Author: Brenda StephensonAuthor: Brenda StephensonThe University of TennesseeThe University of Tennessee

Date submitted to deafed.net – Date submitted to deafed.net –

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Differentiated Differentiated InstructionInstructionPresented by:Presented by:

Brenda StephensonBrenda Stephenson

The University of TennesseeThe University of Tennessee

CEASD ConferenceCEASD Conference

Atlanta Georgia 2005Atlanta Georgia 2005

WHAT IS IT?WHAT IS IT?

““Differentiated Instruction is a teaching Differentiated Instruction is a teaching theory based on the premise that theory based on the premise that instructional approaches should vary and instructional approaches should vary and be adapted in relation to individual and be adapted in relation to individual and diverse classrooms.”diverse classrooms.”

(adapted from Hall, T.,2003)(adapted from Hall, T.,2003)

Preassessment

CurriculumState and Local

Standards & Benchmarks

StudentReadiness

AbilityInterestsTalents

Prior Knowledge

ContentWhat teacher

plans to teach

ProcessHow T Plans

Whole classGroups/Pairs

Product

WHAT IT IS NOT?WHAT IT IS NOT?

It is not just giving all students the same It is not just giving all students the same assignment and …only…assignment and …only…

Adjusting the level of difficultyAdjusting the level of difficulty Grading some students harder than othersGrading some students harder than others Letting students who finish early play gamesLetting students who finish early play games Giving gifted students more workGiving gifted students more work

HOW DO YOU HOW DO YOU DIFFERENTIATE?DIFFERENTIATE?

Differentiation can occur in:Differentiation can occur in:

Content Content Process Process Product Product Environment of the classroomEnvironment of the classroom

Content DifferentiationContent Differentiation

Teachers must PRE-TEST studentsTeachers must PRE-TEST students

Determine which students need direct Determine which students need direct instructioninstruction

Plan application of concept through problem Plan application of concept through problem solvingsolving

Allow students to work ahead independentlyAllow students to work ahead independently

Process DifferentiationProcess Differentiation

Vary the learning activities or strategiesVary the learning activities or strategies

Use graphic organizers, maps, diagrams Use graphic organizers, maps, diagrams or charts to display comprehensionor charts to display comprehension

Vary the level of graphic organizerVary the level of graphic organizer

Product DifferentiationProduct Differentiation

This means varying the complexity of the This means varying the complexity of the product that students create to product that students create to demonstrate the mastery of concepts.demonstrate the mastery of concepts.

It is important to allow choices of It is important to allow choices of products.products.

Group Activity: I need Group Activity: I need 4 volunteers…4 volunteers…

Environment Environment DifferentiationDifferentiation

This means accommodating the This means accommodating the students’ individual learning styles.students’ individual learning styles.

Many studies and research about Many studies and research about learning styles such as the work of Dunn learning styles such as the work of Dunn and Dunn, Renzulli, and Gardnerand Dunn, Renzulli, and Gardner

Valuable to use what we know about Valuable to use what we know about students to enable them to demonstrate students to enable them to demonstrate mastery of content.mastery of content.

Learning StylesLearning Styles

http://www.ldpride.net/learning_style.htmlhttp://www.ldpride.net/learning_style.html This url has an interactive test to This url has an interactive test to

determine learning styles.determine learning styles.

What does the research What does the research say?say?

Very little empirical data is available in our field Very little empirical data is available in our field about research based strategies and best about research based strategies and best practicespractices

Most of what is published is anecdotal or Most of what is published is anecdotal or experienced-based.experienced-based.

We need to establish a research agenda in our We need to establish a research agenda in our schools so that we can prove that the schools so that we can prove that the strategies we are implementing are effective.strategies we are implementing are effective.

How do teachers How do teachers implement DI?implement DI?

Encourage teachers to begin with only Encourage teachers to begin with only one content area at a time.one content area at a time.

Teachers need to focus on concepts and Teachers need to focus on concepts and emphasize ways the content is emphasize ways the content is meaningful.meaningful.

Teachers must use ongoing assessment.Teachers must use ongoing assessment.

Begin at best practice level instead of Begin at best practice level instead of middle of the rangemiddle of the range

Time is needed to accomplish DI; block Time is needed to accomplish DI; block scheduling is helpfulscheduling is helpful

Use multiple texts and supplemental Use multiple texts and supplemental materialsmaterials

Use problem-based learning strategiesUse problem-based learning strategies

The Differentiated Classroom: The Differentiated Classroom: Responding to the Needs of All Responding to the Needs of All LearnersLearners by Carol Ann Tomlinson is a by Carol Ann Tomlinson is a great resourcegreat resource

What is your role as an What is your role as an administrator?administrator?

Promote your belief in Promote your belief in the concept of DI by the concept of DI by actionsactions

Provide your faculty Provide your faculty with a clear plan of with a clear plan of action which includes action which includes your expectationsyour expectations

Training in DI must be Training in DI must be provided.provided.

Provide assessment Provide assessment training for your training for your teachers.teachers.

Provide time to your Provide time to your teachers for planning teachers for planning the implementationthe implementation

Visit in the Visit in the classrooms classrooms moremore

Assign mentorsAssign mentorsGroup teachersGroup teachers

Give Give examples of DIexamples of DI

Be a part of the Be a part of the teamteam

Allow teachers to Allow teachers to discuss what they needdiscuss what they need

Review lesson Review lesson plans and make plans and make comments and comments and suggestionssuggestions

Lesson/Unit TemplateLesson/Unit Template

Subject: (Grade levels)Subject: (Grade levels) Rationale:Rationale: Strategy:Strategy: Differentiate What:Differentiate What: Differentiate How:Differentiate How: Resources Needed:Resources Needed: Teacher PreparationTeacher Preparation Grading RubricGrading Rubric

Accept the Accept the pace of your pace of your faculty and faculty and reward their reward their efforts!efforts!

Conclusions…Conclusions…

With IDEA and NCLB the need to use the With IDEA and NCLB the need to use the general curriculum increasesgeneral curriculum increases

We need to find ways to help our deaf We need to find ways to help our deaf and hard of hearing students progress to and hard of hearing students progress to their potentialtheir potential

DI is a strategy that will promote that DI is a strategy that will promote that achievement!achievement!