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Differentiated Instruction for Diverse Learners

Differentiated Instruction for Diverse Learners. Gayle Y. Thieman, Ed.D. Portland State University. Individuals with Disabilities Education Act I.D.E.A.

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Differentiated Instruction for Diverse Learners

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  1. Differentiated Instruction for Diverse Learners Gayle Y. Thieman, Ed.D. Portland State University

  2. Individuals with Disabilities Education Act I.D.E.A. • 1975 PL 94-142 to ensure all children with disabilities have free appropriate public education with special education services to meet unique needs; provided federal funding to states • 1986 requires early intervention and pre-school programs be provided from birth • 1983,1990 requires culturally relevant intervention and assessments linked to instruction • 1997: requires collaborative partnerships, family-friendly practices, emphasizes need to provide services in least restrictive environment (partial or full inclusion in regular education setting) • 1990 Americans with Disabilities ACT (ADA accommodations) • Section 504 of Civil Rights Act ) requires accommodations to individuals with impairment that affects major life activities (ADHD, physical handicap, etc.)

  3. Some Definitions • Individual Education Plan (IEP): reviewed, updated annually for each student receiving special education services, includes assessment data, learning goals, accommodations • Specially Designed Instruction: provided by SPED staff (e.g., individual, small group, tutorial) • Related Services: provided by specialists (e.g. physical therapy, speech/language, counseling, transportation)

  4. Accommodation Modification Intervention

  5. Differentiated Instruction is the teacher’s response to learners’ needs guided by principles of differentiation such as respectful tasks flexible grouping ongoing assessment & adjustment

  6. WHAT CAN BE DIFFERENTIATED? CONTENT PROCESS PRODUCT According to students’ Learning Profile Readiness Interests

  7. Math manipulatives Texts, e.g. novels at multiple reading levels Reading partners Tape recordings or videos of books Highlighted texts Web quests Curriculum compacting (TAG) Graphic organizers Reteaching Synopsis of unit Peer/adult mentors Scaffolding Independent study MODIFY ACCESS TO INSTRUCTIONAL CONTENT : same skills & concepts

  8. Tiered activities or projects at different levels KWL Learning logs Journals with varied prompts Learning centers Literature circles Role playing Jigsaw Think-pair-share Model making Instructional strategies for “multiple learning modalities” Modify Process or activity by which learner makes sense of concepts or skills based on readiness, interest, learning style

  9. Provide options for student choice Varied working arrangements Varied resources Varying degrees of difficulty Variety of assessments Differentiate timelines Use formative & summative evaluation Peer & self evaluation Develop rubrics with students Authentic audience Differentiate Product by which student demonstrates learning

  10. Checklist for Group Work • Students understand task & expectation for each member • Task is interesting & matches instructional goals • Task requires genuine collaboration and important contribution from each member • Timelines are brisk. Students know what to do next. • “Way out for students who are not succeeding with the group • Opportunity for teacher/peer coaching & in-process quality checks

  11. Curriculum is based on essential ideas & skills related to the discipline Curriculum is relevant, coherent, & connected Clear expectations for learning Instruction, activities, products focus on goals Lesson interests & engages learners Activities & products require higher level thinking & complex problem solving Students understand criteria for high quality work Classroom environment is respectful of each student & group as a whole Linking Quality Teaching & Differentiation.

  12. Resources for Promoting Differentiation • Haager, D. & Klingner, J. (2005). Differentiating instruction in inclusive classrooms. Pearson • Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD • Tomlinson, C.A. & Allan,S.D. (2000) Leadership for differentiating schools and classrooms. ASCD • Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. 2nd ed. ASCD • Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. ASCD

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