Differentiating Instruction

1. Differentiating Instruction Marjorie Hall Haley, Ph.D. George Mason University Marjorie Hall Haley, PhD - GMU

2. K-W-L • This is what I know about Differentiating Instruction (DI) • This is what I want to know about DI • This is what I learned about DI Marjorie Hall Haley, PhD - GMU

3. Differentiation is…. • Creating different opportunities within the same curriculum • Putting students in situations where they don’t know the answer – often • Differing the product from simple to complex • Differing the process from concrete to abstract Marjorie Hall Haley, PhD - GMU

4. Differentiation is…… • Differing the content from below to above grade level • Differing the pace from slow to accelerated Marjorie Hall Haley, PhD - GMU

5. Differentiation isn’t….. • Creating more work (extra credit or “do this when you’re done.”) • Using higher standards when grading • Giving the same work, but expecting more • Providing free-time challenge activities Marjorie Hall Haley, PhD - GMU

6. Differentiation isn’t….. • Using capable students as tutors to classmates • Using individualized instruction exclusively Marjorie Hall Haley, PhD - GMU

7. Carol Tomlinson, Ph.D. “Differentiation calls on us to make big leaps in the way we think about the classroom and curriculum. It takes a willingness to be a teacher who partners with kids in teaching and learning – who’s more of a facilitator than a dictator. It challenges the sense that curriculum is just coverage of facts.” Marjorie Hall Haley, PhD - GMU

8. How Do I Differentiate? • Keep the focus on concepts, emphasizing understanding and sense-making • Use ongoing assessments of readiness and interests – preassess to find students needing more support and those who can excel • Make grouping flexible. Move between whole-group, groups, and individuals. Marjorie Hall Haley, PhD - GMU

9. Why should I differentiate? • There is strong evidence that meeting students where they are and addressing their needs is more likely to make their learning efficient and effective. Marjorie Hall Haley, PhD - GMU

10. Why • Meet the diverse needs of ALL our learners • Multiple Intelligences, IEPs and 504 plans, learning styles, cultural and linguistic differences • Address the Standards (local, state, and national) Marjorie Hall Haley, PhD - GMU

11. When and How • Daily, weekly, monthly, yearly • Teachers move away from seeing themselves as keepers and dispensers of knowledge • Teachers move toward seeing themselves as organizers of learning opportunities • Teachers organize classes for effective activity with a concentration on exploration Marjorie Hall Haley, PhD - GMU

12. Rules of Thumb – How to differentiate • Be clear on the key concepts and generalizations • Every lesson should emphasize critical thinking • Every lesson should be engaging • Provide a balance between student-selected and teacher assigned tasks and working arrangements Marjorie Hall Haley, PhD - GMU

13. Differentiating involves 3 aspects of the curriculum • Content • Process • Products Marjorie Hall Haley, PhD - GMU

14. 3 Aspects of Differentiating • Content: refers to concepts, principles, and skills that teachers want students to learn • Process: refers to the activities that help students make sense of, and come to own, the ideas and skills being taught • Products: refers to culminating projects that allow students to demonstrate and extend what they have learned Marjorie Hall Haley, PhD - GMU

15. Strategies for DI • Stations • Compacting • Agendas • Complex Instruction • Orbital Studies • Entry Points Marjorie Hall Haley, PhD - GMU

16. Strategies for DI • Problem-based Learning • Choice Boards Marjorie Hall Haley, PhD - GMU

17. What does a differentiated classroom look like? • Teachers begin where the students are • Teachers engage students in instruction through different learning modalities • A student competes more against him/herself than others • Teachers provide ways for each individual to learn • Teachers use classroom time flexibly Marjorie Hall Haley, PhD - GMU

18. Where do I go for help? • www.nctm.org/standards/ • www.mcrel.org/products/noteworthy/barbaram.asp • www.reading/org/links/lit_tp.html • Ericec.org/ • www.sricboces.org/Goals2000/ Marjorie Hall Haley, PhD - GMU

19. Where do we go from here? • Set clear expectations for student-centered responsive instruction • Create mentoring opportunities between and among your colleagues • Look to teachers who practice DI to provide models • Start slowly and purposefully – don’t take on any more than you’re ready for! Marjorie Hall Haley, PhD - GMU

20. Have Fun! Marjorie Hall Haley, PhD - GMU

21. Differentiating Instruction:Something you are already doing to Meet All Your Students Needs Marjorie Hall Haley, PhD - GMU

22. THE END Marjorie Hall Haley, PhD - GMU

23. THANK YOU!! Marjorie Hall Haley, PhD - GMU

24. Differentiating Curricular elements • Content: refers to “input” of the unit – ideas, concepts, information and facts • Process: refers to the ways students make their own sense of the content or input. Process is the how of teaching Marjorie Hall Haley, PhD - GMU

25. Product • Product is the output of the unit or the ways students demonstrate their understanding of the content: role-plays, multimedia presentations, brochures, plays, songs, graphic organizers, posters, research papers, essays, videos, etc. Marjorie Hall Haley, PhD - GMU

26. When organizing a differentiated lesson, ask these ?’s • What are the key concepts that every student must know, understand, and be able to do? • What is being differentiated? (content, process, product) • How is this lesson being differentiated? (readiness, interests, learning profiles) Marjorie Hall Haley, PhD - GMU

27. Why is this lesson being differentiated? (motivation, access, efficiency) Marjorie Hall Haley, PhD - GMU

28. THINK/PAIR/SHARE • 1. How can you create a learning environment that supports differentiation of instruction? • How can you prepare students for differentiation of instruction? • What can you do to help students understand their learning differences? Marjorie Hall Haley, PhD - GMU

29. DI Terms • Anchoring Activities: These are done at the beginning of the class period. The teacher provides students with options of things they may work on as an initial exercise. Usually they are a series of tasks. Students move from task to the next as they are completed. Marjorie Hall Haley, PhD - GMU

30. DI Terms • Adjusting Questions: These can be in the form of a daily quiz or question/answer period during which time the teacher determines comprehension of previous class work. The teacher can target interest, readiness, and level of complexity of students. Marjorie Hall Haley, PhD - GMU

31. DI Terms • Tiered Assignments: Providing students a variety of choices, depending on degree of interest, readiness, and complexity. Marjorie Hall Haley, PhD - GMU

32. DI Terms • Learning Contracts: Students are provided with a listing of which tasks are to be completed. • Flexible Grouping: Teachers group students according to mixed readiness and/or interest. Marjorie Hall Haley, PhD - GMU

33. K-W-L Differentiated Instruction • This is what I know. • This is what I want to know. • This is what I learned. Marjorie Hall Haley, PhD - GMU