Differentiated Instruction

1. Differentiated Instruction The time is now Craig Beckett SLRC 2009

2. The Sound of Music

3. Outline • What is differentiated instruction • Misconceptions • Why do DI • Creating your own differentiated products

4. Differentiated Instruction • Differentiated instruction is simply providing instruction in a variety of ways to meet the needs of a variety of learners. (Nunley, xvii) • Typically Differentiation comes in three forms: • Content (what the students learn) • Process (how the students learn) • Product (what evidence is created by the students)

5. Misconceptions about DI • Takes more time • Takes a bit more time in planning until you get used to it, and the same or less time in implementation and marking

6. Misconceptions about DI • Is the latest fad • Is effective teaching that recognizes the learning needs and preferences of the individual

7. Misconceptions about DI • Requires an IEP for every student • Clusters students, when needed and appropriate, into three or four flexible short term groups. It is not individual instruction

8. Misconceptions about DI • Eliminates explicit instruction and lectures • Lecture and explicit instruction are improved by use of graphic and advance organizers, note-making frameworks, and other strategies to improve learning for all

9. Misconceptions about DI • Differentiation requires making the curriculum easier for your students • Differentiation is not watering down curriculum; it is “in how students learn, not in what they learn

10. Misconceptions about DI • Control • KAOS Orthodox Classroom Differentiated Classroom

11. Why? Sir Ken Robinson • (a brief video clip from Sir Ken Robinson • http://www.ted.com/index.php/speakers/sir_ken_robinson.html) (minute 15:00-18:00

12. Why? Diane Heacox Choice “the more variety you offer students in the ways you ask them to learn and show what they have learned, the greater the likelihood of reaching more students.” Diane Heacox: “Differentiating Instruction in the Regular Classroom.”

13. Why? Ian Carswell • Vision from the board: • Inclusive Tech • Universal Design • DI – June 2010 • Within 5 years all students with special needs will be successfully integrated and learning within regular classroom settings (2007)

14. Three Products • Choice Boards: • RAFT (role, audience, format, topic) • Extension Menus (e.g. tic-tac-toe) • Totally Ten

15. An Example RAFT • Mix and match RAFT: • Choose an item from each column to mix and match activities.

16. An Example: Extension Menu (Tic-Tac-Toe)

17. An Example: Totally Ten Totally Ten Fairy Tale Projects • Score 2 (knowledge, comprehension, application) • Illustrate a storyboard retelling a fairy tale. • Construct a diorama of a fairy tale scene. • Create a word find or word puzzle of fairy tale words and characters. • Score 4 (application, analysis) • Create a chart of true and false facts about fairy tale wolves. • Tell a fairy tale as one of the characters. Write the story or create an audio version to share with others. • Score 6 (analysis, evaluation, synthesis) • Draw a picture or act out a new solution to a problem in a fairy tale. • Construct a booklet sharing what fairy tale character you would like to be and why. • Score 10 (greater complexity, depth, reveals significant learning) • Write an original fairy tale picture book. Include the most important characteristics of fairy tales: • A lesson or moral, story of good and evil, adventure • Fantasy characters and animals • Royalty • Magic or unusual powers • Create an audio version your story for read along. Totally Ten Students need to put projects together to equal a score of 10. A student may not choose all 2’s and one 4. Taken from Diane Heacox, Differentiating Instruction in the Regular Classroom, 2004

18. Creating a DI activity • Breaking in to small groups of four or five you will collaborate to create a • RAFT • Extensions Menu • Totally Ten • Please be sure to refer to: • Curriculum Documents • Bloom’s Taxonomy • Gardener’s Multiple intelligences • Be creative

19. Process • Grouping: • Secondary subject areas • Elementary subject areas • 5 minutes • reviewing curriculum documents “bundling expectations” • 5 minutes • Examining the strategies • Pros and cons • 15 minutes • Developing an activity • 5 minutes • Discussion and wrap-up

20. Where You Can Learn More • I will send you the following in an email • http://www.u-46.org/roadmap/dyncat.cfm?catid=309http://help4teachers.com/index.htm • http://help4teachers.com/samples2.htm • http://www.gpschools.org/ci/diff/resources.htm • http://help4teachers.com/heatherpaper.htm • http://www.caroltomlinson.com/index.html • http://www.resources.8j.net/ • http://www.resources.8j.net/taylor01/ • http://www.resourc1http://www.resources.8j.net/gaps02.php • http://www.openc.k12.or.us/reaching/tag/dcsamples.html • http://www.internet4classrooms.com/di.htm • http://www.sde.com/

21. Your Job • Try using a totally ten, tic-tac-toe, or RAFT in one of your classes this semester. • Don’t be afraid to ask for help from a collaborator (bug Beckett) • Be prepared to share your experiences later in the semester.