Differentiated Instruction: A Review & Preview

Differentiated Instruction: A Review & Preview Neligh-Oakdale Public Schools October 20, 2014 ESU 8 Staff – Jill Bates, Corey Dahl, Deb Wragge

Why Differentiated Instruction? Dealing with the reality of diverse learners

One way to think about differentiation Differentiation is classroom practice that looks “eyeball to eyeball” with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” -Carol Ann Tomlinson

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

Content Process Product Teachers can differentiate: according to student’s Readiness Interests Learning Profile through a range of instructional and management strategies… Source: The Differentiated Classroom, Tomlinson 1999

Ask yourself about: CONTENT PRODUCTS/ ASSESSMENTS PROCESS/ ACTIVITIES

Content: How do we adjust or modify the knowledge and skills we expect students to learn?

3-Minute Buzz

Activities: How do we modify our teaching strategies to help students acquire the knowledge and skills they need?

Think – Pair - Share

Products/Assessments: How do we adjust or modify the way we assess student learning to better measure student growth?

What is meant by ongoing assessment and adjustment? Assessment is organic! • Quick, not always recorded for a grade • Is a tool that directly affects ongoing plans for instruction • Leads to increased “yields” in academic growth

What is meant by “Flexible Grouping?” • Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency • Students sometimes work in groups defined by interests and/or learning styles • Teachers sometimes move between groups to provide instruction

Benefits of Flexible Grouping • Teacher becomes more of a “facilitator” of knowledge and skills • Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome • Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

Just a sampling of strategies that support Differentiated Instruction Source: The Differentiated Classroom, Tomlinson 1999

“I’m a secondary teacher. How can I differentiate?” It can be done! • Anchoring Activities • Adjusting Questions • Tiered Assignments

First steps for differentiating at the high school level

Just a Few Management Strategies for the Differentiated Classroom . . . • Appoint a class expert (student) • Have clear, written directions for all activities • Grade judiciously • Schedule “quiet” days • Post procedure list for “early birds” • Have sponge/anchoring activities available at all times and well-known to your class

Principles of Grading in a Differentiated Classroom:Tomlinson • Clearly communicates standards that are being used • Clearly delineates separate grades • for growth (changes in learning from the beginning to the end of the instructional component) • for achievement relative to standards of performance • for effort • Provides full disclosure to all

It can be done! Teachers who utilize D/I find that: • They have fewer discipline issues • Student growth is significantly increased • Their interactions with students are more positive and productive • Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them

Differentiated Instruction: A Review & Preview