Differentiated Instruction

1. Differentiated Instruction Rodney Robinson, Dept Head. Armstrong High School AP US History and Government VA/US History www.mrrobinsonahs.wikispaces.com @RodRobinsonRPS on Twitter MrRobinsonAHS@yahoo.com rrobins4@richmond.k1.va.us

2. What is DI? • Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom. • The teacher consistently and proactively create different pathways to help all your students be successful. • The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom.

3. What is DI? • Teachers who differentiate instruction recognize that students differ in many ways, including prior knowledge and experiences, readiness, language, culture, learning preferences, and interests. • They realize they must change the way they teach in order to reach all students. Through differentiated instruction, students will get to the same place, but take different paths

4. Advantages of DI • Reaches out to Multiple Learning styles • Increases Student Engagement • Promotes Solid Social Behavior • Creates a Positive Environment for Learning • Promotes Self Discipline and Control

5. Advantages of DI • Creates a culturally responsive education system grounded in the belief that all culturally and linguistically diverse students can excel in school when their culture, language, heritage and experiences are valued and used to facilitate their learning and development

6. What is NOT DI? • When assignments are the same for all learners, but the level of difficulty of assignments is varied for certain students than others, and students who finish early play games for enrichment – the class is not differentiated (Tomlinson 1995). • Differentiated instruction has nothing to do with “dumbing down” or “watering down” instruction or the standards to make it easier for some students. • Differentiated instruction also is not individualized instruction, which proposes to design materials and tasks for the particular needs of each student. Differentiated instruction suggests teachers look at “zones” in which students cluster so they can offer three or four routes to a goal on a given day

7. 4 Necessities of DI • Student Engagement • Questioning • Flexible Grouping • Assessments

8. Student Engagement • Student engagement is the most important piece of Differentiated Instruction • The purpose of differentiating instruction is for the student to take an active roll in his or her learning • Teachers can control how a student is engaged by controlling the 4 elements in a classroom

9. Teacher controls in Student Engagement • Content – what the student needs to learn or how the student will get access to the information • Process – activities in which the student engages in order to make sense of or master the content • Products – projects that ask the student to demonstrate what he or she has learned in a unit • Learning Environment - the way the classroom works and feels.

10. Questioning

11. Bloom’s Taxonomy

12. 5 Characteristics of Quality Questioning • Questions should be varied and prepared in advance according to Bloom’s Taxonomy • All Answers are provisional and deserve respect • The higher the levels of questioning, the more wait time is needed for response • Give all students the opportunity to engage and activate prior knowledge before questioning • Ask students to generate their own questions

13. Flexible Grouping

14. Flexible Grouping • Grouping students according to their learning needs and the goals of the particular lesson • Once the needs of all learners are met, the group dissolves and students move on • Groups are formed and reformed as appropriate for particular activities

15. Types of Groups • Whole Groups • Most effective for new concepts, leading a discussion, having a debate, or demonstrating a how to assignment • Small Group – Heterogenous • Most Effective when students need to work collaboratively to learn from one another

16. Types of Grouping • Small Group – Homogenous • Most Effective when students have similar levels of readiness in a skill or subject • Independent Work • Most effective for summative assessments, projects, or papers

17. Assessments

18. Assessments • 3 Types • Pre, Formative, Summative • Pre Assessments • Activates a students prior knowledge of a particular subject and gives teachers blueprints of what he/she must teach

19. Assessments • Formative Assessments • Tracks student progress and gives them opportunity to track their own growth • Used to create a student’s learner profile – how an individual student learns best • Process is On going and daily • Helps teacher plan differentiation • Summative Assessment • Making sure students have reached the goals set by teacher/division/state dept of ed

20. Lesson Examples

21. 21 Questions

22. 21 Questions • Get with your 9 o clock appointment • Each Group will be handed a Famous Picture from US History • Examining the picture, groups need to figure out what time period the picture was taken. • Student must form 21 questions to answer about the picture using various levels of blooms taxonomy • Each section of blooms must have at least three questions

28. Civil War Experience

29. Civil War • Students get 2 minutes to read their letter. • Each student will get 1 minute to share the content of their letter with other members of the group • Students will then form new homogenous groups of the same letter

30. Civil War • In Homogenous groups, students will write ten adjectives to describe the letter • In Homogenous groups, students will write ten facts from the letter • Students will share out with the class. • Get with your 3 o clock appointment and write a response to their letter using your knowledge of the war.