Differentiated Instruction

1. Differentiated Instruction 2007-2008 PEERS PROJECT Heidi Arney, Goedde Amy Covey, Franklin Christine Heizman, Jefferson Mary Karl, Jefferson Marie Markward, Middle School July Mosier, Washington

2. “Our task is not to provide an education for the kind of kids we used to have or want to have, or the kind that exists in our dreams. Our task is to provide an education for the kind of kids we dohave.” -Mary Kay Utecht

3. DIFFERENTIATION OF INSTRUCTION Teachers can differentiate According to learning environment content content process product product readiness readiness interest learning profile

4. IS More qualitative than quantative Provides MULTIPLE approaches to content, process, and product Student centered A blend of whole class, small group, and individual instruction IS NOT Individual instruction New Just another way to provide homogeneous instruction Just modifying grading systems or reducing work loads More work for the “good” students and different for the “poor” students What Differentiated Instruction…

5. Why use Differentiated Instruction? • It’s the law. • Reduce the risk of underachievement. • Alleviate discipline problems • Increase motivation • Address learner readiness • Build self esteem • Children already come to school differentiated. • Because great minds DON’T think alike

6. Comparison of Differentiated and Traditional Classrooms Traditional Classroom Differentiated Classroom • Assessment is ongoing • Students are frequently guided in making interest-based learning choices • Many instructional arrangements are used (whole class, small group, individual) • Student readiness, interest, and learning profile shape instruction • Multi-option assignments are frequently used • Multiple materials provided • Students work w/teacher to establish whole-class and individual learning goals • Students are assessed in multiple ways • Excellence is defined by individual growth from a starting point • Assessment is most common at end • Student interest in infrequently tapped • Whole-class instruction dominates • Coverage of texts and curriculum guides instruction • Single option assignment are norm • Single text prevails • Teacher provides whole-class standards for grading • Single form of assessment is used • Single definition of excellence exists

7. LOW PREP DIFFERENTIATION Choices of books Homework options Use of reading buddies Varied journal prompts Varied pacing with anchor options Student-teacher goal setting Work alone/together Whole – to-part explanations Flexible seating Varied computer programs Varied supplementary materials Options for varied modes of expression Varying scaffolding on the same organizer Computer mentors Think-pair-share by readiness, interests, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini workshops to reteach or extend skills Explorations by interest Multiple levels of questions HIGH PREP DIFFERENTIATION Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts Multiple –intelligence options Spelling by readiness Varying organizers Interest groups Tiered centers Literature circles Stations Complex instruction Group investigation Tape recorded materials Teams, games, tournaments Choice boards Think-tac-toe Graduated rubrics Flexible reading formats Student-centered writing formats

8. Teacher Roles in Differentiated Instruction Classroom Teacher: • Determines core concepts and key skills to be learned • Determines the most important aspects of a unit that should be included for each child • Collaborate with support teachers

9. Teacher Roles in Differentiated Instruction Resource room teacher: • Determines how to teach the child and whether this child is able to master concept • Determine which core concepts must be taught to the student and which concepts are not essential to learning • Tutor the student in the standard curriculum • Assist student with completing assignments, studying for tests, etc. • Provide extended time or quiet place for working/testing • Reinforce concepts taught in class • Remediate deficient skill area(s) • Teach study skills

10. Teacher Roles in Differentiated Instruction Resource room teacher as a remedial instructor: • Small group or one-on-one – usually pull out • Teach skills in specific areas – phonics, comprehension, fluency, math facts, writing, etc. *instruction is individualized to meet specific needs of each student using multi-sensory approach to learning basic skills teamed with direct instruction • Teach learning strategies, study skills, understanding of how one learns, etc.

11. Teacher Roles in Differentiated Instruction Testing (both teachers and other support personnel): • Modifying tests should not interfere with the integrity of the assessment • Read tests orally • Verbal tests • Literal levels of questions • Shortened tests • More frequent tests rather than end of unit test • Extended time for completion • Scribe for written responses • Quiet place for testing • IEP goal achievement as a basis of testing • Course project rather than a written test • Development of instructional packet with a variety of activities to demonstrate knowledge

12. Administrative Roles in Achieving Differentiation • Introduce all teachers to the concept • Provide opportunities for training • Establish expectations • Provide opportunities for teachers to demonstrate/share • Provide support – resources, time, assistance, • Encourage risk-taking • Observe and evaluate • Provide feedback • Provide adequate planning/teaming time

13. How do we begin?Building Level • Begin small – perhaps a few pilot teachers/classrooms • Create teams of teachers to nourish new ideas • Adjust school schedules to provide teachers larger blocks of uninterrupted time • Consider adopting multiple texts instead of one for a given subject/grade level • Consider narrowing the range of learners in some classrooms • Develop coteaching/collaborative relationships

14. Implementation of Teacher Practice of Differentiated Instruction • Year 1: select a few low-prep strategies you are comfortable with and select one high-prep strategy per unit or semester to add to your repertoire • Year 2: refine the strategies from Year 1 and add one or two more low and high prep strategies • Year 3 and after: Continue to refine strategies from year 1 and 2 and continue to add more low and high prep strategies “In the above cumulative way, you can work to a highly differentiated classroom in four or five years, without feeling absolutely frenzied along the way.” -Carol Ann Tomlinson “How to Differentiate in the Mixed-Ability Classroom”

15. How do we begin?Leader/Administrative Level • Make time for teachers to plan differentiated lessons • Provide opportunities to visit differentiated classrooms • Give access to a wide range of learner materials • Create an environment where teachers feel safe trying a new approach w/o fear of judgement • Give meaningful, targeted feedback • Provide support

16. How do we grade students when using Differentiated Instruction? Grades are supposed to: 1. motivate students 2. report accurately to parents

17. SUGGESTIONS: Use traditional grades along with a qualifier Ex: 1 = above grade level 2= at grade level 3 = below grade level Grade: B/2 or A/3 Other explanations to consider: Above, at, below grade level Independent, some teacher assistance, 1 on1 assistance With modifications/accomodations Etc Use standards based grade cards Other ideas???