Differentiation….

1. Differentiation…. Why should we do it? Linda Deal, Millersville University

2. Why should we differentiate? • Students have differentlevels of talent for abstract and concrete concepts • Students grasp information at different speeds (rate of acquisition) even within the same content area • Student interest and commitment levels are different • Students have different background experiences that they bring to class

3. Differentiated Instruction means students have multiple options… • for taking in information • for making sense of ideas • for expressing what they learn

4. What Differentiated Instruction is NOT: • Differentiated Instruction is NOT individualized instruction as popularized in the 1970s. D.I. does not assume a separate level for each learner.* It does focus on meaningful learning or powerful ideas for all students. * Unless the GIEP indicates individualization

5. What Differentiated Instruction Is: • Differentiated Instruction is PROACTIVE. The teacher plans lessons assuming that different learners have different needs. • Differentiated Instruction is more QUALITATIVE than quantitative. If writing one book report is “too easy” for the advanced reader, doing “twice as much” of the same thing is not only unlikely to remedy the problem, but it could also seem like punishment.

6. Differentiating Instruction for all students 6

7. Key Principles Differentiated Instruction • Respectful and meaningful task • Flexible grouping • Teacher/students collaborate • Teachers value student difference • Content critical Accommodations Modifications • Changes the “what” • Changes what a student is expected to learn • Students may be taught grade level academic standards or the alternate standards • Students may be assessed with PSSA-M or PASA • Changes the “how” • Does not change what a student is expected to learn. Curriculum remains the same • Students are taught to the grade level academic standards • Students are assessed by the PSSA with accommodations

8. Readiness Interest Learning style Process Product Content Students Vary Teachers Vary

9. Summary • Whip Around: Write one noun, one adjective, and one verb going through your mind right now about differentiated instruction on sticky notes. • Think-Pair-Share: • How do your words compare in your group? Explain your choices. • What are the differences among differentiated instruction, accommodations, and modifications? • How does this activity demonstrate differentiation?

10. Student Products No Child Left Behind • Support systems for children with learning issues have always been in place, repetition is built into the curriculum • Help is available from specialized teachers: academic support, special ed., and reading recovery • Materials from previous year instruction and those that came with the book can be used

11. But for gifted students, these support systems are more limited. • With scores on PSSA testing, the focus is not on students who are usually advanced. • Text books supply enriched materials but they are rarely as challenging or rigorous as needed. • This is where differentiation on a more advanced level is needed.

12. Rates of Acquisition(applies to all content areas) • Most students can take material from their short term memory to long term memory after 7 repetitions. • Gifted students may retain information after 1 - 3 exposures to information. • Slower learners may need more repetitions through different learning styles and approaches. • Gifted students need appropriate challenge while the repetitions are in process.

13. Pacing lessons is a challenge. You will have students who are done the assignment before you finish the directions. You will have students who need repeated practice presented using multiple strategies. Giving students in the first group more of the same problems to do will be viewed as punishment for completing work quickly. See daily enrichment notebooks

14. Three Levels of Pacing • Daily Pacing Changes: repetition to enrichment (one day activities) • Chapter or partial chapter replacement activities (1 - 2 week activities) • Acceleration or academic support (whole year changes - less than 3% of the population)

15. Interest, Commitment and Background Experienceswill impact on progress in class.This will vary from topic to topic so pre-assessments should be done for each chapter.

16. Differentiated Instruction Changing Content/Placement Placement and Instruction are Based on Pre-assessment

17. What Differentiated Instruction is NOT: • Differentiated Instruction is NOT just another way to provide homogeneous grouping. • D.I. does use flexible grouping which accommodates students who are strong in some areas and weaker in others. • The teacher uses many different group configurations over time, and students experience different working groups and arrangements.

18. Steps for grouping students. • Pretest students for the chapter (Form A) • Analyze the results - do an error analysis (computational errors vs. problem solving errors) • Group students according to the level of expertise that they bring to that chapter • Students can be grouped by: • total number correct: over 80% only do sections • types of errors: which sections of the chapter do they need to study? • learning style • rate of acquisition: speed of understanding

19. Grouping Suggestions • Use heterogeneous groups for open-ended problem solving or when a concept is new to all students. • Homogeneous groups are appropriate for brief review or skill development. • Students should be allowed to work independently according to their preference. • Students should have opportunities to select their own groups based on common interests. • All students need to learn skills for working together before cooperative learning activities can be successful.

20. Balance student-selected and teacher-assigned tasks and working arrangements. Choice gives students a feeling of empowerment. Teacher assigned work and groups enable students to meet the overall goals of lessons and units.

21. Watch for patterns over time with students. The percentages below are guidelines - not rules! • Are there students who consistently know less than 50% of the material over time? Talk to the academic support teacher for help. • Are there students who consistently know 85% or more of each chapter before you teach it? Talk to the teacher of the gifted for help. *Do not count the first three chapters of the book in the talented process. These chapters are usually review of the previous year’s material.

22. Matching Instruction with Student Ability Higher ability should go more to acceleration. For most students, enrichment approaches are appropriate.

23. Is an activity truely differentiated? • Would all children want to be involved in • this activity? • Could all students participate in this • activity? • Should all children be expected to • succeed in such a learning experience?

24. Differentiating Instruction • Content (Placement changes) • Process (Instructional Strategies) • Products (Alternative Assessment) • Learning Environment Things to Change

25. When Differentiation must be Documented • Changes may be adaptations (same goals, different content/process) • Changes may be modifications (different goals, content, process and product). Modifications are steps beyond typical differentiation. • This is the point where written goals and objectives for a GIEP are necessary.

26. Learning Contracts Vary student work by creating contracts (goals) that include skill and content components (objectives).

27. Varied Support Systems • Study Buddies (from higher grade levels) • Reading Partners • Audio/Video/Skype • Online Tutorials • Peer and Adult Mentors

28. Learning logs Journals Graphic organizers Creative problem solving Cubing Think-pair-share Mind mapping Two-sided debates PMI (pluses, minuses, and interesting points) Role playing Model making Labs Tiered assignments Examples of Differentiating Strategies:

29. Differentiating Product

30. Tips for Differentiating Product • Incorporate key concepts and relevant skills into product design • Encourage student choice • Incorporate various learning styles • Use multiple criteria to assess the product • After product completion, encourage students to reflect on their learning

31. K-U-D organizer

32. K-U-D organizer

33. Character Map A Describe how the character thinks and acts: Describe how the character looks: Explain the most important thing the reader needs to know about him or her:

34. Tom Sawyer essay Category A Questions • Using examples from the book, how old is Tom? • Would Tom Sawyer be a good friend? • How is Becky’s personality and character like Tom’s? • Why is Tom Sawyer still read in schools today? Category B Questions • What makes one character more prone than another to believing a superstition? • How are Mark Twain’s life lessons supported by events in the book? • Does Tom mature from the beginning of the book to the end? • How is social class division portrayed in the book? Category C Questions • What ways does conscience affect the behaviors of characters? • Would the book have been better if written from Tom’s point of view rather than in third person? • In what ways is Tom Sawyer a satire of people’s desire for power and money? • How is Tom’s vanity significant to the plot? KNOW: -structure of an essay -main themes and characters of the book UNDERSTAND: -Themes are classic literature relate to modern times. DO: -Write a 5-paragraph essay to answer one of the questions using specific examples from the text to demonstrate your understanding of the book.

35. Differentiating Process

36. Be clear on the key concepts and generalizations or principles that give meaning and structure to the topic, unit, or lesson you are planning. What is it that you want ALL students to know from this unit? What are the most important concepts of what you are teaching? Take the time to analyze what you are teaching and why you are teaching it.

37. After pre-assessment, which students do not need to cover the objectives you have listed? • What alternative activities, extended processes can you add? • Look at the Standards. Can you teach skills/processes for the next higher level? • Processes can include: applications, analysis, creativity, evaluation type activities, research skills.

38. Balance student-selected and teacher-assigned tasks and working arrangements. Choice gives students a feeling of empowerment. Teacher assigned work and groups enable students to meet the overall goals of lessons and units.

39. A curriculum that is good for students pushes them beyond what they find easy or comfortable. Rigor!