interests, and special needs (where applicable)

●Students and teachers have a collaborative partnership and work together.

●Goals of a differentiated classroom and individual success.

●Measured qualitatively not quantitatively.

●Classroom flexibility is key.

Gardner's Theory of Multiple Intelligences

The Multiple Intelligences are:

●Verbal/Linguistic Intelligence - “word smart”●Logical-mathematical Intelligence - “number/reasoning smart”

●Visual/Spatial Intelligence - “picture smart”●Bodily/Kinesthetic Intelligence - “body smart”

●Musical/Rhythmic Intelligence - “music smart”●Interpersonal Intelligence - “people smart”

●Intrapersonal Intelligence - “self smart”●Naturalist Intelligence - “nature smart”

The Learning Environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically

speaking, teachers should use classroom management techniques that support a safe

and supportive learning environment.

Examples of differentiating the learning environment:

● Break some students into small groups to discuss the assignment.

● Allow students to read/work individually if preferred.

● Giving students options and choice.

● Student focused rather than teacher focused

● complex and filled with resources

● Areas clearly defined

● open to varied groupings

● flexible in all aspects of management, especially scheduling

● tolerant of movement, both in and out of the classroom.

Modifications

• On-Going Observations/ Assessments•

• Tiered Lessons•

• Flexible Grouping•

• Choice/Product•

• Learning Contracts•

• Accommodations for special needs•

• Modified Goals/ Rubrics to meet individual needs

Strategies help teachers meet each child where they are and move them forward as far as possible on their educational path.

(Levy, 2008)

Considerations

● What is the students functioning grade level?

● What is the main goal for this student?

● How does the student’s challenge affect his/her access to the main goal?

● What accommodations must be made?

● How will the lesson/unit be modified?

● How do the modifications address the IEP related goals and services?

● How will student’s success be measured?/ what will the rubric entail?

● Any social goals that must be met?

● Who will be responsible for implementing this plan?

UDLUniversal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.

The goal is to reduce or eliminate barriers to student learning.

●Multiple or Flexible Representations

●Multiple or Flexible Options in Expression and performance

●Multiple or Flexible Ways to Engage Learners

Monitoring Behaviors

It is important to document any maladaptive behaviors. When documenting make sure the behaviors are measurable (what does it look like? What are the

apparent triggers? Duration? Frequency? Etc.) Sometimes the teacher may need to refer the child for evaluation and begin the RTI process (response to intervention) in order to seek help from health care professionals. It is also

important to carefully review any IEP’s, IFSP’s, or GIEP for redirection techniques, possible triggers, and goals in order to be proactive about

preventing unwanted behaviors. Teachers should also consider transitional times/ down times, and making accommodations for gifted students who may

finish activities first.

Social Skills

• Identify skill deficit vs. performance deficit.

● Monitor behavior

● Select and prioritize replacement skills.

● Conduct reinforcement surveys.

● Develop a plan with your students.

● Engage in daily morning meeting

activities. (E.g. greet, share, activity,

news and announcements).

● Take advantage of teachable moments.

● Teach social skills the same way you

teach academics.

● Connect social behaviors to academic

skills.

● Teach social skills in context.

● Role play/model.

● Provide both examples and non-

examples.

● Use self-monitoring.

● Provide reinforcements.

● Provide prompts and cues.

● Provide feedback.

● Involve other members of the school

faculty.

● Involve parents.

● Evaluate.

● Involve all students.

Three-level system to promote

development of social skills (Smith et al., 2012)

Creating a classroom community

Strategies and curriculum for promoting social competencies

Individual interventions based on needs

References

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria , VA. Association for Supervision and Curriculum Development

Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. Clearing House, 81(4), 161-164.

King-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with disabilities. Intervention in School and Clinic, 37(2), 67-76