Learning Style Differentiation

1. Learning Style Differentiation Slides used with permission of Carol Ann Tomlinson and/or Sandra Page

2. Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

3. Differentiated Instruction is a teacher’s response to learner’s needs guided by general principles of differentiation, such as appropriate degree of challenge ongoing assessment and adjustment clear learning goals respectful tasks flexible grouping Teachers can differentiate Content Process Product Affect Readiness Interest Learning Profile Carol A Tomlinson

4. GROWTH If tasks are a close match for their skills MOTIVATION If tasks ignite curiosity or passion EFFICIENCY If the assignment encourages students to work in a preferred manner Readiness Interest Learning Profile

5. Learning Style Differentiation • How do I find out about students’ preferences? • How do I keep an accessible record of this in order to USE the information in instruction? • How do I group students in either think-alike or think-differently tasks? • What are some possible strategies? • Sternberg multiple intelligence lessons • Learning modality preferences in lessons • RAFTs (writing across the curriculum, differentiated by learning preference) • Anchoring “go to” activity • Learning contracts (differentiated by learning preference)

6. Thinking About the Sternberg Intelligences ANALYTICAL Linear – Schoolhouse Smart - Sequential Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________. Streetsmart – Contextual – Focus on Use PRACTICAL Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem. CREATIVE Innovator – Outside the Box – What If - Improver Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspectives to help us think about ____________.

7. Learning Style Social Studies Lesson on Landforms based on Sternberg’s Intelligence Preference Know: Geographical terms (isthmus, delta, peninsula, river, island) Understand: Landforms and bodies of water effect human movement and influence the development of cities. Do: Locate and label specific landforms Analyze how landforms produce economic advantages that establish settlements. After students have read and taken notes on the chapter, the teacher reviews with the whole class the basic information on landforms. Then, students are given a choice of three assignments to be done individually or in groups of two or three.

8. Practical:Using these 8 given cities, (or you may choose other cities after approval by teacher), demonstrate how landforms and bodies of water contributed to the development and movement of people to this site over a period of time. You may use overlay transparencies or models to show the areas and growth. Creative:Develop a map of a new world that has at least 8 different types of landforms and/or bodies of water. Using labels, etc., determine how these sites would grow due to economic possibilities of these geographical features, and predict population growth over a period of time. Analytical: Create clues or a set of directions to help us identify and locate at least 8 landforms on the map (given in the textbook, or a map provided by the teacher). Clues/directions should also be based on population and economic growth and changes.

9. Partial List of Learning Modality Tasks/Skills

10. Social Studies Chapter Review:Differentiation by Learning Modality Students are asked to read a textbook chapter, using a graphic organizer for note-taking. They then prepare a review/response using learning modality preferences. They may work in ‘learning style alike’ partnerships to prepare the response. In class, they will debrief in groups of 4 with each modality represented in each group.

11. Differentiation by Learning Modality PreferenceSewing Project Choices in Consumer Education ClassStudents will all create a small, original product using skills of: sewing, design & layout, fabric selection, color choice, embellishment choices Sandra Page, 2006

12. Transportation Pre-K/Kindergarten using Learning Modality Preferences Know: Different Forms of TransportationUnderstand: Transportation/vehicles helps us move from here to there.Do: Students will describe a vehicle using the vocabulary and knowledge learned on what makes things move and go.Vocabulary: wings, wheels, pedal, sail, pull, push, float, sink air, water, land, space fast, slow

13. Primary Transportation by learning modality continued

14. Examples of RAFTs that differentiate by Learning Style Learning style and interest choices appear in the Format column Other RAFTs can be differentiated by readiness

15. Consumer Education Class RAFT In this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to different learning styles.

16. Business Education RAFT Students are reviewing elements from “Insert” Drop Down Menu This RAFT uses the columns of Role and Audience to review basic elements and vocabulary of this unit.

17. Weather Topics RAFT choicesThese RAFTs focus on weather related vocabulary and instruments. No student would receive all these choices. Some of these choices may be made by teacher to “tier” because the vocabulary is beyond the grade level essentials.

18. Our Community RAFT (Primary grade)Know: responsibility, role, respect, behaviorDo: Discuss, reflect, respondUnderstand: Our classroom community depends on us working together.

19. Technology Lab Safety

20. Possible Role or Audience Ideas for a RAFTChoose ideas that advance the learning goals.

21. Possible Formats to use with RAFTs

22. RAFT Planning Sheet Know: (facts, vocab) {Use these in Role or Audience?} Understand: (statement) {Use this in topic?} Do: (verb) {This might be the guide for the format?}