Differentiation in the Classroom

1. Differentiation in the Classroom “It’s not how smart they are but how they are smart” (Howard Gardner) Paul Alexander Hetyey, English Curriculum Coordinator, SEC

2. Session Overview What Is Differentiation? What are multiple intelligences Differentiation Strategies Differentiation Practice Tips for Implementing Differentiated Instruction

3. Objectives Participants will • Gain an overview of differentiated instruction; • Be able to implement several differentiation strategies • Identify things to consider when implementing differentiation at the classroom and school level.

4. Children learn from a teacher.… • Traditional Campfire – instruction, storytelling, wise person (teacher centered classroom)

5. …from each other… • Traditionally Watering hole, oasis – networking, news (group work, collaborative learning)

6. …by themselves… • Traditionally Cave – reflection, time to think (library, writing activities, self-evaluation, planning)

7. …and by doing. • Traditionally The Hunt – experience, trial & error (practice, work-based, beyond the classroom)

8. Why Differentiate? • All kids are different. • One size does not fit all. • Differentiation provides all students with access to all curriculum.

9. What Is Differentiation? • A teacher’s response to learner needs • The recognition of students’ varying background knowledge and preferences • Instruction that appeals to students’ differences

10. Teachers Can Differentiate Content (planning) Process (delivery) Product (assessment) According to Students’ Interest Learning Profile Readiness Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

11. Readiness • Amount of prior learning • Ability • Motivation

12. Interest • Get to know your students personally • What are their backgrounds, experiences, hobbies, interests? • What do they want to be when they leave school? • Conduct an interest survey – keep notes and a file – get the students to do a collage of themselves.

13. Multiple Intelligences An intelligence is an ability to solve a problem or fashion a product that is valued in one or more cultural settings. • Gardner’s 8 Multiple Intelligences • This is only ONE way to differentiate • Do the survey of yourself

15. Linguistic Intelligence • Ability to read, write and communicate with words. • Authors, journalists, comedians

16. Logical Mathematical Intelligence • Ability to reason and calculate, to think things through in a logical, systematic manner • Engineers, lawyers, scientists, accountants, detectives

17. Bodily Kinesthetic Intelligence • Ability to use your body skillfully to solve problems, create products, or present ideas and emotions. • Athletes, dancers, actors, builders, surgeons

18. Visual-Spatial Intelligence • Ability to think in pictures, visualize a future result. Imagination. Sense of direction, navigation. • Architects, artists, photographers, sailors, strategic planners

19. Musical intelligence • Ability to make or compose music, to sing well, to understand and appreciate music. Sense of rhythm. • Musicians, composers, poets

20. Interpersonal Social Intelligence • Ability to work effectively with others, to relate to other people, empathy, understanding others’ viewpoints and motivations. • Good teachers, salesmen, social workers, politicians

21. Intrapersonal Intelligence • Ability for self-analysis and reflection, review one’s behaviour, make plans and set goals, to know oneself. • Philosophers, counsellors, and highly effective, peak performers. Brilliant people.

22. Naturalist Intelligence • Ability to recognize flora and fauna and other consequential distinctions in the natural world • Farmers, hunters, fishermen, botanists, biologists, zoologists, conservationists

23. Preferred learning(match these with MIs) • You tend to record events with a camera • You keep and like pets. • You like playing chess and solving puzzles • You can give clear directions and explanations • You like to read inspirational books • You like singing in the shower • You build things with “do-it-yourself” kits • You talk over problems with others

24. About Intelligences • Most people have the full range of intelligences • Most people have one or two dominant intelligences through which they learn / process information • They learn best through the dominant MI • They can develop the other intelligences • It is hard in a class to cater always for all intelligences

25. VAK • Try to include as many activities as possible to cater for all intelligences, even if you don’t know the MI of individual students • Concentrate on VAK (Visual / Auditory / Kinesthetic) • If you include all three of these, you’ll reach most of the students most of the time

26. How many do you reach? If you use VAK strategy… Out of a typical thirty students… • 22 have enough V /A /K tendencies that they can understand no matter how the lesson is presented. • 2 or 3 have learning difficulties • The rest are VO’s, AO’s or KO’s (only) and can only grasp through that mode

27. For Visual Students use.. • Graphic organizers • Diagrams and concept maps • Learning maps and memory maps • Lots of colour • Draw, doodle, paint, posters, collages • Reading, films & videos • Likes to plan, see the big picture

28. For Auditory Students use • Singing, debating, discussing, stories • Read it dramatically • Tape summaries and notes and listen • Give verbal directions • Talk through procedures for projects

29. For Kinesthetic Students use.. • Activities needing movement or building • Walk about while reading or listening • Make notes, post-its, index cards, flash cards • Writing a lot • Learning in groups • Ticking off checklists • Handles projects on a step-by-step basis

30. The VAK Attack Strategy Combine all three modes in one learning exercise… • Read and visualize the material – seen it. • Make up Questions and record the answers aloud – heard it • Write out the major points on index cards and arrange them in logical order –physically handled it.

31. Comparing Traditional and Differentiated Classrooms • Consideration of student differences • Movement and action – constructive NOISE • Use of a wide range of assessment tools and rubrics • Use of student interest and learning style • Varied Instructional format and activities • Use of wide range of resources and technology • Assignment options and choice • Student centered approach –teacher as facilitator • Different students doing different things • Students ALL engaged, participating, motivated, achieving • Students have CHOICE and can negotiate their activities

32. Discussion Question What are you already doing to differentiate instruction in your classroom?

33. Differentiation Strategies Compacting Independent Study Interest Centers or Interest Groups Flexible Grouping

34. Examples of Differentiation Strategies • Choice Boards – menus, tic-tac-toe, • Tiered Activities • Learning Contracts • Projects • Effective grouping • Jigsaw activities • The Layered Curriculum

35. Dinner Menu – Photosynthesis • Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis. • Entrée (Select One) • Draw a picture that shows what happens during photosynthesis. • Write two paragraphs about what happens during photosynthesis. • Create a rap that explains what happens during photosynthesis. • Side Dishes (Select at Least Two) • Define respiration, in writing. • Compare photosynthesis to respiration using a Venn Diagram. • Write a journal entry from the point of view of a green plant. • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis.

36. TIC-TAC-TOE Book Report

37. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom

38. Learning Contract #1 Name _______________________ My question or topic is: To find out about my question or topic… I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: I will finish by this date:

39. LearningContract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___

40. Effective grouping You must have a rationale why and how your group students. Task-based requiring cooperation and collaborative learning –e.g. jigsaw classroom Use seating in rows, pairs, groups, semi-circle or on carpets according to lesson objective.

41. Groups should be fluid and flexible- based on: • Ability • Mixed ability • Prior learning • Interests • Multiple intelligences • Mixed multiple intelligences • Sometimes behaviour and motivation considerations

42. Jigsaw classroom activity • Examples: literature circles, web-quests Each student in the group has a different task – summarizer, question maker, artist, word builder, journalist, etc Group makes presentation to class of their story, research, newspaper article, topic

43. The Layered Curriculum • Kathie F. Nunley • Differentiated classroom of 3 layers • Unit plan has combination of assignments • Layer C: basic activities for all (recall & understanding) • Layer B: apply, use, brainstorm, design • Layer A: evaluation, critical thinking, opinion, research • Assessment: oral defense of assignments

44. Assessment in the Differentiated Classroom • Ongoing • Instruction-dependent • Student-dependent • Informative for continuedinstruction

45. Assessment Tools for Differentiated Products • Rubrics for assignments and projects • Interviews and conferences • Student Portfolios • Journals with Meta-cognitive Reflection

46. Tips for Implementing Differentiated Instruction: Your Classroom • Start slowly. • Organize your classroom space • organize student profiles. • Start student portfolios. • Use a clipboard. • Use technology

47. Implementing Differentiated Instruction: Your School • Start with committed staff. • Look for existing resources/infrastructure. • Start with one or two strategies. • Try it and be willing to alter and extend.

48. Implementing Differentiated Instruction: Additional Considerations • Teacher support • Professional development • Adequate planning time