Instructional Strategies and Activities that Support Differentiation

1
Instructional Strategies and Activities that
Support Differentiation
Learning Profile Varied Question Strategies /
Complex Instruction
Presenter
CHATHAM INSERVICE DAY

• Allen B. Debren, BSEE, M.Ed
• The Madison Institute, L.L.C.
• 99 E. Mt. Pleasant Ave.
• Livingston,NJ 07039

October 13, 2003
2
Differentiated Instruction?What does it look
like?

• Working in a small group, list 5 principles or
  objectives of a differentiated approach to
  instruction.

3
Global Objectives

• To introduce educators to various new techniques
  and strategies available for todays classrooms.
  
• To look at the needs of 21st century students
  then discover new learning models that will help
  to develop the minds of students through the
  effective integration of learning styles
  approaches, multiple intelligence strategies,
  appropriate assessments, and the nurturing of the
  numerous qualities of the student genius.

4
Principles of Differentiated Instruction

• Insure that every student is offered an
  opportunity to learn in a manor that maximizes
  their potential for success.
• Discover the genius in every child and learn
  from them.
• Understand, accept, appreciate, and make the most
  of student diversity.
• Engage all of your students in meaningful tasks.
• Modify the content, process, and product
  according to student readiness, interests, and
  learning profile.
• Know what really matters or is essential to the
  educational process and program.

5
Principles of Differentiated Instruction
(continued)

• Design instruction with assessment in mind
  (A.I.M.).
• Be aware of and implement brain compatible
  instructional strategies.
• Remember that fairness is not sameness.
• Flexibility, cooperation, acceptance,
  appreciation, and teamwork are keys to success.
• The Madison
  Institute, L.L.C. 2001

http//www.mcps.k12.md.us/departments/eii/eiimanag
epracticespage.htmlDifferentiation
6
Or, Put Simply

• In a way, its just shaking up the classroom so
  its a better fit for kids.
• - Carol Ann Tomlinson

http//www.cssd.ab.ca/tech/otn/learn/differentiati
ng.html
7
Goal of the Breakout Session

• Teachers differentiate curriculum through
  content, process, and products. This is best
  achieved with the knowledge of student interests,
  readiness, and learning profile.
• The goal of the breakout session is to provide
  instructors with specific strategies and
  activities to offer differentiated learning to
  students based on their individual learning
  profiles.
• Our specific focus for this session will be on
  the use of varied question strategies and complex
  instruction to support differentiated instruction.

8
Why differentiation instruction?
Students have different styles of learning
As well as
varied backgrounds
personalities
readiness levels
interests
skill levels
and intelligence
The one-size-fits-all approach does not support
the needs of our students in the 21st century.
9
An important quote...
This is how Confucius in about 500 BC described
how he best learned Of course, you and your
students may learn best in a different way!
Lets consider this important learning style
concept that dates back over 2,000 years. Why
has it taken so long to implement differentiation
instruction in our classrooms?
10
Important First Steps
Activity 1
Working in small groups
1. Discuss some of the ways in which you
currently employ strategies principles of
differentiation, as well as areas you might
target for additional growth in differentiating
instruction. 2. How do you currently identify
address the needs of your students based on their
unique backgrounds, personalities, interests,
skill levels and intelligence? Look at the
sample handout, Assessing Interest and Learning
Profile and discuss. Begin the exercise on the
reverse side.
3. Try this group exercise about addressing
diverse learner needs (if time) a. Describe one
or two students you teach who have unique
learning needs. b. What would those learners
need in their classes to make this year a great
year. c. How do you currently address the needs
of students with diverse learning profiles? d.
What factors make it difficult to modify
curriculum and instructions for diverse learners?
11
Two Rules to Live by

• Know your students
• Know whats essential

12
1Know your students!

• Know how they learn best
• Find out how they are intelligent
• Learn their interests, skills and capabilities
• Discover their genius
• Ask revealing questions
• Ask about their favorite web sites
• Can you think of others?

13
Learning Styles

• A Quick Look at 3 Types of Indicators
• 1. Sensory Styles
• 2. Cognitive Styles
• 3. Myers-Briggs Styles

14
Sensory Styles

• Kinesthetic Works best when moving and doing
  things
• Tactual Works best when touching things
• Visual Works best when able to view things
• Auditory Works best when able to hear and
  discuss ideas

15
Cognitive Styles

• Concrete Prefers to work with real objects
• Abstract Prefers to work with symbols
• Global Prefers to work with the big picture
• Sequential Prefers step-by-step process

16
Myers-Briggs Styles

• Intuitive Feelers Value relationships
• Intuitive Thinkers Value competence
• Sensing Judgers Value authority
• Sensing Perceivers Value action and competition

17
Strategies for Differentiating Instruction

• independent study

• varied rubrics

• varied questions

• student journals

• mentors

• small-group instruction

• study buddies

• interest-based mini lessons

• exit cards

• learning centers

• multiple texts

• skill-based mini lessons

• readiness grouping

• learning surveys

• problem / project based learning

• activity choice boards

• brain compatible

• alternative homework

• tiered products

• negotiating criteria for success / excellence

• learning contracts

• tiered activities

• ongoing assessment

• Curriculum compacting

• flexible grouping

• reciprocal teaching groups

• anchoring activities

• multiple supplementary materials

18
Varied Question Strategies
19
What is an essential question?
20
Essential Questions Criteria

• Make questions that are clear and understandable,
  but that are challenging
• 2 to 5 questions per unit
• Avoid repetition
• Avoid repetition
• (Just Kidding)
• Highlight conceptual priorities
• Provide a logical sequence
• Connect a range of disciplines

21
Offer them provoking questions built on the
principles of differentiated learning
Challenge your students...
22
Complex Instruction
23
Complex instruction
Its not complicated!!
Consider these ideas
Shift your role to one of being a mentor and a
facilitator
Consider project-based learning activities when
possible
Use abstract ideas organized around key concepts
Use varied teaching strategies and open-ended
activities
Focus on high level thinking, keep your
expectations high!
Use varied inquiry and problem-solving
techniques, set clear objectives
Allow for group decision-making, reasoning and
problem-solving
Accelerate the learning pace and get feedback
from your students
Consider the use of products that foster
collaborative projects
Use rubrics as part of the assessment process -
make them flexible
Consider the use of student journals and
portfolios (Web-based)
24
Complex Questions - An Example
Asking complex, varied questions as a strategy
for differentiation
Classroom situation

• 5th grade students - Examine structure and
  function in architecture.
• Objective Students will understand the
  relationship between the two, and the
  relationship of technology to both.
• Questions to be answered in class as part of a
  mini-research activity.

STRATEGY - Ask Complex, Varied Questions
Ask all students a question that requires them to
analyze the relationship between structure,
function, and technology in architecture. All
students will do research, find information, draw
conclusions, and present their insights in the
form of a model, drawing, diagram, or written
presentation.
Consider these four varied questions that
increase in complexity, in spite of their
obvious similarities

• In what ways are structure, function, and
  technology related in igloos?
• In what ways are structure, function, and
  technology related in cathedrals?
• In what ways are structure, function, and
  technology related in skyscrapers?
• In what ways are structure, function, and
  technology related in a space capsules living
  quarters?

25
Complex Questions - TIPS
When developing questions of varying degrees of
difficulty
Be sure your questions DO

• Require all students to focus on essential ideas
  (generally the same idea).
• Require all students to function at a high level
  of challenge (for the individual) in application
  of skills.
• Require all students to think at high levels.

Be sure your questions DO NOT

• Require more answers from some students and fewer
  from others.
• Ask for repetition and regurgitation from some
  students and deep thought from others.

Your question sets may be for discussion, for a
test, for research, or for any other purpose you
identify.
26
Activity 2

• In a small group, select a topic that would lend
  itself to curriculum integration.
• List 3 essential questions for this instructional
  unit.
• BONUS List a 4th essential question.
• DOUBLE BONUS List 4 to 5 essential questions
  and indicate the range of disciplines that each
  question connects.

If you have time, take a look at these two
Websites

• http//www.techtrekers.com/
• http//4teachers.org/

27
Tiered Instructional StrategyAdjustments to

• Levels of Complexity and/or Difficulty
• Materials
• Time
• Amount of Structure

28
Blooms Taxonomy

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

http//faculty.washington.edu/krumme/guides/bloom.
html
29
Always focus on this complete equation
An Idea!

• T C O
• Thinking Process Content Outcome

30
http//www.ascd.org/readingroom/edlead/0009/hollow
ay.htmlhttp//k12.albemarle.org/Technology/DI/ht
tp//www.stenhouse.com/0328ch07.pdfhttp//www.cre
ativelearningpress.com/clp/203.htmlhttp//wilmett
e.nttc.org/CD39/strategies.htmhttp//www.learners
link.com/http//www.themadisoninstitute.com
Differentiated instruction?
What else do you want to know?
A few more Websites for you to visit
recommended reading So Each May Learn -
Integrating Learning Styles and Multiple
Intelligences - Silver, Strong Perini
31
New Assessment Strategies
32
Portfolio Assessment

• A representative collection of an individuals
  work, fashioned for a particular objective(s) and
  purpose(s).

33
A Look at PortfoliosWhat should be included?

• Samples that demonstrate best work
• Teacher observations including intelligence
  profiles
• Evidence of self-reflection, self-knowledge, and
  self-evaluation
• Peer observations and evaluations
• What else?

34
Rubrics
A scoring guide that enables teachers and / or
other judges to make reliable judgments about
student work and enables students to assess their
own performances.
Design Instruction With A.I.M. - TMIs
Assessment In Mind Program
Assessment is todays means of understanding how
to modify tomorrows instruction. Carol
Tomlinson
Discover how to construct effective rubrics
35
Learn
as much as you can about ways to transform
instruction and meet the needs of your 21st
century students.
The best learners make the best
teachers! Jim Gamble Educational
Viewpoints, 1998
36
A little closure
Remember, its all about developing the multiple
intellectual nuances of our diverse
students! They all are unique in terms of
learning styles, intellectual tendencies, and
experience. Celebrate their differences and meet
their needs by implementing the appropriate
strategies.
37
For more information contact
The Madison Institute, L.L.C. 577 Chestnut Ridge
Rd. Woodcliff Lake, NJ 07677 Tel
201-799-2314 Fax [phone] Email Dr.
Chinni drbpchinni_at_themadisoninstitute.com Dr.
Gamble drjgamble_at_themadisoninstitute.com www.th
emadisoninstitute.com