Differentiated Instruction

Differentiated Instruction Presented by Laurenceau, Okafor, Ivery, Rice, Pokorny & Wagner

Not all students are alike. Some students have learning styles that are: • Visual – Spatial • Bodily-Kinesthetic • Musical • Interpersonal • Intra-personal • Linguistic • Logical – Mathematic • See Gardner’s Handout

Differentiated Instruction(DI) Applies a (student centered) approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas.

Differentiated Instruction(DI) Is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001).

Differentiated Instruction(DI) Requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum.

Content, Process & Product3 elements of the curriculum that can be differentiated

Differentiating the Content • The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners. • Align tasks and objectives to learning goals. • Pick goals that are frequently assessed on high-stakes tests.

Differentiating the Process • Flexible grouping is consistently used. • Teachers may conduct whole-class introductory discussions of content big ideas followed by small group or paired work. • Student groups may be coached from within (peers) or by the teacher to complete assigned tasks.

Differentiating the Product • Initial and on-going assessment (CFU) of student readiness and growth are essential. • Meaningful pre-assessment naturally leads to functional and successful differentiation. • Incorporating pre and on-going assessment (CFU) informs teachers so that they can better provide a menu of approaches for the various needs, and abilities that exists in the classroom. • Use the assessment as a teaching tool to extend rather than merely measure instruction.

Engaging all Learners The best way to development a lesson that engages and motivates diverse students is to provide a balance between teacher-assigned and student-selected tasks. Teachers should ensure that students have choices in their learning.

Part II – Presenting a Differentiated Lesson Letter from a Birmingham Jail Presented by Laurenceau, Okafor, Ivery, Rice, Pokorny & Wagner

Letter from a Birmingham Jail • How the Content, Process and Product is differentiated. • Addresses various learning styles (Gardner). with activities for students who are performing on H,M & L functioning levels. • Is interdisciplinary (Language Arts & History). • Identify HSPA (LAL) skills. • Addresses the CCCS.

What’s in the Letter? • Dr. King is responding to criticisms of his work by defending his actions. (paragraph 1) • He is responding to the injustices taking place in Birmingham. (paragraph 3) • He says, “Injustice anywhere is a threat to justice everywhere.” (paragraph 4) • Most importantly, Dr. King describes the 4 basic steps for a non-violent campaign that every student should memorize because the world would be a more orderly place if people in conflict would follow these steps. (paragraph 6)

Teachers of History & English can take one of three approaches • Explore the uses of literature. • Explore this critical moment in American Civil Rights History. • Explore the many aspects of philosophy, ethics and religion.

Explore the Uses of Literature Using Frantz Fanon’s theory of revolutionary literature, people in revolutionary times make use of almost ephemeral (short lived and transitory) kinds of literature, such as street performances of plays, letters, inspiring biographies of revolutionary martyrs, manifestoes explaining political positions, and so on.

Explore Critical Moments in American Civil Rights History With the forces raging against him, Dr. King allowed himself to be arrested and imprisoned. Christians and Jews were asking him to quit. It was not clear whether he would get out of jail. He was not sure what to do next.

Explore the Many Aspects of Philosophy, Ethics & Religion The New Testament is a collection of biographies of a religious leader, plus letters written by his followers to explain how to build the movement. Dr. King took a page from St. Paul and sat in his prison cell and wrote a letter intended to provide guidance for his movement, no matter what happened to him.

Lesson # 1: Introduction to Birmingham by Ms. Okafor • Activity # 1 (L): Assign roles for an upcoming role play. Students will be divided into groups of 4. They will take on the roles of MLK, Wyatt T. Walker, Fred Shuttlesworth and Ralph Abernathy. Have students do preliminary research on their roles. • Activity # 2 (M): Ask students to identify historical examples or current examples of unjust laws in the US. Discuss the process by which these laws have been change or could be changed. • Activity # 3 (H): Have students research a current US law which the student believes is unjust and have them define unjust law and which strategies are most successful in changing that law?

Lesson # 2: Project C Strategy Committee Role Play by Ms. Ivery • Activity # 1: In the movement to end segregation and through the Project C Strategy Role Play, students will experience the challenges of organizing a direct action campaign. • Activity # 2: Students will complete their Role Play Decision Chart as they progress through each page of the role play. • Activity # 3: Begin reading the Letter from Birmingham Jail. • Hand out photos of the event and ask students to analyze the photos. Who is in the photo? What are Dr. King and Abernathy wearing? Why did they choose these clothes instead of the standard preacher’s blue suit? Describe the people waling behind them? How many people seem to be participating and how many people are observing? Is there anything else that catches your attention.

Lesson # 3: Letter from Birmingham Jail by Ms. Rice • Activity # 1: Introduce the Eye on the Prize (PBS) documentary. Watch only up to the student arrests. This will add a visual element to the previous day’s role play. • Activity # 2: With analysis questions in hand, play the audio of the letter. Pause the audio to allow students to discuss their answers to the analysis questions. • Activity # 3: Complete remaining analysis questions.

Lesson # 4: Mass Arrests of Students by Mr. Pokorny (Debate) • Activity # 1: Begin with discussion and quick write prompts: Would you be willing to go to jail to challenge an unjust law? Would you let your child go to jail in an effort to over turn an unjust law? • Activity # 2: Continue with Eye of the Prize video. Watch the scenes of Kelly Ingram Park and of the mass arrests of students. Have student focus on the lyrics of the signing student. • Activity # 3: Teenage / Parent debate: one group will persuade and argue for the role of the 16 year old who wants to go to the mass meeting at the 16th Street Baptist Church. The second argues on behalf of the parent who wants the child to “stay out of trouble”.

Lesson # 5: Culminating Project by Mr. Wagner • Activity # 1: After students identify a current unjust law; have them create a list of steps to change the law based on the non-violent direct action from the Letter from a Birmingham Jail. • Activity # 2: Have students read a current case in Newark (55 Spruce Street), analyze the proceedings and organize a protest. • Activity # 3: Have students interview an activist in their community.

Differentiated Instruction