CREATING LESSON PLANS FOR ALL LEARNERS:

Differentiated Instruction in ActionDr. Laverne Warner

Dr. Sharon Lynch

Today’s Outcomes

• Participants will be able to:

• Describe the rationale for differentiatedinstruction and lesson planning

• Describe ways to differentiate instruction

• Describe the steps in the lesson planning process

Why differentiateinstruction?

• Wide variety of diverse learners

• Learners with disabilities

• Learners who do not read on grade level

• Those who need additional practice and supplemental instruction

• Those who master concepts quicklyand work above grade level

Reasons for Variations

• Reflects diversity of our society

• Increased focus on inclusion

• Use of heterogeneous grouping

• Need for high-quality instruction in the general classroom

• Response to Intervention

How do I differentiateinstruction?

• Universal Design for Learning

• Equitable use by all children

• Flexibility in methods and pace

• Multiple presentation formats

• Tolerance for errors

• Physical accessibility for ALL

• Simplicity of implementation

Universal Design for Learning

• Address multiple learning styles: visual, multisensory, manipulatives

• Choices of content, assignments, responses, materials

• Multiple ways to respond: writing, speaking, drawing, acting out concepts, art projects, technology-based responses

Universal Design for Learning(continued)

• Teach to multiple levels of ability• What will ALL children learn?

• What will MOST children learn?

• What will SOME children learn?

• Use curriculum overlapping• Learners with significant disabilities work on

developmental areas, e.g., language skillsduring reading/language arts

• Use ongoing assessment• Formal and informal observation

Lesson Planning Steps

• Objectives

• Focus

• Body of the Lesson

• Review and Closure

• Evaluation

Optimize Learning withClassroom Centers

• Follow up activities or extensions

• Review and extend lesson

• Promote generalization

• Examples …• Book center

• Art center

• Block center

• Listening center

• Special Projects, visitors

Lesson Plan Example

• Second grade lesson plan

• Social studies content area

• Study of state emblems

OBJECTIVES

• The learner will

• Name the state capital, state bird, state tree, and state flower

• Recite the state motto

• Develop a story about the meaningof one of the state symbols

Differentiation

• What MOST children will learn

• Select and point to the state capital, bird, tree, and flower when picturesare presented

• Recite the state motto chorally with a group

• Develop a story about one of the state symbols via writing, drawing, acting out, or verbal dictation

Learners with SignificantDisabilities

• Examples of expectations, shouldbe indiviudualized

• Respond to questions using two-word phrases

• Answer yes-no questions

• Follow two-step instructions

• Take turns during interactions

• Remain seated for 10-minute period

Learners working abovegrade level

• Compare and contrast the state capital, bird, tree, and flower withthat of another state

• Investigate reasons each symbolwas selected

• Research the history of the state motto

• Write a story about the meaning of one of the state symbols

FOCUS• Display a large map of the state

• Tell the children that we will belearning about our state symbols

• Differentiation• Begin by reviewing the city where we

live and show it on the map

• Explain what symbols or emblem are and provide examples

• Ask why we have state emblems?

• Ask where learners have seen state emblems

BODY

• Ask children if they know the name of the state capital

• Give facts about state emblems

• Texas is called the « Lone Star » state

• The state bird is the mockingbird

• The state tree is the pecan tree

• The state flower is the bluebonnet

BODY (continued)

• As each symbol is mentioned, show pictures or photographs

• Tell the children that the state motto is« friendship » because the original Texas settlers learned that the Tejas Indianswere friendly

• Mention that other states have symbolssymbols associated with their names

• Encourage children to investigate and develop a story associated with one of the emblems or symbols- you will needrelevant books or computer access

Differentiation

• Make sure that all learners can seematerials as you present them

• Use concrete objects associatedwith the symbol when possible: real flag, pecan, bluebonnet seedsand artificial flowers, mockingbirdphotograph

• Use videoclips from the Internet when available

Differentiation (continued)

• Use higher-order questions: why, how, what do you think about…

• Higher order questions challenge typical learners and engage thoseworking above level

• Story: multiple ways of responding

• Significant disabilities: focus on language rather than content

• Work in small groups or pairs

CLOSURE

• Ask children to recall each of the symbols

• Use a guessing game by givingclues and have children raise theirhands when they think that theyknow

• Use photos until everyone has hisor her hand raised

CLOSURE: Differentiation

• Select picture when asked to findthe state…capital, bird, tree, or flower

• Ask children if any of them wouldselect a different state capital, bird, tree, or flower

• Why would they select anotherone?

EXTENSIONS

• Centers

EVALUATION

• Give the childen a paper divided into4 sections: one with clip art flowers, one with clip art birds, one with clip art trees, and one with clip art buildings

• Ask children to draw or write the name of the state capital, tree, bird, and flower- one in each quadrant

• Take volunteers who will recite the state motto; begin with those mostlikely to know it well

CREATING LESSON PLANS FOR ALL LEARNERS:

Differentiated Instruction in Action

Questions and Answers?

CREATING LESSON PLANS FOR ALL LEARNERS:

Differentiated Instruction in Action

SUMMARY and CONCLUSIONS