Differentiated Instruction and Assessment

1. Differentiated Instruction and Assessment By: Preview Kim Breon and Jenelle Hershey

2. Introduction to Differentiated Instruction • On a simple level, differentiated instruction is teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. Thus differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching. • A better definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003, p. 151)

3. What is Differentiated Instruction? • In a differentiated classroom, unique student abilities are celebrated and praised versus a classroom with zero differentiation where similarities of student abilities are focused upon. • Differentiation means giving students options in their learning environment and it is up the students to take the next step.

4. What does DI look like? Differentiating the content or topic means… • What the student needs to learn. The instructional concepts should be broad based, and all students should be given access to the same core content. However, the content’s complexity should be adapted to students’ learner profiles. Teachers can vary the presentation of content,( i.e., textbooks, lecture, demonstrations, taped texts) to best meet students’ needs. Source: CEC | Differentiated Instruction. (n.d.). CEC | Home. Retrieved April 22, 2011, from http://www.cec.sped.org/AM/Template.cfm?Section=Differentiated_Instruction&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4695

5. What does DI look like? Differentiating the process and activities means… • Activities in which the student engages to make sense of or master the content. Examples of differentiating process activities include scaffolding, flexible grouping, interest centers, manipulatives, varying the length of time for a student to master content, and encouraging an advanced learner to pursue a topic in greater depth. Source: CEC | Differentiated Instruction. (n.d.). CEC | Home. Retrieved April 22, 2011, from http://www.cec.sped.org/AM/Template.cfm?Section=Differentiated_Instruction&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4695

6. What does DI look like? Differentiating the product means… • The culminating projects that ask students to apply and extend what they have learned. Products should provide students with different ways to demonstrate their knowledge as well as various levels of difficulty, group or individual work, and various means of scoring. Source: CEC | Differentiated Instruction. (n.d.). CEC | Home. Retrieved April 22, 2011, from http://www.cec.sped.org/AM/Template.cfm?Section=Differentiated_Instruction&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4695

7. What does DI look like? Differentiating by manipulating the environment or through accommodating individual learning styles means… • The way the classroom works and feels. The differentiated classroom should include areas in which students can work quietly as well as collaborate with others, materials that reflect diverse cultures, and routines that allow students to get help when the teacher isn’t available. DI Teacher at Work Video Clip Text Source: "CEC | Differentiated Instruction." CEC | Home. N.p., n.d. Web. 22 Apr. 2011. <http://www.cec.sped.org/AM/Template.cfm?Section=Differentiated_Instruction&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4695>. Video Source: Murphey, J. (n.d.). YouTube - Teaching Methods: Differentiated Instruction . YouTube - Broadcast Yourself. . Retrieved April 22, 2011, from http://youtu.be/40aEHZBUuBQ

8. What Differentiated Instruction Means for Teachers Source: Willoughby, J. (n.d.). Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe Online. Glencoe/McGraw-Hill. Retrieved April 22, 2011, from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

9. Why is DI beneficial for Learning Disabled Students? • Teachers need to assess students. • Create DI such as the use of timers for students who have difficulties with time progression as you, the teacher, can cue them when to set their timer throughout the day. • For students who have trouble asking questions due to embarrassment or fear, teach them how to ask questions and have them do it often. • Finally, for students with reading difficulties, have them record lectures or have books on tape available. These simple adjustments of differentiated instructions can make a significant difference in the lives of your students. Source: Willoughby, J. (n.d.). Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe Online. Glencoe/McGraw-Hill. Retrieved April 22, 2011, from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

10. Example Lesson Plans for Differentiated Instruction • Math Lesson Example • Source: Hall, T., Strangman, N., & Meyer, A. (2009, November 2). Differentiated Lesson Example. National Center on Accessible Instructional Materials. Retrieved April 22, 2011, from http://pdonline.ascd.org/pd_html/di2lessonexamp.html • Tiered Curriculum Project K-12 • Source: Tiered Curriculum Project. (n.d.). Indiana Department of Education. Retrieved April 20, 2011, from http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html • Differentiated Instruction Lesson Plan Examples from Leon County • Source: Lessons Page. (n.d.). Leon County Schools Division of School Management and Curriculum Services. Retrieved April 20, 2011, from http://www.tandl.leon.k12.fl.us/lang/Ellessonspage.html

11. What is Differentiated Assessment? • Differentiated assessment is an ongoing process in which educators collect data before, during, and after instruction through multiple sources to identify each students’ needs and strengths. • Students’ knowledge and skills are differentiated due to their environment and prior knowledge. • The ways and speeds in which the student processes new information and connect it to their prior knowledge and understanding differs from student to student; as does the way they most effectively demonstrate their progress. • Video

12. Parts of Differentiated Assessment • Assessment climate • Knowing your students • Assessing before instruction • Assessing during instruction • Assessing after instruction

13. Assessment Climate • Teachers need to show assessment is a positive occasion rather than a stressful time. • Assessment is a celebration of knowledge • Assessment is a chance to show what they know • Assessment is not meant to stump students • It’s also important to have a successful environment. • The Teacher Assessment of the Classroom Environment on page 16 of Differentiated Assessment Strategies: One Tool Doesn’t Fit All is a helpful checklist for the teacher and students to complete. Source: Chapman, C., & King, R. (2005). Differentiated assessment strategies: one tool doesn't fit all. Thousand Oaks, Calif.: Corwin Press.

14. Knowing Your Students • Know your students learning styles • This assessment would be beneficial for students with special needs who are non verbal. • Learning Styles through Toys • Strengths & Weaknesses • This assessment is worded will for young students. High functioning students could take the test themselves or for low functioning students the teacher or parents could do for them. • Multiple Intelligences • Interests • This interview sheet would be beneficial for students with special needs who are readers and writers. • Student Interview • Prior Knowledge • Backgrounds

15. Assessment Before Instruction • “Administer a pretest 2 or 3 weeks before the information is to be taught.  The test needs vary in types of questions (Bloom's taxonomy) for an accurate assessment.” • Assessing ahead “gives the teacher time to plan for the novice to the expert and those along the way.” The teacher can then also teach the gaps before the main topic. • “By administering the test early, the seeds of excitement have been planted about all the interesting things the students will be learning.” Source: administering. (n.d.). Pre- Assessment. Assessment Strategies for Differentiated Instruction. Retrieved April 22, 2011, from http://boe.ming.k12.wv.http://boe.ming.k12.wv.us/teachers/di/di_rubrics/pre-assessment.htm Pre-Assessment. (n.d.). STEMResources.com - Tennessee. Retrieved April 22, 2011, from http:/?www.stemresources.com/index.pnp/option =com_ content&view=article

16. Assessment Before Instruction

17. Click on the underlined examples to view more information of how they work. Square off Boxing Yes/ No Cards Graffiti Facts KWL Charts Response Cards Source: administering. (n.d.). Pre- Assessment. Assessment Strategies for Differentiated Instruction. Retrieved April 22, 2011, from http://boe.ming.k12.wv.http://boe.ming.k12.wv.us/teachers/di/di_rubrics/pre-assessment.htm Chapman, C., & King, R. (2005). Differentiated assessment strategies: one tool doesn't fit all. Thousand Oaks, Calif.: Corwin Press. Ways to Assess Before Instruction

18. Assessing During Instruction • Assessing during instructing students is important for the teacher to know students are understanding the information being taught. • The teacher can then assess the speed of instruction and/ or trouble areas in the topic.

19. Click on the underlined examples to view more information of how they work. Thumb It Fist of Five Face the Fact Reaching for the Top Rating Responses Classroom Assessment Techniques Sources: Assessment during learning. (n.d.). Assessment Strategies for Differentiated Instruction. Retrieved April 22, 2011, from http://boe.ming.k12.wv.us/teachers/di/di_rubrics/asssessment%20during%20learning.htm Classroom Assessment Techniques. (n.d.). The National Teaching & Learning Forum. Retrieved April 22, 2011, from http://www.ntlf.com/html/lib/bib/assess.htm Chapman, C., & King, R. (2005). Differentiated assessment strategies: one tool doesn't fit all. Thousand Oaks, Calif.:Corwin Press. Ways of Assessing During Instruction

20. Assessing After Instruction • Determine the skills the student’s should be mastering from the instruction. Use these to focus the assessment. • The post assessment should show the students’ knowledge of the topic. • Teachers can also use the students’ post assessment as a evaluation of their teaching. • If majority of the students missed the same concept the teacher should re-teach that information to the whole class rather than in a small group situation.

21. Click on the underlined examples to view more information of how they work. Wraparounds Conversation Circles Donut Rotation Reflection Rubrics Open ended questions ELOs: Evening Learning Opportunities Taking content home to find items out of school Source: Assessment After the Learning. (n.d.). Assessment Strategies for Differentiated Instruction. Retrieved April 22, 2011, from http://boe.ming.k12.wv.us/teachers/di/di_rubrics/Assessment%20after%20the%20learning.htm Differentiated Assessments. (n.d.). Educate Interactive: Connecting the Educational Community. Retrieved April 22, 2011, from http://www.educateinteractive.org Chapman, C., & King, R. (2005). Differentiated assessment strategies: one tool doesn't fit all. Thousand Oaks, Calif.: Corwin Press. Maps Journals Timelines Portfolios Student- Created Rubrics Multimedia Presentations (Power Points, Videos, etc.) Brochures/ Pamphlets Songs/ Musical Scores Self and Peer evaluations Here are many other options Ways to Assess After Instruction

22. Examples of ELOs Source: Chapman, C., & King, R. (2005). Differentiated assessment strategies: one tool doesn't fit all. Thousand Oaks, Calif.: Corwin Press.

23. Examples of Choices • Remember students should have choices in how they are assessed and how they show their knowledge of the topic. • Try to choose assessment options which are geared towards each learning style. • Video of Learning the Choices • Video of Choice Responding

24. Eight Key Points in Closing • Differentiation does not take place over night. • The methods you use should be based on the student's needs. • Learn everything possible about your students for data purposes. • Before starting a new unit of study, pre-assess students’ knowledge to find out what the students know and do not know about the content in your lesson (misconceptions, instructional modifications). • Begin small, Creating a classroom where individual needs are met can start with one activity such as allowing students choice. • Gradually add more difficult things such as one differentiated lesson per nine weeks or semester, literature circles, or alternative assessments. • Set expectations for yourself and your students. • Stay up to date on best practices. Source: Williams, K. (n.d.). 8 Lessons Learned on Differentiating Instruction | Scholastic.com. Teaching Resources, Children's Book Recommendations, and Student Activities | Scholastic.com. Retrieved April 22, 2011, from http://www2.scholastic.com/browse/article.jsp?id=3747932

25. References Administering. (n.d.). Pre- Assessment. Assessment Strategies for Differentiated Instruction. Retrieved April 22, 2011, from http://boe.ming.k12.wv.http://boe.ming.k12.wv.us/teachers/di/di_rubrics/pre-assessment.htm Assessment After the Learning. (n.d.). Assessment Strategies for Differentiated Instruction. Retrieved April 22, 2011, from http://boe.ming.k12.wv.us/teachers/di/di_rubrics/Assessment%20after%20the%20learning.htm Assessment during learning. (n.d.). Assessment Strategies for Differentiated Instruction. Retrieved April 22, 2011, from http://boe.ming.k12.wv.us/teachers/di/di_rubrics/asssessment%20during%20learning.htm CAST: Center for Applied Special Technology. (n.d.). CAST: Center for Applied Special Technology. Retrieved April 22, 2011, from http://www.cast.org/ CEC | Differentiated Instruction. (n.d.). CEC | Home. Retrieved April 22, 2011, from http://www.cec.sped.org/AM/Template.cfm?Section=Differentiated_Instruction&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=24&ContentID=4695 Classroom Assessment Techniques. (n.d.). The National Teaching & Learning Forum. Retrieved April 22, 2011, from http://www.ntlf.com/html/lib/bib/assess.htm Chapman, C., & King, R. (2005). Differentiated assessment strategies: one tool doesn't fit all. Thousand Oaks, Calif.: Corwin Press. Differentiated Assessments. (n.d.). Educate Interactive: Connecting the Educational Community. Retrieved April 22, 2011, from http://www.educateinteractive.org/best_practices/differentiated_assessments.html Discovery Toys: Perfect Toy Finder|Learning Styles & Pathways|Special Needs|Autism. (n.d.). Discovery Toys: Educational Products|Special Needs Autism|Lifetime Guarantee Toys. Retrieved April 22, 2011, from http://toysdiscovery.com/finder.html Hall, T., Strangman, N., & Meyer, A. (2009, November 2). Differentiated Lesson Example. National Center on Accessible Instructional Materials. Retrieved April 22, 2011, from http://pdonline.ascd.org/pd_html/di2lessonexamp.html Index of Learning Styles Questionnaire . (n.d.). College of Engineering, NC State University. Retrieved April 22, 2011, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html

26. References Continued Lessons Page. (n.d.). Leon County Schools Division of School Management and Curriculum Services. Retrieved April 20, 2011, from http://www.tandl.leon.k12.fl.us/lang/Ellessonspage.html Mook, B. (n.d.). YouTube- Keeping It Relevant and "Authentic" . YouTube - Broadcast Yourself. . Retrieved April 22, 2011, from http://www.youtube.com/watch?v=XLXV4-peB-8&feature=youtu.be Murphey, J. (n.d.). YouTube - Teaching Methods: Differentiated Instruction . YouTube - Broadcast Yourself. . Retrieved April 22, 2011, from http://youtu.be/40aEHZBUuBQ Ned Productions - Multiple Intelligence Test. (n.d.). Ned Productions. Retrieved April 22, 2011, from http://www.nedprod.com/Niall_stuff/intelligence_test.html Pre-Assessment. (n.d.). STEMResources.com - Tennessee. Retrieved April 22, 2011, from http://www.stemresources.com/index.php?option=com_content&view=article&id=51&Itemid=69 Special Education - Teaching Students with Attention Deficit/Hyperactivity Disorder: A Resource Guide for Teachers - BC Ministry of Education. (n.d.). BCIS Redirector . Retrieved April 22, 2011, from http://www.bced.gov.bc.ca/specialed/adhd/app4.htm Steinhouse Publishers. (n.d.). Differentiated Cross-Grade Assessment - Eduss Learning. YouTube - Broadcast Yourself. . Retrieved April 22, 2011, from http://www.youtube.com/watch?v=15BzySMbWP8&feature=related Tiered Curriculum Project. (n.d.). Indiana Department of Education. Retrieved April 20, 2011, from http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. Williams, K. (n.d.). 8 Lessons Learned on Differentiating Instruction | Scholastic.com. Teaching Resources, Children's Book Recommendations, and Student Activities | Scholastic.com. Retrieved April 22, 2011, from http://www2.scholastic.com/browse/article.jsp?id=3747932 Willoughby, J. (n.d.). Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe Online. Glencoe/McGraw-Hill. Retrieved April 22, 2011, from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml YouTube - Differentiated Instruction (Presentation Ice Breaker) . (n.d.). YouTube - Broadcast Yourself. . Retrieved April 20, 2011, from http://youtu.be/NkYJItgcLn0