Differentiated Instruction: An Introduction to Application ESA 7 Jennifer Nehl

1. Differentiated Instruction: An Introduction to ApplicationESA 7Jennifer Nehl

2. Our Purpose You will know… • What Differentiated Instruction is You will understand… • How to determine the needs of students to appropriately implement Differentiated Instruction

3. Our Purpose You will be able to… • Encourage and support teachers as they learn about and implement Differentiated Instruction • Share instructional strategies that will help teachers create differentiated lessons • Disaggregate students into appropriate learning groups.

4. Differentiating Instruction:A DefinitionWhat is yours?

5. What if we differentiated instruction every time a child of any age needed it in school?What kind of adult might that child become?

6. What if we never differentiated instruction for any child of any age when they needed it in school?What kind of adult might this child become?

7. Did your teachers differentiate instruction for you when you were in school? If so, how?

8. Is there any differentiation in the real world?

9. First Step What is the first step the doctor, salesperson, seamstress do when they meet with the patient/client?

10. Professional’s First Step Pre-Assessment to determine patient/client needs before prescribing, sewing, bringing out shoes, etc.

11. Why Differentiate? • One size doesn’t fit all • Students learn at different rates • Students bring different background knowledge to any unit of study • Students learn best in different ways

12. Responding to Student Needs • Readiness level • Interests • Learning style

13. What Is Differentiated Instruction? It is: • Student centered • A blend of whole class, group, and individual instruction It is not: • Individualized instruction • More work for the good students and less and different for the poor students

14. Principles GuidingDifferentiated Instruction • The teacher ensures that all students participate in respectful work. • The teacher and students collaborate in learning. • The teacher utilizes both classroom and individual data. • The teacher uses flexible grouping according to readiness, interests and/or learning styles.

15. Principles GuidingDifferentiated Instruction

16. Differentiating by Learning Style

17. Learning Inventories • Modality: Auditory, visual, kinesthetic • Sternberg: Analytical, creative, practical • Gardner: Multiple Intelligence preference • Array: Positive or negative interaction style

18. Learner Profile Card Gender Stripe ________________________________________________________ Modality: Sternberg Auditory, Visual, Kinesthetic Analytical, Creative, Practical Multiple Intelligence Preference Array Gardner Inventory Student’s Interests

19. Ask yourself about: CONTENT PROCESS/ ACTIVITIES PRODUCTS/ ASSESSMENTS

20. 3-Minute Buzz

21. How do we Differentiate?

22. Differentiate through a range of instructional and management strategies such as…

23. Tiering A Lesson

24. Tiered Lessons • Support differences in readiness • Allows students to work at their level and expand learning without frustration • Can tier activity, task, and/or product

25. Developing a Tiered Activity 1. Select activity based on essential learnings 2. Think about students’ • Readiness (skills, reading, thinking, information) • Interests • Learning style • Talents 3. Create activity that is • Interesting • Causes students to use key skills of unit 4. Chart complexity of activity

26. Developing a Tiered Activity 5. Develop activities to ensure challenge and success • Materials (basic-advanced) • Form of expression (familiar to unfamiliar) • From personal experience to unfamiliar 6. Match task to student based on learning style and readiness

27. THINK-TAC-TOE Book Report

28. Diner Menu – Photosynthesis • Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis. • Entrée (Select One) • Draw a picture that shows what happens during photosynthesis. • Write two paragraphs about what happens during photosynthesis. • Create a rap that explains what happens during photosynthesis. • Side Dishes (Select at Least Two) • Define respiration, in writing. • Compare photosynthesis to respiration using a Venn Diagram. • Write a journal entry from the point of view of a green plant. • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis.

29. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom

30. Learning Contract #1 Name _______________________ My question or topic is: To find out about my question or topic… I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: I will finish by this date:

31. Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

32. My Starting Point • Reflections on my teaching • My popular misconception • Masters Action Research