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Shaking Up Your Lessons A Look at
Differentiated Instruction

• Presented by
• Martha Elliott, Brian Keller, Lisa Plichta, and
  Jennifer Setzke

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Today we want to introduce you to the 2012-2013
Institute Day Topic Differentiated Instruction

• Objectives
• To know the three types of differentiation
• To understand differentiated instruction is a
  systematic way of planning and teaching that
  addresses the interests, learning profiles, and
  readiness of all students
• Participate in three types of differentiated
  activities

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• Directions
• As each picture is displayed, please answer
• the following question by raising your hand to
  indicate YES or NO.
• Is this an example of differentiation?

YES
NO
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NO
Differentiation is not streaming or leveling or
tracking
Even in homogenous classes , there is
considerable heterogeneity in terms of readiness,
interest, and learning profile (Strickland, p.
2)

• Is this an example of
• differentiation?

Strickland, 2012.
5
YES
Differentiation is meeting kids where they are
not where we wish they would be (Strickland,
p.1).
Differentiation is responsive teaching rather
than one-size-fits-all teaching (Strickland,
p.1).
Is this an example of differentiation?
Strickland, 2012.
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YES
Differentiation is intentional planning as
opposed to on-the-spot adjustments
Is this an example of a component of
differentiation?
Strickland, 2012.
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NO
Differentiation is not simply group work nor is
it constant group work
GROUP WORK
Is this an example of differentiation?
Strickland, 2012.
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NO
Differentiation is not an IEP (Individualized Educ
ation Plan) for every child
IEP
IEP
IEP
IEP
IEP
IEP
IEP
IEP
IEP
IEP
IEP
IEP
IEP
Is this an example of differentiation?
Strickland, 2012.
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YES
Differentiation is everywhere
Is this an example of differentiation?
Strickland, 2012.
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Differentiated?
YES
IT IS NOT NEW
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What is Differentiation?
What it is What it is Not
Teaching with variance in mind Responsive teaching rather than one-size-fits-all teaching Meeting kids where we are not where we wish they would be Shaking up the classroom so students have multiple options for making sense of information New Tracking or Streaming IEP for every child Constant Group Work Occasional Variation of teaching styles On the spot adjustments
Chart from Strickland, Differentiation of
Instruction at the High School Level. ASCD, 2012.
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What is Differentiation?

• A systematic approach to planning curriculum
  and instruction for academically diverse
  learners that provides students of different
  abilities, interests, or learning needs equally
  appropriate ways to learn (Tomlinson
  Strickland, p.7).

It is not what we teach, it is HOW WE TEACH
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5 Principles for Differentiated Instruction

• Building a Respectful Community
• Students need to feel safe
• Quality Curriculum
• You cant differentiate fog
• Quality Tasks
• No busywork
• Continual Assessment
• How can you differentiate if you do not know
  where they are?
• Flexible grouping

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3 Ways to Differentiate
What a student enjoys learning about, thinking
about, and doing (Tomlinson Strickland,
p.6)
Current knowledge, understanding, and skill
level a student has related to a particular
sequence of learning (Tomlinson
Strickland, p.6).
A students preferred mode of learning
(Tomlinson Strickland, p.6).
But what you want them to learn (understanding)
needs to remain consistent.
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Differentiating by LEARNING PROFILE

• Why?
• Because efficiency results when learners are
  taught in ways that are natural for them
  (Tomlinson Strickland p.7)

• When we differentiate by
• Learning profile we should
• consider student
• Learning Styles
• Sternbergs Intelligences
• Garners Multiple Intelligences
• Environmental Preferences
• Group Orientation

Strickland, p. 5
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Sternberg Intelligence Survey

• Mark each sentence T if you like to do the
  activity and F if you do not like to do the
  activity.
• Analyzing characters when Im reading or
  listening to a story ___
• Designing new things ___
• Taking things apart and fixing them ___
• Comparing and contrasting points of view ___
• Coming up with ideas ___
• Learning through hands-on activities ___
• Criticizing my own and other kids work ___
• Using my imagination ___
• Putting into practice things I learned ___
• Thinking clearly and analytically ___
• Thinking of alternative solutions ___
• Working with people in teams or groups ___
• Solving logical problems ___
• Noticing things others often ignore ___
• Resolving conflicts ___

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Sternberg Intelligence Survey

• Mark each sentence T if you like to do the
  activity and F if you do not like to do the
  activity.
• Evaluating my own and others points of
  view ___
• Thinking in pictures and images ___
• Advising friends on their problems ___
• Explaining difficult ideas or problems to
  others ___
• Supposing things were different ___
• Convincing someone to do something ___
• Making inferences and deriving conclusions
  ___
• Drawing ___
• Learning by interacting with others ___
• Sorting and classifying ___
• Inventing new words, games, approaches ___
• Applying my knowledge ___
• Using graphic organizers or images to organize
  your thoughts ___
• Composing ___
• 30. Adapting to new situations ___

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• Transfer your answers from the survey to the key.
  The column with the most True responses is your
  dominant intelligence.
• Analytical Creative Practical
• 1. ___ 2. ___ 3. ___
• 4. ___ 5. ___ 6. ___
• 7. ___ 8. ___ 9. ___
• 10. ___ 11. ___ 12. ___
• 13. ___ 14. ___ 15. ___
• 16. ___ 17. ___ 18. ___
• 19. ___ 20. ___ 21. ___
• 22. ___ 23. ___ 24. ___
• 25. ___ 26. ___ 27. ___
• 28. ___ 29. ___ 30. ___
• Total Number of True
• Analytical ____ Creative _____ Practical _____

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Thinking About the Sternberg Intelligences
ANALYTICAL
Linear Schoolhouse Smart - Sequential
Show the parts of _________ and how they
work. Explain why _______ works the way it
does. Diagram how __________ affects
__________________. Identify the key parts of
_____________________. Present a step-by-step
approach to _________________.
Streetsmart Contextual Focus on Use
PRACTICAL
Demonstrate how someone uses ________ in their
life or work. Show how we could apply _____ to
solve this real life problem ____. Based on your
own experience, explain how _____ can be
used. Heres a problem at school, ________. Using
your knowledge of ______________, develop a plan
to address the problem.
CREATIVE
Innovator Outside the Box What If - Improver
Find a new way to show _____________. Use unusual
materials to explain ________________. Use humor
to show ____________________. Explain (show) a
new and better way to ____________. Make
connections between _____ and _____ to help us
understand ____________. Become a ____ and use
your new perspectives to help us think about
____________.
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Example of Differentiating by Learning Profile in
Language Arts

• To get started with todays work on
  alliteration in poetry, you may choose to
• listen to poems using alliteration
• read poems using alliteration
• write a poem using alliteration

Example from Strickland, p. 5
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Example of Differentiating by Learning Profile in
Science

• Water Cycle Activity Choose one of the following
  options to complete.

CHOICE A Design a comic book that illustrates your journey as a water droplet. Include appropriate captions.
CHOICE B Draw an accurate version of the water cycle that includes all steps. Be sure to show the process that get a water droplet from one step to another.
CHOICE C Create a fictional story about the journey of a water droplet. Base it on your water droplets journey.
CHOICE D Create a local version of the water cycle. Be sure to include the names of local rivers, bays, oceans, mountains, and so on.
Activity taken from Sample 9.3- Water Cycle
Activity Options on pg. 343 of Tomlinson, Carol
Ann Cindy Strickland (2005). Differentiation in
practice A resource guide for differentiating
curriculum 9-12. Alexandria, Virginia ASCD.
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Example of Differentiating by Learning Profile in
Science
Who would benefit from selecting each of the
choices?

• Choice A, C
• high levels of creative intelligence
• Choice B
• high levels of visual/spatial intelligence
• Choice D
• high levels of naturalistic intelligence

Tomlinson Strickland, p. 327
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Ways to get the information you need to
differentiate by Learning Profile
Help Students Determine their Learning Preferences
Survey concerning Learning Styles (Auditory, Visual, Kinesthetic) http//people.usd.edu/bwjames/tut/learning-style/stylest.html Survey concerning Garners Multiple Intelligences Multiple Intelligences Inventory like http//surfaquarium.com/MI/inventory.htm Create questionnaire for students to complete that would assist them in determining their intelligence
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Ways to differentiate by Learning Profile
Three Ways to Incorporate Differentiation by Learning Profile
Let students gain access to content through varied means (like reading, listening, talking, writing, etc.) Like the previous Language Arts Example Create activities/ assignments that require or appeal to various multiple intelligences for successful completion Like the previous Science Example 3. Allow options for students to compete against others or themselves
Strickland, p. 5-6
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SHARE YOUR EXAMPLE WITH YOUR OPPOSITE ELBOW
PARTNER
ACTIVITY 1

• Take two minutes to think about the discuss
  following with your other elbow partner

Give an example of how you could teach tomorrows objective (in your class) in a way that would appeal to Creative Analytical Practical
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3 Ways to Differentiate
What a student enjoys learning about, thinking
about, and doing (Tomlinson Strickland,
p.6)
Current knowledge, understanding, and skill
level a student has related to a particular
sequence of learning (Tomlinson
Strickland, p.6).
A students preferred mode of learning
(Tomlinson Strickland, p.6).
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Differentiating by INTEREST

• Why?
• Because interest is a great motivator
• Because interest relates to relevancy (for the
  students)

• When we differentiate by
• interest we should
• consider student
• Passions
• Hobbies
• Family Interest or pursuits
• Clubs or sports
• TV Shows (they watch)
• Music (they listen to)
• Friends
• Electives they take

Strickland, p. 3
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Ways to get the information you need to
differentiate by INTEREST
In General Within an Instructional Unit
Administer a student interest survey in August What is your favorite sport? Why? Who is your favorite team? Why? What is your favorite TV show? Why? Who is your favorite musical artist? Why? What is your favorite thing to read about? Why? Hallway Chats Personal Relationships Create an assignment that involves a personal profile Assign journal entries that ask your students to relate to your subject Ask the question What are some of the things that You hope we do during the unit?
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Example of Differentiating by Interest in World
Language

• ASSIGNMENT
• In order to practice our
• reading fluency and
• comprehension in Spanish,
• pick one of the following
• articles listed on the right to
• read tonight. Be prepared
• to summarize the article in
• Spanish in your own words
• for your classmates
• tomorrow.

• "Will 'The Hunger Games be the next "Twilight'?
• ("Seran 'los juegos de hambre' el proximo
  'Crepusculo'?")
• "Rihanna and Chris Brown Together Again?"
• ("Rihanna y Chris Brown juntos de nuevo?") 
• Google's new glasses
• ("Google lanza unas gafas interactivas")
• The unluckiest man in Spain
• ("El hombre mas desafortunado de Espana")

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Example of Differentiating by Interest in Math

• Look for an example of vectors in your after
  school activities. Record what you find in one
  of the following three ways
• Explain the example in writing
• Illustrate the example
• Prepare 2 minute explanation to share orally with
  the class

Differentiation by Interest
Differentiation by Learning Profile
Example adapted from Strickland, p. 3
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Example of Differentiating by Interest in
Science, Health, or Social Studies

• Select one of the following roles to
• assume as we discuss the tobacco
• industry in North Carolina
• Tobacco Farmer
• Lobbyist for the tobacco industry
• Person with emphysema
• Teen who smokes
• Oncologist

Example from Strickland, p. 3
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Ways to differentiate by INTEREST
Three Ways to Incorporate Differentiation by Interest
Show how current topics relate to or enhance skills required for success in various student activities like previous Math example Design assignments that relate your subject matter to pop-culture/ student interests like World Language Example Ask students to share their personal experience with, preferred perspective, or interest in the topic of study like previous Tobacco example
Strickland, p. 3- 4
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SHARE YOUR EXAMPLE WITH AN ELBOW PARTNER
ACTIVITY 2

• FIRST SELECT ONE OF THE FOLLOWING INTERESTS

• SECOND USING THE INTEREST YOU SELECTED, COMPLETE
  ONE
• OF THE FOLLOWING

• Rap Music
• Cubs/ White Sox
• March Madness
• Spring Break
• Friends
• Student Clubs/Activities
• Family Interest

• Provide an example of an in-class activity
  that differentiates for student interest.
• Provide an example of a homework assignment that
  differentiated for student interest.
• Provide an example of a long-term project that
  could be differentiated for interest.

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3 Ways to Differentiate
What a student enjoys learning about, thinking
about, and doing (Tomlinson Strickland, p.6)
Current knowledge, understanding, and skill
level a student has related to a particular
sequence of learning (Tomlinson
Strickland, p.6).
A students preferred mode of learning
(Tomlinson Strickland, p.6).
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Differentiating by READINESS

• Why?
• To appropriately challenge all learners
• Goal
• make the work a little
• too difficult for
• students at a given
• point in their growth-
• and then to provide
• the support they need
• to succeed at a new
• level of challenge

• When we differentiate by
• Readiness we should consider
• student
• Attitude (toward school topic)
• Experience with the topic (outside of school or
  previous courses)
• Knowledge, understanding, and skill with the
  topic
• Preconceptions about the topic
• Overgeneralizations about the topic
• General communication, thinking, reasoning
  skills

Strickland, p. 8-9
Tomlinson Strickland, p. 6
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Ways to get the information you need to
differentiate by Readiness
Things all teachers can do to obtain information
Pre-Assessment In-Class /Formative Assessment (During the Unit) White Boards Knowledge Rating Chart KWL Homework Assignment Entrance Exit Slips
Formal Assessments that can provide information
Explore, Plan, ACT(EPAS Data) Read 180 AIMS Web Data NWEA Map Data Aleks Data Formal Educational Testing (WISC, WIAT)
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Example of Differentiating by Readiness in Social
Science

• Lesson Objective
• To know the positions of Malcolm X and Martin
  Luther King on ways to achieve equality.
• After the initial lesson, students complete an
  Exit Slip
• Provide two examples of methods Martin Luther
  King used during the Civil Rights Movement and
  two that Malcolm X used.

• Teacher analyzes exit slip information divides
  the
• students into three groups
• Students that flip-flopped the examples between
  the two Civil Rights Leaders
• Students that provided only one example for each
  Leader
• Students that provided at least two appropriate
  examples for each leader

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Continued Social Science Example

• The next day in class the students were placed in
  either Group 1, 2, or 3
• Students in Group 1 sat with the teacher
• Teacher re-taught the objective
• Students filled in a graphic organizer
• Students in Group 2 worked independently
• Read summarized an article concerning multiple
  ways of achieving equality
• Students in Group 3 worked independently
• Read an article concerning current leaders
• Compared current leaders their positions to
  Malcolm X and Martin Luther King

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Example of Differentiating by Readiness in
Physical Welfare

• A Tiered Task

Assignment A A classmate had to leave the room today just as we were beginning to play kickball. Please write that student a note explaining what happened in todays game, why it happened the way it did, and what your team could do to improve your performance. Be as much help as possible. Assignment B Pretend you were the coach of your kickball team today. Select a key or critical play in todays game. Pretend it happened in some other way. What might the results have been? Why? What principle can you infer? Be sure you pick something that will help your team in its efforts to improve over time.
Strickland, p. 8
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Ways to differentiate by Readiness
Two Ways to Incorporate Differentiation by Readiness
Create Tiered Tasks Like previous Physical Welfare example Offer mini-lessons to students missing content or skills while simultaneously offering an alternate activity for enhancement to students who have mastered the content or skills Like previous Social Science example
Strickland, p. 8-9
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Review Reflection

• Differentiation is a way of thinking about
  teaching.
• systematic approach to planning instruction
• provides learners (who are different) with
  equally appropriate options for learning
• good teaching
• Three Types of Differentiation
• How did we differentiate throughout the
  presentation?
• How can you apply todays information to your
  classroom?

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References

• Tomlinson, Carol Ann Cindy Strickland (2005).
  Differentiation in practice A resource guide for
  differentiating curriculum 9-12. Alexandria,
  Virginia ASCD.
• Strickland, Cindy (February, 2012).
  Differentiation of Instruction at the High School
  Level. Alexandria, Virginia ASCD.