One Size Does Not Fit All: An Introduction to Differentiated Instruction

1. One Size Does Not Fit All:An Introduction toDifferentiated Instruction Facilitated By Sara Fridley Region 3 Education Service Agency sara.fridley@k12.sd.us

2. Clock Buddies

3. What Differentiation IS NOT . . . • The same as individualization • Just another way to group kids • Expecting less of struggling learners than of typical learners • A substitute for specialized services • Chaotic • New

4. What Good Differentiation IS . . . • Varied avenues to content, process, product • Respectful of all learners • Proactive • Student-centered • A blend of whole class, small group, and individual instruction • Based on students’ readiness, interests, and/or learning profile

5. “Currently, students are required to adapt . . . to the prevalent teaching practices and instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” - Marie Carbo, Educating Everybody’s Children

6. What diversity is in your classrooms?

7. ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Autistic Physically Disabled Multiple Handicapped English Language Learners Diversity in the Classroom

8. 3 Key Ways to Differentiate Instruction • Process • Activities • Calls on students to use key skills • Content • What we teach students • Materials and methods used • Product • How students show what they have learned • Should also allow students to extend what they learned

9. Key #1 – Adapt Process • Students use key skills • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Teacher uses a variety of methods

10. Process Differentiation Examples • Tiered Assignments • Layered Curriculum (Nunley) • Learning Centers • Interactive Journals • Jig Saw Assignments • Learning Logs • Graphic Organizers

11. Tiered Assignments • Addresses multiple intelligences • Sternberg • Gardner • Provides choice • Use range of skills from Bloom’s Taxonomy • All students choose tasks from all levels

12. Jig Saw • Perfect for lengthy reading assignments • Each person is responsible for a section • Come together in group with each section represented • Each person shares their information with the others

13. Graphic Organizers • http://www.writedesignonline.com/organizers/ • http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

18. Head . . . Heart . . . Foot • Put a quote or insight on the board. • Have the students react using "head," "heart," and "foot" method. • Head - a thought or idea that comes to mind. • Heart - a feeling or emotion expressed or felt. • Foot - An action the quote or insight would suggest we take. • Use these to initiate class discussions, journal writing, assignment choices, etc.

19. Key #2 – Adapt Content • Refers to both materials & methods • Accommodate students’ different starting points • Some students ready for more complex or abstract levels • Some students ready for independent work

20. Content Differentiation Examples • Multiple texts • Interest centers • Learning contracts • Support systems • Audiotapes • Mentors • Study partners

21. Key #3 – Adapt Product • Culminating learning experience that occurs after many days or weeks of study • Demonstration and extension of what they know, understand, and are able to do

22. Product Differentiation Examples • Variety of assessment types • Tiered Assignments • Independent Study

23. Vocabulary Choices • Student chooses method • Define words • Make flashcards • Teacher assessment • As each student hands in their homework, teacher quizzes them on 2 words • If they know them – student receives homework points • If not – then they get homework back to study from and try again later

24. Concept Cube

25. Variables to Consider • Readiness – in reading, math, & beyond • Complexity & Challenge of both process & product • Pace of learning and production • Grouping practices • Use of assessment results to inform teaching and learning

26. Principles to Guide Differentiated Classrooms • Focus on essentials • Attend to student differences • Assess often and use it to make adjustments/modifications • Mutual respect • Be flexible • Doesn’t happen 100% of the time!!!!

27. Simple Ways to Start • Add an interdisciplinary element to a favorite unit • Collaborate with other teachers • Offer students a variety of presentation options • Apply Multiple Intelligence thinking to group/individual projects

28. Resources • www.sdesa.org • Click on Region 3, Resources, Teacher • www.ascd.org • http://www.thirteen.org/edonline/concept2class/ • Variety of online topics • Assessment & Curriculum Redesign • Constructivism • Multiple Intelligences