Differentiated

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Finding different pathways to get to the same
place.
Differentiated Instruction
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Differentiated Instruction
Differentiated Learning
Brain Learning
Instructional Strategies
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Objectives
Experience research-based theories and
instructional strategies.
Provide opportunities to process, discuss, and
apply new learnings.
Have fun!
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Brain Learning
Brain learning theory is based on the structure
and function of the brain.

• 30 to 60 of our brains initial wiring is
  based on heredity.
• 40 to 70 of our brains initial wiring is
  based on the learning environment.

Heredity cant be changed, but a positive
learning environment can increase functioning of
the brain.
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Principles of Brain-Based Learning

• The brain can perform several activities at
  once. (parallel processing)
• The brain searches for meaning through
  patterning.
• The brain processes wholes and parts
  simultaneously.
• Learning involves conscious and unconscious
  processes.
• Learning involves focused attention and
  peripheral perception.
• Learning involves the whole physiology.
• Memory is either rote or spatial.
• Facts are understood best when embedded in
  natural, spatial memory.
• Learning is enhanced by challenge and inhibited
  by threat.
• Each brain is unique.

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Brain Compatible Classroom
Absence of threat Respects the uniqueness of all
learners Engages emotions Understands the brains
attention span Active, relevant learning Complex
real-life learning Specific immediate
feedback Utilizes patterns in learning Learning
is meaningful
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The best way to learn is not through lecture, but
by participation in realistic settings.
Value the process of learning as much as the
result of learning.
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Brain Learning and Attention
The brain needs time to process and time to rest.
It is not designed for continuous
attention.
Optimum instruction time for focused attention
K-2 5-7 minutes 3-7 8-12
minutes 8-12 12-15 minutes
Increase learning productivity with mental breaks
and movement. Provide a strong contrast from what
you were doing to what you want to do to grab
attention.
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Brain Learning and Motivation

• Eliminate threat and create a positive learning
  environment.
• Set goals that are relevant to the student in
  order to provide a focused attitude.
• Build self-confidence and self-esteem.
• Manage emotions with varying instructional
  styles and differentiated instruction.
• Provide immediate feedback.

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Brain Learning and Emotion
Emotions, thinking, and learning are linked.
Emotions joy, fear, surprise, disgust, anger,
sadness Feelings worry, anticipation,
frustration, pessimism, optimism
When emotions are engaged right after a learning
experience, the memories are much more likely to
be recalled and accuracy goes up. - Eric Jensen
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Brain Learning and Movement
The part of the brain that processes movement is
the same part that processes learning. Movement
and learning are constantly interacting in the
brain.
Exercise increases oxygen to the brain and
strengthens key areas in the brain.
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Brain Learning and Meaning
Meaning is developed by creating links and
associations.
Give meaning to learning by discussing
information, organizing information, and
reflecting.
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Brain Learning and Memory
If we teach in bits and pieces, memory will
fail. If our instruction is vague and limited,
memory will fail. If no connections are made,
memory will be short term. If we teach in unique
and meaningful ways, connect to prior
experiences, and use the information often
throughout instruction, memory will become long
term.
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Nourish the Brain
The brain consumes 20 of the bodys energy.
Good nutrition is essential to proper brain
functioning. The brain is approximately 80
water. Mild dehydration causes restless,
scattered attention. Severe dehydration causes
lethargic responses. Sleep is critical for the
brain to process learning. Puberty affects the
sleep cycle. Good quality air is linked to
improved mental functioning. Keep plants in the
room. Temperature controlled at 68-72
degrees. Fluorescent lights cause eyestrain and
anxiety. Use natural light and full spectrum
lights. Drugs and alcohol kill brain cells.
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Enrich the Classroom
Novelty Keep learning and the classroom fresh and
new. Challenge Provide challenging learning tasks
and content. Meaning Avoid isolated facts. Make
learning meaningful. Redundant Revisit the
content repeatedly in fresh and
interesting ways. Feedback Provide
frequent and immediate feedback.
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Stimulate the Senses
Color Blue Studying, thinking, concentration
Purple Tranquilizing,
good for appetite control Pink Restful,
calming

Red Creative thinking, short-term energy
boosts Green Productivity, long-term energy
Pastels Minimum
disruption across all moods Yellow,
Orange Physical work, exercising, positive moods
White Disruptive Aroma Lavender Reduc
es stress
Lemon Induces positive mood

Peppermint Refreshes and invigorates
Apple Relaxes brain waves
Vanilla
Relaxes and soothes
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Dont think about how smart you are, but how
you are smart.
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How are we smart?
Intelligence Stimuli Skills Career
Verbal Linguistic Written and spoken words Listening, speaking, reading, writing, encoding and decoding language Orator Journalist
Logical Mathematical Patterns, relations, numbers, symbols Problem solving, reasoning, logic, numerical skills Scientist Mathematician
Visual Spatial Color, shape, distance Sense of direction, architecture, painting, sculpting, arranging, decorating Navigator Sculptor
Musical Rhythmic Rhythm, pitch, timbre Composing, performing, appreciating, recognizing music. Composer Pianist
Bodily Kinesthetic Bodily cues Dancing, catching, throwing, jumping, handling objects, moving with grace, and precision Athlete Dancer
Naturalist Flora, fauna, rocks, clouds Green thumb, animal husbandry, discriminating, recognizing, categorizing, analyzing Biologist Gardener
Interpersonal Desires, motivation, feelings of others Accurate social map, empathy, organize and lead groups, understand and connect with others, conflict resolution and consensus seeking skills, good teammember. Counselor Salesman
Intrapersonal Emotions, impulses, moods, deeper thoughts Self-knowledge, accurate self-concept, evaluation, self-direction, impulse control Philosopher Religious Figure
Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Cooperative Learning, Spencer Kagan
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Learning and Retaining Information
Verbal/Linguistic Musical/Rhythmic Logical/Mathematical Bodily/Kinesthetic
Read it. Spell it. Write it. Listen to it. Recall it. Use your own words. Apply it. Chunk Information. Say it. Discuss it. Create a beat. Rap it. Make a cheer. Create a jingle. Hum it. Identify sounds. React to sounds. Listen to the sounds. Connect to music. Write a poem. Make a pattern. Chart it. Sequence it. Create a mnemonic. Analyze it. Think abstractly. Think critically. Use numbers. Prove it. Interpret the data. Use the statistics. Act it out. Feel it. Be it. Role-play. Simulate it. Manipulate it. Explore it. Experience it. Go on a field trip. Live it. Move body.
Visual/Spatial Naturalist Intrapersonal Interpersonal
Color code it. Highlight it. Shape a word. Interpret a graphic. Read a chart. Study illustrations. Visualize it. Make a chart. Create a poster. Use visual tools. Label it. Categorize it. Identify it. Form a hypothesis. Do an experiment. Adapt it. Relate it to nature. Use self-talk. Work independently. Solve it your own way. Understand self. Journal it. Rehearse it. Use prior knowledge. Make your own links. Connect it. Talk face-to-face with someone. Bounce around ideas with someone. Have empathy. Listen to others. Solve it together. Work in a cooperative group. Talk on the telephone. Write letters, email.
Test Success
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Lesson Plan Matrix
History Language Arts Science Social Studies Math
Debate key decisions in history Write a modern sequel to a classic Verbally tell how to perform an experiment while others do it Conduct a nations of the world finding bee Write story problems in teams for other teams to solve
Trace the patterns of development in the West Predict what will happen next in a story Apply the accepted steps of the scientific method Analyze a cultures development deductively and inductively Find the operations for answers by playing Math Jeopardy
Create murals which tell the story of an historical period Illustrate a piece of literature with color, images, and patterns Draw patterns/images to illustrate different natural processes Study other cultures through their painting and sculpture Work with manipulatives to learn math operations
Act out great moments from the past for modern times Play charades with what character am I or what piece of literature am I Act out scientific processes such as planetary rotation Learn to play games that are popular in different cultures Physically embody geometry formulas or fractions of a whole
Learn about various periods of history by analyzing music Illustrate a piece of literature with music, sound, rhythm Make a music tape to accompany different scientific processes Learn about cultures through their music and rhythm Write math operations, formulas, and raps
Jigsawing through cooperative learning Practice joint story/telling Assign teams to do experiments and report to class Conduct interviews with people from different cultures Partners teach each other processes and apply to problems
Imagine having dialogues with figures from the past Write a reflection on what you learn for life today through literature Keep a diary on discoveries about yourself in science Brainstorm gifts of different cultures for the individual self Think/write about math concepts helping in daily life
The Multiple Intelligence Classroom Practical
Implementation of the Theory

- David G. Lazear
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Learning Styles
Concrete Perceiver Absorbs information through direct experience, doing, acting, sensing, feeling
Abstract Perceiver Absorbs information through analysis, observation, thinking sees the big picture
Active Processor Makes sense of learning by immediately using the new information
Reflective Processor Makes sense of learning by reflecting on and thinking about it
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Perception and Processing
Sensing is a function that employs the five
senses to gather information. Intuition is a
function that helps the mind understand and find
meaning behind facts and details. Thinking
employs logic, reason, and evidence to analyze
information and make logical connections. Feeling
is subjective as it develops a personal
perspective to analyze information and make human
connections.
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Sensing ThinkingMastery Learners
Sensing-Thinkers are efficient, prefer action to
words, and involvement to theory. They are
realistic, practical, and logical. Sensing-Thinke
rs need a structured environment. They prefer
questions with right/wrong answers. Sensing-Think
ers are workers but have a need for immediate
feedback. Sensing-Thinkers like competition.
They work to master skills and content.
What? How?
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Intuitive ThinkingUnderstanding Learners
Intuitive-Thinkers are curious about ideas and
can deal with theory. They prefer to be
challenged and like to think things through on
their own. Intuitive-Thinkers are planners and
like to organize ideas and work. They do not
like time limits. Intuitive-Thinkers can break
problems down into parts. They dig into ideas to
thoroughly understand them. Intuitive Thinkers
are avid readers, writers, and debaters.
Why?
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Intuitive FeelingSelf-Expressive Learners
Intuitive-Feelers are imaginative, committed to
values, and open to alternatives. Intuitive-Feele
rs prefer open-ended questions and do not like
rote assignments. They are motivated by their
own interests. Intuitive-Feelers are
independent. They do not like step-by-step
procedures. They are flexible and are not
bothered by change. Intuitive-Feelers look for
creative ways to express themselves.
What would happen if?
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Sensing FeelingInterpersonal Learners
Sensing-feelers approach learning personally.
They need to be recognized for their
effort. Sensing-feelers like cooperative
learning activities. They are sociable and need
to enjoy themselves while learning. Sensing-feele
rs learn best with real-life problems.
Of what value is this to me?
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Teachers have too much to cover in too little
time. It is easy to enter a classroom with a
single lesson delivered to all students at a
single pace in a single instructional method.
Brain based research suggests that the single
approach is ineffective for most students and
even harmful to some.

• Learning environments must feel emotionally safe
  for learning to take place.

• To learn, students must experience appropriate
  levels of challenge.

• Each brain needs to make its own meaning of
  ideas and skills.

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Student Differences

• Skill levels

• Motivation

• Multiple Intelligences

• Learning styles

• Language proficiency

• Background experiences and knowledge

• Social and emotional development

• Ability to attend

• Levels of abstraction

• Physical needs

An effective teacher understands that students
come with different needs.
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The Aim of Differentiated Learning
Maximize each students growth by meeting each
student where he is and helping him to progress.
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Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in
  subject matter.

• The teacher understands, appreciates, and
  builds upon student differences.

• Assessment and instruction are inseparable.

• The teacher adjusts content, process, and
  product in response to student readiness,
  interests, and learning profile.

• All students participate in respectful work.

• Students and teachers are collaborators in
  learning.

• Goals of a differentiated classroom are maximum
  growth and individual success.

• Flexibility is the hallmark of a differentiated
  classroom.

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Characteristics of an Effective Differentiated
Classroom
Instruction is concept focused and principle
driven. On-going assessment of student readiness
and growth are built into the curriculum. Flexible
grouping is consistently used. Students are
active explorers.
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What can you differentiate?
the content students learn
the assessment tools being used
the performance tasks selected
the instructional strategies used
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Content
what is to be learned and the materials through
which it is accomplished
Process
activities designed to use skills to make sense
of ideas and information
Product
vehicles which demonstrate and extend what has
been learned
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Readiness
the entry point of learning relative to a
particular understanding or skill
Interest
curiosity or passion
Learning Profile
how we learn shaped by intelligence preference,
gender, culture, learning style
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Differentiate by Readiness
Varied texts and/or supplemental materials Varied
scaffolding in reading, writing, research,
technology Tiered tasks and/or products Flexible
time use Small group instruction Homework
options Tiered or scaffolded assessment Compacting
Varied organizers
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Differentiate by Interest
Exploratory studies Entry points Open student
choice Teacher-structured choice Independent
study Orbitals Group investigation Interest
groups and/or centers
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Differentiate by Learning Profile
Vary teacher presentation Vary student mode of
expression Organizers 4-MAT Complex
instruction Flexible environment Multiple modes
of assessment
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A Differentiated Classroom
Uses a variety of ways for students to explore
curriculum content. Uses a variety of
sense-making activities and processes through
which students can come to understand and own
information and ideas. Uses a variety of options
through which students can demonstrate or exhibit
what they have learned.
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The more you differentiate, the more you see the
needs. The more you want to meet the needs, the
more you differentiate.
Put it all together.
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Building a Toolkit of Instructional Strategies
Summarizing and Notetaking
Nonlinguistic Representations
Setting Objectives and Providing Feedback
Similarities and Differences
Cooperative Learning
Homework and Practice
Cues, Questions, and Advance Organizers
Reinforcing Effort and Providing Recognition
Generating and Testing Hypotheses
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Effective Teaching Involves

• The instructional strategies used by the
  teacher.

• The management techniques used by the teacher.

• The curriculum designed by the teacher.

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An effective teacher is the by product of a
thoughtful individual, skilled in the art and
science of teaching, making decisions about the
best practices for her students at all times. -
Marzano
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Questions Not Answered
Are some instructional strategies more effective
in certain subject areas?
Are some instructional strategies more effective
at certain grade levels?
Are some instructional strategies more effective
with students from different backgrounds?
Are some instructional strategies more effective
with students of different aptitude?
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What Is The Research?
Teaching is no longer an art. Researchers began
looking at the effects of instruction on student
learning 30 years ago. Teaching is now a science.
Specific instructional strategies used by
teachers in K-12 classrooms have proven to be
successful for increasing student achievement.
Individual teachers influence student learning.
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The results of this study will document that the
most important factor affecting student learning
is the teacher. In addition, the results show
wide variation in effectiveness among teachers.
The immediate and clear implication of this
finding is that seemingly more can be done to
improve education by improving the effectiveness
of teachers than by any other single factor.
Effective teachers appear to be effective with
students of all achievement levels, regardless of
the level of heterogeneity in their classrooms.
Wright et al., 1997
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Identifying Similarities and Differences
Similarities and differences can be identified by
comparing, classifying, using metaphors and
analogies.
Understanding similarities/differences allows
students to analyze complex problems in a simple
way.
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Summarizing and Notetaking
Summarizing and notetaking promote comprehension
as students analyze a subject, choose what is
essential, and put it all in their own words.
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Reinforcing Effort and Providing Recognition
Showing a connection between effort and
achievement addresses student attitudes and
beliefs.
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Homework and Practice
Homework is an opportunity to extend learning
outside the classroom. Practice is an opportunity
to adapt skills while learning them.
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Nonlinguistic Representations
Knowledge is stored in the brain both
linguistically and visually. Use both forms of
learning to achieve.
Visual tools are nonlinguistic representations
and include graphic organizers and mind mapping.
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Cooperative Learning
Before new learning can occur, students need an
opportunity to Express themselves
Connect with people Connect with
content. Cooperative learning is a set of
strategies which include student-student
interaction within subject matter.
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Setting Objectives and Providing Feedback
Objectives provide a direction for
learning. Feedback should be timely, specific,
and corrective.
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Generating and Testing Hypotheses
Generating and testing hypotheses can be
accomplished through deductive activities (using
a rule to make a prediction about a future event)
or inductive activities (drawing conclusions
based on information given).
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Cues, Questions, And Advance Organizers
This strategy helps students use what they
already know about a topic to promote further
learning. Cues, questions, and advance organizers
are most effective when used before presenting
the learning.
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You Are The Key To Success
As we learn about each individual strategy during
the next few Fridays Examine your use of
instructional strategies in the classroom Test
the effectiveness of your current
practices Consider and try new practices.