Implementing Differentiated Instruction Unlocking the learning potential MARIANNA KIVA B.Ed; M.Ed

1. Implementing Differentiated Instruction Unlocking the learning potential MARIANNA KIVA B.Ed; M.Ed

2. What is Differentiated Instruction? • A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs. In short… • Moving away from “single sized” education • Forming the curriculum to meet the needs of individual children instead of forcing all children to fit the same mold.

3. Differentiated InstructionIS NOT… The rebirth of individualized instruction (a different method for all 30 of your students) Complete chaos, willy-nilly rules, lack of discipline, feel-good praise for undeserving work Tracking or another way to group homogeneously Cutting the assignment in half for some, and adding problems to the assignment for others.

4. Why differentiate? Isn’t it just for special needs students? No! Differentiating curriculum benefits all students! “…EVERY student has special needs at some time (or many times) in a school day, a school year, and a school life.” (Wormeli, 2007)

5. Where did differentiation come from? • One room school houses were early examples of differentiation! Multiple grade levels, vastly different needs and one teacher! • D.I. is based on brain research about memory processing, DI is influenced by… • Gardner’s Multiple Intelligence Theory. • Gregoric’s Thinking Styles • Kolb’s Learning Styles Model • Bloom’s Taxonomy

6. Key Principles • Students have a common learning goal, but everything else about the learning process (time, materials, methods, grouping, assessments) is flexible. • Differentiation is based on effective and ongoing assessment of learner needs. Assessment is defined broadly as anything that provides feedback and understanding about each student’s learning needs and interests. • Flexible grouping in a differentiated classroom is used consistently and purposefully. • The goal is to make sure each student feels challenged most of the time.

7. Data-Driven Instruction + Differentiation Planning for Curriculum and Instruction Students Data Instruction Which instructional strategies work best for these students? How do I manage a classroom with a wide range of readiness levels, learning styles and interests? What have the students learned? How do I manage student data? What patterns do the data show? How do I align curriculum with assessments?

8. Non-Negotiables High Quality Curriculum Clarity of Essential Understandings Aligned with CurriculumsOngoing Assessment Formal and informal Pre-assessment, interim, formative, summativeMatching Instruction to Student Flexible grouping Varying modes of presentationCommunity Building Model respect for differences Build connections among students Shared responsibility for learning

9. Differentiation misUnderstandings NOT • oppositional to traditional instructional practices • student free-for-all, lack of structure, chaotic • competing with state standards • IEP’s

10. Dividing strategies

11. Assessment Acronym A- Analyze individual strengths and needs S- Strategically plan for each learner to improve and excel S- Set new Objectives E- Explore abilities S- Supply assistance and appropriate materials S- Stress growth M- Monitor for immediate intervention E- Empower with self-directed assessment strategies N- Nurture and support efforts T- Translate needs and strengths into active learning

12. What is assessment in DI terms? Used to gauge individual learning An ongoing process that occurs before, during and after instruction Identifies a learners needs and strengths Assessment is not the “gotcha” unit test to see if they studied. When planning assessment in your classroom keep the following acronym in mind…

13. What about when the people say, “We are not preparing them for the real world!” • Differentiated instruction (done right)… • Guides students to think on their own • Helps students accept significant responsibility for learning • Develop a sense of pride in what they do • Makes learners an active participant in their evaluations • Prepares students for a better quality of life

14. Things to keep in mind while planning and teaching… There is a time for choice and a time for teacher directed activities When students are given choices in all situations, “There strengths become stronger, and their weaknesses become weaker.” (Chapman, 2005) Students should be engaged in activity during all lessons Lessons should emphasize critical and creative thinking Be clear on key concepts and “big ideas” to help students form a framework for their new information

15. How do I differentiate as the teacher? • Differentiate (multiple paths to reach the same objectives) your classroom by examining the following elements of curriculum: (1)Content- input, what the students learn (2)Process- how students go about making sense of ideas and information (3)Product- Output, how students demonstrate what they have learned

16. Initiating Systemic Change • Mission Focus • Accurate Definition • Effective Leadership • Ongoing Professional Growth

17. Staff Development Teachers' access to high-quality professional development has a direct affect on their ability to implement reforms in a way that improves student achievement. – David Cohen

19. Assessment, Assessment, Assessmentfor learning expectations Projects/Performance Tasks Content –focused testing Observation/Dialogue Informal Checks for Understanding Academic Prompts • Science Lab demonstration • Debate • Art exhibit • Constitutional Convention Re-enactment • Portfolio • Interview • “Dipstick” assessments • Thumbs up/Thumbs Down • Mini-white boards • Techie products • Q and A • Exit Cards • Discussion • Think/Pair/share • Traditional test/quiz • Interim/benchmark assessments • Standardized state tests • Letter to the editor • Prediction explanations • Essay

21. I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much.Mrs. D

22. When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D

23. Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly. Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there. - Mrs. Y

24. It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D

25. Differentiation planning for curriculum and instruction DATA Differentiated Instruction DATA Students assessment DATA

26. Sources Chapman & King, Carolyn, Rita (2005). Differentiated Assessment Strategies. Corwin Press, INC: Thousand Oaks, California. Tomlinson, Carol Ann (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development.  Wormeli, Rick (2007). Differentiation: From planning to practice grades 6-12. Stenhouse Publishers: Portland, Maine.

27. Resources for further development • A fantastic article! “Finding manageable ways to meet individual needs” http://www.ascd.org/ed_topics/cu2000win_willis.html • Some fun upper level strategies to try out… http://www.newhorizons.org/lifelong/adolescence/weber.htm • Differentiation explained in plain English! http://www.teach-nology.com/tutorials/teaching/differentiate/print.htm • Awesome website sources for just about any subjcet and level! • http://school.discovery.com/schrockguide/