Differentiated Instruction

1. Differentiated Instruction Kimberly Joler University of New England October 2010

2. Differentiated Instruction is not… • Differentiated instruction is not creating an individualized plan for each student and having all students doing something different. • Differentiated instruction is not having students complete what everyone else is doing and also completing extra more challenging work.

3. Differentiated Instruction is… • Differentiated instruction means giving students multiple choices for taking in information, understanding the materials, and expressing what they learn. • Differentiated instruction means knowing your students well. Knowing how your students learn and offers a variety of learning styles to meet their needs.

4. Quality not quantity. Differentiated instruction provides students with purposeful learning experiences. Students don’t all learn the same way. Differentiated instruction means that the teacher provides an opportunity for students to learn in different ways. Using the knowledge from Howard Gardner’s Multiple Intelligences. Differentiated instruction is student centered. Giving students the chance to challenge themselves or have extra practice. Students will take more responsibility of their own learning.

5. Multiple Intelligences Students learn best when they use their strongest intelligences.

6. Multiple Intelligences

7. Multiple Intelligences There are many ways to determine the best way students learn, surveys, projects, etc. The best way is to observe the students and giving all students an opportunity to complete a variety of different activities.

8. Response to Intervention We are very familiar with this diagram. But what about the other end of the triangle???

9. No Child Left Ahead: Meeting the needs of the advanced learners.

10. Instructional Strategies Students and teachers identify a topic of interest. They work together to create a plan for investigating the topic and identifying the specific information the students focus will be on. The student will then work independently to research and create an end result (project, power point, etc.) Independent projects allows students to work with complex ideas, maximum freedom to plan and learn, encourages independence and creates high motivation for the students. Establish a clear timeline and criteria for success. Independent Projects

11. Instructional Strategies Students are a part of many different groups based on readiness of the concepts taught. Students work independently and with a small group to focus on skills needed to master a concept. Groupings change depending on the students success. Students can move “try out” into a new grouping to challenge or reinforce skills. Teacher assigns activities/projects that fit the needs of readiness of the students. Teachers use the information from the universal screening (NWEA) to determine concepts needing reinforcement and extra practice. Flexible Grouping

12. Instructional Strategies An agreement between the teacher and the student. The teacher gives certain choices for the students to complete a certain project or task. The contract is very specific to the skill specifications. Allows students to complete tasks at an appropriate pace. Teacher creates a specific timeline for students to eliminate procrastination. Contracts

13. Instructional Strategies Teachers focus on a specific concept or skill and create an assignment for the students using the tiered model. Create a form of re-teaching for students struggling, expected skill for the grade level, and a higher level of thinking for the advanced learners. Teachers can assign the students to specific tiers or have the students choose what they feel comfortable with. If students choose teachers should explain that this is an opportunity for honesty and not to worrying about what others are doing. The assignments can also be used for an assessment of the skill. This provides a successful and motivating learning experience for the students. Tiered Assignments

14. Baby Steps using a tiered assignment/centers • One good way to start Differentiation in a typical classroom is to set up specificliteracy centers. LiteracyCenters: Students have “must do” centers and choice centers. In each center DI is added to help students reach their potential. There is always the third grade way and the challenge way. Students decided what is best for them.

15. Centers/Zones – Classroom management ideas Students are responsible for completing the mandatory centers either by the end of the week or the day. Students have a variety of choice centers in a variety of learning styles. This gives students a sense of responsibility and ownership in their own learning. Students many need a visual display of choices and “must do” centers by having a checklist on their desk or a pocket chart displaying all the possibilities. Some students may need teacher assistance to choose their centers for them. (This can change over time).

16. Centers/Zones - example

17. Add a way to challenge students Example of an assignment that has 2 or more levels of difficulty.

18. Students know their limits and decide to challenge themselves or complete the task “as is”

19. Choice Boards • Choice boards gives students a choice of their activity (ultimately their assessments) to complete. The choice boards can change depending on the students levels.

20. Choice Boards Introduce choice boards using 2 to 3 choices, getting the students use to the activity. After several opportunities the teacher can introduce one more at a time.

21. "The mind is not a vessel to be filled, but a fire to be ignited." Plutarch • Effective teaching may be the hardest job there is. William Glasser • Tell me and I forget. Show me and I remember. Involve me and I understand. "Chinese proverb” • If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. -Donald D. Quinn Last Thoughts… Learn, Adapt, and Celebrate Successes!

22. References • Tomlinson, C. (2001). How to Differentiate Instruction in Mixed- Ability Classrooms. Alexandria, VA.: Association for Supervision and Curriculum Development, • Gardner, H. (1993).Multiple Intelligences: The theory in practice. New York: Basic Books • Chapman, C. King, R (2005). Differentiated Assessment Strategies: One Tool Doesn’t Fit All. Thousand Oaks, California: Corwin Press • Schrock, K (1995) Kathy Schrock’s Guide to Educators. Retrieved Oct. 13, 2010 from http:school.discoveryeducation.com/schrockguide • Lucas, G (2010) Edutopia What works in Education. Retrieved by Oct. 13, 2010 from http://www.edutopia.org