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Differentiated Instruction:from DRAB to
Garden City Public Schools
ObjectivesObjectives
C.O. You will compare and contrast the original model of Differentiated Instruction to the revised model.C.O. You will analyze the principles of Differentiated Instruction and compare to classroom practice. L.O You will discuss classroom practices using the vocabulary of Differentiated Instruction.
Differentiated Instruction AgendaDifferentiated Instruction Agenda
• Why Differentiate?• Original v. Revised Differentiated
Model• Definition• Examples v. Non-Examples• Guiding Principals• Content, Process, Product• Classroom Practice
Why Differentiate?Why Differentiate?
Students enter a classroom with very Students enter a classroom with very DIFFERENTDIFFERENT•ExperiencesExperiences•Language proficienciesLanguage proficiencies•Background knowledgeBackground knowledge•Readiness to learnReadiness to learn
Students are expected to master the Students are expected to master the SAME SAME concepts, principles and skills. concepts, principles and skills.
HOWEVERHOWEVER……
Fair isn’t always equal.Fair isn’t always equal.
Original District Differentiated Model
Revised District Revised District Differentiated ModelDifferentiated Model
Definition of Differentiated Definition of Differentiated Instruction Instruction
A flexible system of instruction A flexible system of instruction that meets individual student that meets individual student needs guided by a common needs guided by a common goal.goal.
Differentiated InstructionDifferentiated Instruction
• A new strategy• Static• Teaching in the
Middle• A Series of
Activities• “Lowering the Bar”• More Work
• Flexible Grouping• Student Centered• Based on Readiness• Rigorous & Relevant for all Learners• Based on Academic & Personal Needs
IS NOT
IS
• Formative• Screening• Diagnostic• Progress Monitoring• Pre/Post in content areas without
formal screeners• Summative – assessment of learning• Outcomes
DataData
Guiding Principle of Guiding Principle of Differentiated InstructionDifferentiated Instruction
• Work based on data within:• Whole Group• Small Group• Independent Activities
FlexibleFlexibleGroupinGroupin
gg
Guiding Principle of Guiding Principle of Differentiated InstructionDifferentiated Instruction
Flexible grouping can maximize instruction and enables students to move fluidly through lessons. – Rick Wormelli
Methods of DifferentiationMethods of Differentiation
The key to effective differentiation is to adjust the curricular components of CONTENT, PROCESS CONTENT, PROCESS (instructional strategy) and PRODUCT PRODUCT (assessment).
Content: Content: or the “what” of teachingor the “what” of teaching
Comes from: •Standards •Curriculum Guides•Textbooks•Curriculum Protocols
We must find ways to ensure that students access essential understand and skills. Glenda Beamon Crawford
Task specific questions, visuals, level text, audio tapes, reading buddies, highlighted text
Process:Process:Instructional StrategyInstructional Strategy
• Cooperative learning• SIOP Strategies• Guided Instruction• Guided Reading• Guided Writing• Graphic Organizers• Oracy• Learning CentersThis is the time when students make meaning of content by applying it through a learning experience. – Tomlinson & Edison 2003
Product:Product:AssessmentAssessment
• Accountability for centers• Accountability for whole and small group
This generally refers to student’s culminating demonstration of understanding the essential knowledge and skills. – Glenda Beamon Crawford
Classroom Practices
Many of the instructional practices suggested for differentiation are
familiar ones.
Use Leveled or Lexile MaterialsUse Leveled or Lexile Materials
• Use leveled text from current reading Use leveled text from current reading series and building literacy roomsseries and building literacy rooms
• Use Use www.lexile.com to help you establish to help you establish levelslevels
• Find easier texts with certain periodicals Find easier texts with certain periodicals or websitesor websites
Don’t change the bar, provide all the ropes, ladders, scaffolds Don’t change the bar, provide all the ropes, ladders, scaffolds and safety nets to get every student over the bar. Kuzmich, and safety nets to get every student over the bar. Kuzmich, 20052005
Writing to LearnWriting to Learn
• Writing is automatically a differentiation Writing is automatically a differentiation method.method.
• Research shows students need frequent or Research shows students need frequent or near daily writing using new content near daily writing using new content vocabulary and critical thinking at the vocabulary and critical thinking at the analysis level or higher across content areas.analysis level or higher across content areas.
• Quick Writes completed close to daily build Quick Writes completed close to daily build thinking fluency in that content. thinking fluency in that content.
• Practice Short Constructed Responses as Practice Short Constructed Responses as well.well.
Work Stations:Work Stations:An Updated ViewAn Updated View
• Set up stations around the Set up stations around the room or library forroom or library for
• ResearchResearch• InvestigationInvestigation• Comprehension buildingComprehension building• Initial applicationInitial application• Invite students to develop Invite students to develop
stations based on games, stations based on games, activitiesactivities
• Present to othersPresent to others• Everyone tries each stationEveryone tries each station
Skills and Skills and Comprehension Comprehension Learning Groups – Learning Groups – Some independent Some independent and some teacher and some teacher guidedguided
Quick WritesQuick WritesWriting is thinking. Writing is thinking.
• Write across content areas about a part Write across content areas about a part of the learning in 1 to 3 minutesof the learning in 1 to 3 minutes
• Use at the beginning, middle or end of Use at the beginning, middle or end of lesson as a check for understanding or lesson as a check for understanding or a demonstration of learning for the day.a demonstration of learning for the day.
• Use for individual accountability and for Use for individual accountability and for grouping.grouping.
Exit SlipsExit Slips
• Written student responses to questions Written student responses to questions the teacher asks at the end of a lesson.the teacher asks at the end of a lesson.
• Take about 5 minutes to complete but Take about 5 minutes to complete but give a good indication of student give a good indication of student understanding of the materialunderstanding of the material
• Quick assessment tool that teaches Quick assessment tool that teaches students to think criticallystudents to think critically
• Can be used at any grade level and Can be used at any grade level and subject areasubject area
Graphic OrganizersGraphic Organizers
• give students a visual framework to give students a visual framework to organize informationorganize information
• • Use individual accountability for part of Use individual accountability for part of
itit• A blank graphic organizer in which A blank graphic organizer in which
students put things in their own words students put things in their own words is a differentiation methodis a differentiation method
Open-Ended Rigorous Follow-Open-Ended Rigorous Follow-Up Question ExamplesUp Question Examples
• Why?Why?• Defend your answerDefend your answer• Can you explain it Can you explain it
further?further?• Do you agree?Do you agree?• Why not?Why not?• How do you know?How do you know?• Please give an example.Please give an example.• Please tell us one use Please tell us one use
for…for…• How could you How could you
represent this represent this information another information another way?way?
• Who would disagree Who would disagree and why?and why?
• What does this What does this remind you of?remind you of?
• If you could ask a If you could ask a question, what question, what would it be?would it be?
• What’s still What’s still confusing you?confusing you?
• What you What you understand so well, understand so well, you could teach it to you could teach it to someone else?someone else?
• A child miseducated is a child lost. – A child miseducated is a child lost. – John F. KennedyJohn F. Kennedy
