Differentiating Instruction

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Differentiating Instruction Making It Work
For Student Success Chesterfield County
Public SchoolTeacher Staff Development
DayFebruary 19, 2007
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Session Objectives You will

• Discuss what Differentiated Instruction IS
• Discuss how to create a classroom environment to
  support differentiated instruction
• Add additional strategies by discussing how to
  differentiate instruction in Language Arts and
  Math

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Our nations schools today are educating the
largest and most diverse student population ever
to higher standards than ever before.
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Turn to your neighbor and discuss what your
thoughts are about differentiating instruction.
ACTIVITY
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Meeting ALL childrens needs.Diversity in the
Classroom

• Autistic
• Physically Disabled
• Multiple Handicapped
• English Language Learners
• Social Status
• Economic Status

• ADD
• ADHD
• Gifted/Talented
• LD
• Vision Impaired
• Hearing Impaired
• Maturity

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Assumptions

• Students differ as learners
• Classrooms in which students are active learners,
  decision makers and problem solvers are more
  natural and effective than those in which
  students are served a one size fits all

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Assumptions

• Successful attention to student differences must
  be rooted in solid curriculum and instruction
• Developing differentiated classrooms calls on us
  not so much to develop a bag of tricks as to
  rethink teaching and the power of learning

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Carol Tomlinson

• Differentiation can be defined as a way of
  teaching in which teachers consistently and
  proactively modify curriculum, teaching methods,
  resources, learning activities, and student
  products to address the needs of individual
  students and/or small groups of students to
  maximize the learning opportunity for each
  student in the classroom.

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Differentiated Instruction is

• Consistently and proactively creating
  different pathways to help all students to be
  successful.

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Differentiated Instruction includes..

• Multiple options for taking in information
• CONTENT
• Multiple options for making sense of the ideas
• PROCESS
• Multiple options for expressing what they know
• PRODUCT

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What does it provide?

• Opens up more options for more students.
• Gives all students the chance to succeed.
• Adds complexity

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Looking At Your role

• Ongoing assessment of student needs is provided,
  and learning experiences are differentiated based
  on student readiness, interest and learning
  profile.
• Provide all students opportunity to participate
  in respectful work.
• The teacher is primarily a coordinator of time,
  space, and activities as well a provider of group
  information.

Differentiated Instruction
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Looking At Your Role

• Provide students opportunity to work in a variety
  of groups configurations.
• Time use is flexible in response to student needs
  
• the teacher uses a variety of instructional
  strategies to help target instruction to student
  need.
• The teacher emphasizes student strengths.

Differentiated Instruction
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Whatever it Takes!
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STARTING POINT
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ASSESSMENT

• All differentiation of learning begins with
  student assessment!

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THINKING ABOUT ON-GOING ASSESSMENT

• STUDENT DATA SOURCES
• Journal entry
• Short answer test
• Open response test
• Home learning
• Notebook
• Oral response
• Portfolio entry
• Exhibition
• Culminating product
• Question writing
• Problem solving

• TEACHER DATA MECHANISMS
• Anecdotal records
• Observation by checklist
• Skills checklist
• Class discussion
• Small group interaction
• Teacher student conference
• Assessment stations
• Exit cards
• Problem posing
• Performance tasks and rubrics

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GROUP BRAINSTORMING
ACTIVITY
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Ways
to Differentiate Content

• Reading Partners / Reading Buddies
• Read/Summarize
• Read/Question/Answer
• Visual Organizer/Summarizer
• Parallel Reading with Teacher Prompt
• Choral Reading
• Flip Books
• Books on tape
• Varied Supplementary Materials
• Think-Pair-Share
• Tomlinson 00

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Ways
to Differentiate Process

• Learning Logs/Interactive Notebooks
• Choices (Multiple Intelligences)
• Centers
• Tiered Lessons/Tasks
• Cooperative Learning

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Ways
to Differentiate Product

• Choices based on readiness, interest, and
  learning profile
• Product Guides
• Rubrics
• Graphic Organizers

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Possible Products

• Map
• Diagram
• Sculpture
• Discussion
• Demonstration
• Poem
• Profile
• Chart
• Play
• Dance
• Campaign
• Cassette
• Quiz Show
• Banner
• Brochure
• Debate
• Flow Chart
• Puppet Show
• Tour

• Lecture
• Editorial
• Painting
• Costume
• Placement
• Blueprint
• Catalogue
• Dialogue
• Newspaper
• Scrapbook
• Lecture
• Questionnaire
• Flag
• Scrapbook
• Graph
• Debate
• Museum
• Learning Center
• Advertisement

Book List Calendar Coloring Book Game Research
Project TV Show Song Dictionary Film Collection Tr
ial Machine Book Mural Award Recipe Test
Puzzle Model Timeline Toy Article Diary Poster Mag
azine Computer Program Photographs Terrarium Petit
ion Drive Teaching Lesson Prototype Speech Club Ca
rtoon Biography Review Invention
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ADDING STRATEGIES TO YOUR TOOL BOX
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Special Considerations

• 1. Consider when to use the strategy
• 2. Teach the strategy first

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Steps to Explicit Strategies Instruction

• Direct Explanation
• Modeling
• Guided Practice
• Independent Application

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Work Masks

• Use a file folder and cut the front cover in
  half, thirds,etc. Insert the worksheet that the
  class is working on. Worksheet windows will
  expose only portions of the worksheet at a time,
  therefore reducing anxiety for kids who have
  difficulty with visual processing.
• Anne Beninghof

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Flip Flaps

• Flip-flaps are versatile, easy-to-make-projects
  that are offer the fun of manipulation and a
  hint of secrecy and surprise.

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Sentence Strip Books

• Sentence strip books may be used in a variety
  of ways for all readers, especially beginning and
  emergent readers. They are handy tools for
  teaching word families, sentence structure, and
  sight vocabulary.

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Go Together Puzzles
Puzzles appeal to a wide variety of ages and
learners. Go Together Puzzles are especially
good with visual and tactile learners who like to
see and feel the pieces coming together. By
using Content Puzzles, teachers can easily entice
students to review and practice curriculum in a
variety of content areas.

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Colorful Cubes

• A six sided cube encourages multiple responses to
  assignments. This, stretches student thinking
  and fosters creativity.

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EXAMPLE
Comprehension Why is your dog named Spot?
Application Why is it important to give your
dog a name?
Knowledge What is the dogs name?
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Find Key Information With Grabber A.
Beninghof
Cut math Worksheets Into strips

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Memory Strategies

• Three ways to use memory strategies with your
  students
• Visualization
• Mnemonics
• Color coding
• Practical Classroom Strategies for Making
  Inclusion Work
• S. Kunkel

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VisualizationTeaching inPictures, Colors,
Shapes
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Mnemonics
Click on link then click I am Teacher then
strategy list for Mnemonics http//coe.jmu.edu
/learningtoolbox/index.html l
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• Color can increase motivation and participation
  by up to 80
• Using color for key concepts can increase memory
  retention by more than 75
• Color visuals increases willingness to read by up
  to 80.

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Chains

• Chain strips visually emphasize the important
  parts of a whole idea. Each student can make a
  chain or contribute one link to a class chain.
  Chains can also be hung as mobiles or worn as
  necklaces.

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Make a list of vocabulary terms and write them
each on a sentence strip. Attach ends of sentence
strip to make a headband for each student Each
student receive a headband to wear without
looking at the word. Teacher creates a list of
questions on the board. Goal is for the student
wearing the headband to determine what his/her
word is using the responses from the questions as
cues. Students can walk around the room, asking
other students the questions listed on the board.
Sample questions What part of speech Am I?
What is an antonym for me?
Vocabulary On The Move Betty Hollis

• .

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Differentiate Wait Time
WAIT TIME A Thinking takes time. Find creative
ways to add some wait time to your questioning.
Example For every 8-10 minutes of
instruction, ask kids to chew or process the
information by pairing off and discussing the
information. Research tells us that teachers
should give kids 5-10 seconds to respond to a
question.

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Accordion Books

• Accordion books are a fun students to organize
  their work. A natural for sequencing activities,
  they can also be used by individuals or groups to
  display stories, poems, or factual information.

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Wallets

• Wallets may be used as a review, a fact
  finder, or as a means of interaction between
  students.

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Ways to differentiate in Language Arts!

• Book Units are one way to differentiate
  instruction.
• Visit www.curriculumenrichmentpublications.com

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Ways to differentiate in Math!

• Example Place Value
• Center 1 Place Value Kit (Use the base ten
  blocks to show the given number.)
• Center 2 Kinesthetic Place Value (Match the
  number in standard form to the number in written
  form or identify the value of the underlined
  number.)
• Center 3 Visual Place Value (Use the stamps to
  show the number in standard form in the graphic
  organizer.)
• Center 4 Colorful numbers (Follow the directions
  on the index cards to create a colorful number).

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ACTIVITY

Now Its Your Turn To Add to the Toolbox
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A Few Words of Wisdom
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Get Started!

• Start Small
• 2. Grow Slowly- but Grow
• 3. Get to know your students (Learning styles,
  strengths, weaknesses, home life, etc.)

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Settle In For The Long Haul!

• 1. Talk with students early and often
• 2. Empower your students
• 3. Collaborate with other teachers
• 4. Step Back Reflect and Analyze

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Finally...

• Establish routines/procedures
• Stay aware and stay organized
• And remember..

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Whatever it Takes!
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"In the end, all learners need your energy,
your heart and your mind. They have that in
common because they are young humans. How they
need you however, differs. Unless we understand
and respond to those differences, we fail many
learners." Tomlinson, C.A. (2001). How to
differentiate instruction in mixed ability
classrooms (2nd Ed.). Alexandria, VA ASCD.