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Differentiating Instruction

Differentiating Instruction. Shari Gallin Washburn Christy Lendman GUA, 2003. A New Look at Bloom’s. Evaluation. Analysis. Knowledge Comprehension. Synthesis. Application. A New Look at Bloom’s cont. Critical thought processes are interrelated and interactive

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Differentiating Instruction

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  1. Differentiating Instruction Shari Gallin Washburn Christy LendmanGUA, 2003

  2. A New Look at Bloom’s Evaluation Analysis Knowledge Comprehension Synthesis Application

  3. A New Look at Bloom’s cont. • Critical thought processes are interrelated and interactive • Critical thought has knowledge and comprehension at the center • Critical thought builds knowledge • The full range of thinking skills may be involved when learning

  4. Explanation Interpretation Application Perspective Empathy Self-knowledge The Six Facets of Understanding

  5. Differentiation of InstructionFigure 2.1, pg.15

  6. What Gets Differentiated?

  7. Differentiated Instruction – A Philosophy • Students differ in their • Readiness • Interests • Learning styles adapted from C.Tomlinson, ASCD, Sept., 2000

  8. Differentiated Instruction – A Philosophy cont. • Students require varied • Knowledge • Pace • Supports adapted from C.Tomlinson, ASCD, Sept., 2000

  9. Differentiated Instruction – A Philosophy cont. Students learn best when: • Challenged • They make connections • Learning is authentic • There is a community of respect adapted from C.Tomlinson, ASCD, Sept., 2000

  10. Setting Goals • Let standards be your guide • Clarify the essentials • Goal vs. demonstration • Skills vs. content knowledge

  11. 1.2.8 Read and understand essential content of informational texts and documents in all academic areas • Differentiate fact from opinion • Distinguish essential from non-essential information • Draw inferences based on a variety of sources • Evaluate text organization and content to determine purpose...

  12. Fact/Opinion Various types of text Degrees of complexity abstractness Evaluate Text Varied Levels Hidden meanings graphics layout Standard/Goal Focused

  13. Pre-Assessment • Data that drives differentiated instruction • Empowers you to make learning appropriately challenging • Assess for readiness, interest, and learning styles

  14. Pre-assessment should: • Be reasonable in length • Include all of the skills in the unit • Be easy to interpret • Be open-ended when appropriate • Be on-going

  15. Pre-Assessment cont. ReadinessInterestsLearning

  16. Now What? • Flexible grouping • Tiering • Stations and Centers • Contracts and Compacts

  17. Flexible Grouping Principles • Group based on readiness, interests, learning styles • Keep the group size small (3-5)

  18. Flexible Grouping Principles cont. • Keep groups flexible: • Vary level and pace • Change membership • Teach group social skills • Turn-taking • Accountability

  19. Tiering Leveling activities while maintaining the same essential goal.

  20. Tiering Principles Students work on the same • Essential idea • Key skills

  21. Tiering Principles cont. Students work at different levels of • Complexity • Abstractness • Open-endedness

  22. Tiering Principles cont. Should include problem-solving: • That is teacher facilitated • Through a wide range of activities

  23. Tiering Principles cont. Activities should be: • Open-ended • Appropriate to readiness • Require complex exploration with appropriate supports

  24. Chart the complexity of a current activity Determine what supports, materials, connections, timelines, resources, application, and monitoring will enable activity to be more or less complex Clone the activity The Activity Ladder

  25. 1st Tier 2nd Tier 3rd Tier Concrete ideas Abstract ideas Teacher plans, designs, Student plans, and monitors activities designs, and monitors activities Structure use of Discovery through manipulatives manipulatives Cloning a Lesson – The Tiering Continuum

  26. Learning Stations • Different areas within the classroom • All stations work in concert with each other • Symmetry • Angles • Geoboards • Tangrams • Tessellations

  27. Learning Stations cont. • Students work on various tasks simultaneously • Incorporate flexible grouping • Within the station – different tasks • Schedule rotation • Different combinations of stations • Different lengths of time

  28. Centers • Teach, reinforce, or extend a particular skill or concept • Focus on mastery • Vary activity types for different • Readiness levels • Learning styles • Interests

  29. Negotiated Agreement Content delineates : Skills Working conditions Consequences Outcome criteria Signatures/ accountability Assess prior knowledge Identify unknowns Student buys-back time for an alternative activity Challenging Meaningful Contracts & Compacting

  30. How to Begin? • Start small • Slowly but surely • Envision and predict • Reflect and assess

  31. Key Principles of Differentiating Instruction • Teacher recognizes and appreciates student diversity • Community of respect • Teachers and students collaborate • Work is challenging and meaningful for all students (Unequal=Fair) • Flexibility! Adapted from C. Tomlinson, The Differentiated Classroom, 1999.

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