Differentiated Instruction for Closing the Achievement Gap

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Differentiated Instruction for Closing the
Achievement Gap

• Teresa D. Hill
• Bloomington Public Schools
• District 87

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What is Differentiated Instruction?

• DI is NOT
• Tracking
• Exempting struggling students from learning
• The Shotgun approach
• Individualized education
• Simple/Easy/ Just Good Teaching

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What is Differentiated Instruction?

• DI IS
• Getting to know students (Assessment)
• Using knowledge of students READINESS,
  INTERESTS, and LEARNING PROFILE to plan
  instruction
• Instruction is differentiated in CONTENT, PROCESS
  or PRODUCT

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Why?

• Because every child CAN learn every human being
  thrives on learning and growth.
• Because every child should learn in school.
• Because children need different experiences to
  learn effectively and efficiently.
• Because every child should have frequent
  opportunities to learn the way they learn best.
• Because being fair is giving each child what
  he/she needs.

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Differentiation Begins, Continues, Ends with
Assessment

• Assessing Readiness
• Standardized Tests assess overall performance.
• Classroom assessments focus on specific skills
  and concepts.
• Reading level/skills (ISEL, DIBELS, running
  records, etc.)
• Specific concepts (e.g. cause and effect, cause
  and effect)
• Memorized information processes
• Critical thinking skills (e.g. using strategies)
• Assessing Interests
• What does each student like?
• How does each student choose to spend time?
• About what topics does each student want to know?

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Differentiation Begins, Continues, Ends with
Assessment

• Assessing Learning Profile
• How does each student learn best?
• Visual, Auditory, Kinesthetic
• Multiple Intelligences
• Structured/Directed - - - Open-ended/Ambiguous
• Under what conditions does each student work most
  comfortably?
• Social considerations (alone, pairs, small group,
  cooperation, competition)
• Processing (reflection, sharing, writing,
  discussing, doing)
• Work environment (quiet, music, busy/noisy)
• Physical considerations (personal space, seating)
• Need for Relevance
• Pressure (deadlines, tests, grades)
• Feedback (frequency)

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Components of a Differentiated Classroom

• Enhancing ACADEMIC LEARNING TIME
• MEANINGFUL ROUTINE TASKS
• Examples of Routine Tasks
• Free choice
• Open journal writing
• Practice worksheets
• Silent sustained reading/DEAR time
• Examples of Meaningful Routine Tasks
• Structured choices
• Journal writing connected to standard/topic
• Practice worksheets at appropriate level
• SSR of appropriate books

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Components of a Differentiated Classroom

• LEARNING STATIONS/CENTERS
• All students work on the same standard/concept
• Activities are tiered based on Readiness
• Content, Product or Process can be different
• SMALL GROUP INSTRUCTION
• Grouped by readiness (flexible)
• Mini-Lessons for reinforcement, re-teaching
• Provides specific instruction for groups of
  students
• ASSESSMENT

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Creating Tiered Activities

• Start with a specific Learning Standard/Concept
• Design/Plan/Find a learning activity for your
  grade level (average)
• Increase difficulty/complexity/ambiguity
• Increase reading level/use of vocabulary
• Increase number of steps necessary
• Use larger numbers
• Provide fewer directions/examples
• More complex level of same concept
• Increase support/resources/direction
• Choose appropriate reading level/use of
  vocabulary
• Decrease number of steps necessary
• Divide tasks into discreet steps
• Use smaller number/provide supports
• Provide examples/clearer directions

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Creating Tiered Activities

• Example Compare and Contrast Using a Venn
  Diagram
• Task Use a Venn Diagram to Compare and Contrast
  the main character with yourself.
• Use at least 5 characteristics.
• Higher Level Use a Venn Diagram to Compare and
  Contrast the main character with yourself AND a
  character from another story.
• Use at least 5 characteristics.
• Be prepared to explain why you chose the other
  character.
• Lower Level Use a Venn Diagram to Compare and
  Contrast the main character with yourself.
• Compare the following characteristics feelings
  about
• school (pg. 12) . . .

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Questions ? ? ?

• For More Information
• Teresa Hill
• Bloomington Public Schools
• hillt_at_district87.org