One Size Does Not Fit All: An Introduction to Differentiated Instruction

1. One Size Does Not Fit All:An Introduction to Differentiated Instruction Workshop 1

2. Take Care of Business • Introductions • Expectations • Graduate Credit • Service Agreements & Vouchers

3. How well do YOU know the people around you? • 3 Facts & a Fib • Write 3 facts about yourself • Write 1 fib about yourself • Circulate & talk to 5 people • If they do not correctly identify the fib, they must sign your postcard

4. Workshop Outcomes • Increased understanding of what Differentiated Instruction IS & IS NOT • Add to our Instructional Strategies Toolbox • Increased understanding of theories of multiple intelligence/learning styles • Begin planning a differentiated lesson/unit for your own classroom

5. “If students don't learn the way we teach them, we must teach them the way they learn.” - Marcia Tate, Developing Minds Inc., Conyers, GA

6. What Is Your North Star? • Peter H. Reynolds • Listen to the story online • http://www.fablevision.com/place/radio/ns.html • Read it online • http://www.fablevision.com/northstar/index.html

7. Differentiation IS NOT . . . • The same as an IEP for every student • Just another way to group kids • Expecting less of struggling learners than of typical learners • A substitute for specialized services • Chaotic • New

8. Good Differentiation IS . . . • Varied avenues to content, process, product • Respectful of all learners • Proactive • Student-centered • A blend of whole class, small group, and individual instruction • Based on students’ readiness, interests, and/or learning profile

9. Essential Questions • Who are the students in our classrooms? • What diversity impacts and influences curriculum and instruction?

10. ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Maturity Autistic Physically Disabled Multiple Handicapped English Language Learners Social Status Economic Status Diversity in the Classroom

11. 3 Keys to Differentiated Instruction • Content • What we teach students • Materials and methods used • Process • Activities • Calls on students to use key skills • Product • How students show what they have learned • Should also allow students to extend what they learned

12. Key #1 – Adapt Content • Refers to both materials & methods • Accommodate students’ different starting points • Some students ready for more complex or abstract levels • Some students ready for independent work

13. Content Differentiation Examples • Multiple versions of texts • Variety of texts to support concept • Interest centers • Learning contracts • Support systems • Audiotapes • Mentors • Study partners

14. Key #2 – Adapt Process • Students use key skills • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Teacher uses a variety of methods

15. Process Differentiation Examples • Tiered Assignments • Layered Curriculum (Nunley) • Learning Centers • Jig Saw Assignments • Learning Logs • Graphic Organizers • Modify their environment (fidgets)

16. Key #3 – Adapt Product • Culminating learning experience that occurs after many days or weeks of study • Demonstration and extension of what they know, understand, and are able to do

17. Product Differentiation Examples • Variety of assessment types • Tiered Assignments • Independent Study

18. Variables to Consider • Readiness – in reading, math, & beyond • Complexity & Challenge of both process & product • Pace of learning and production • Grouping practices • Use of assessment results to inform teaching and learning

19. Guidelines for the DI Classroom • Focus on essentials • Attend to student differences • NO strategy works on ALL students • Assess often and use it to make adjustments/modifications • Mutual respect • Be flexible • Doesn’t happen 100% of the time!!!!

20. Simple Ways to Start • Add an interdisciplinary element to a favorite unit • Collaborate with other teachers • Offer students a variety of presentation options • Apply Multiple Intelligence thinking to group/individual projects

21. Time For a Break

22. A Few Fun Strategies Teach In Color! Creature Comforts! Music!

23. Color Increases Understanding • Using color for key concepts can increase memory retention up to 25%

24. Experiment

25. Memorize the Pattern30 seconds

26. Memorize the Colors Used30 seconds

27. Memorize the Pattern30 seconds

28. Teach in Color • Color Code • Key Concepts • Colored Pens • Color with Sunshine • Painted Essay • Colored Acetate • Number chart • Sliding mask • Highlighting tape • Scotopic Sensitivity Syndrome

29. A Quick Start • “Color Code” key concepts • Easy in modern classrooms • White boards, Smart Boards, & computer software • Key terms in all content areas • Math (parts of equations) • Language arts (parts of speech, important vocabulary, editing) • Correct “with sunshine” • Students do their own color coding • Highlighting Tape • Colored pens/pencils/highlighters

30. Word Walls in Color CALEB GATTEGNO

31. Correct “With Sunshine” • Use yellow highlighter to identify incorrect answers • Give student option to correct and receive partial (or whole) credit • Key to success – require students to explain in writing what they did wrong and how they corrected the problem

33. Use Colored Pens/Pencils • In writing for peer editing • Each member of group gets a different color • Can instantly see if everyone has contributed • Option – students use colored pen for their own editing/revising • For language study of verbs • Color code the different tenses • Color code the verb endings • Color code roots/prefixes/suffixes

34. Je skie Tu skies Il/elle/on skie Nous skions Vous skiez Ils/elles skient Skier(to ski)

35. The Painted Essay

36. Peripherals • Post key concepts or terms on walls • Use bright colored paper • At test time . . . • Leave it up in same place • Cover the concept with the same color paper • Memory trigger for visual learners • They can “picture” the words.

37. Vision & Learning • “25% of students in grades k-6 have visual problems that are serious enough to impede learning.” (American Public Health Association) • “It is estimated that 80% of children with a learning disability have an undiagnosed vision problem.”(Vision Council of America)

38. 20/20 does not mean that vision is perfect! • The 20/20 vision test does not test how well you see at reading distance. In fact, the 20/20 test fails to evaluate many other important aspects of normal vision such as: • Eye focusing • Eye coordination • Eye teaming (binocular vision) • Eye movement • Visual perceptual skills • Color vision

39. Simple Tools • Sliding Masks & Focus Frames • Provides for a narrower focus • Add colored acetate • Book Marks & Sticky Flags • Provides focus • Add colored acetate • Coded Bookmarks • Sticky Flags

40. Scotopic Sensitivity Syndrome • 12% of population • Contrast problems (only 1 symptom) • Black text on bright white paper • Striped patterns on carpet clothes seem to move • Vertical/horizontal blinds • Leads to classroom difficulties • Restlessness • Difficulty staying on task

41. Scotopic Sensitivity Syndrome • Contrast problems (only 1 symptom) • Strategies • Use dull colored paper for writing • Use colored acetate over black text on white paper • Use a bookmark when reading to avoid losing place • http://www.hale.ndo.co.uk/scotopic/ • http://www.irlen.com/sss_main.htm

42. Creature Comforts Grades K-12 • Tolerance for sitting will ALWAYS be at different levels for different people. • Even adults benefit from Fidgets or Movement • Set ground rules in the classroom. • Remove “it” if/when it becomes a toy or distraction

43. Tactile FidgetsGrades K-12 • Paper clip • Cellophane tape rolled backwards around a finger • Pipe cleaners • Stress balls • Pocket Fidget (small item kept in the child’s pocket) • Carpet square under desk

44. Visual FidgetsGrades K-12 • Lava lamp • Fish tank • Mobile

45. Nomadic Learners • “If we build in enough movement during the class period, students will be less likely to move on their own.” • Motion resources • Minds in Motion • Learning on Their Feet http://doe.sd.gov/oess/schoolhealth/mindsinmotion/index.asp

46. Ideas for the Nomadic Learner • Mini Field Trip • A Home Away From Home • Music Stand Learning • Rocking Chair Reversal

47. Act It Out – Visual CluesGrades 4-12 • Vocabulary strategy for the Kinesthetic Learner • Place students into groups • Provide 60 seconds to figure out how to Act Out a vocabulary word • Example – PERIMETER (walking around edge of room)

48. perimeter area

49. Involve the Senses • See • Hear • Taste • Smell • Touch

50. The Role of Music