Differentiated Differentiated InstructionInstructionIn plain EnglishIn plain English

EDG 535EDG 535

Cabrini CollegeCabrini College

Jessica WeaverJessica Weaver

Most-Effective Teachers

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

DI is not…DI is not…

Just another way to group kidsJust another way to group kids Expecting less of struggling learnersExpecting less of struggling learners A substitute for specialized servicesA substitute for specialized services ChaoticChaotic NewNew Just one more thingJust one more thing

……One size fits allOne size fits all

DI is…DI is…

Different styles of content, process, Different styles of content, process, productproduct

Respectful of all learnersRespectful of all learners ProactiveProactive A blend of whole class, small group, A blend of whole class, small group,

and individual instructionand individual instruction Focused on studentsFocused on students

Definition???Definition???

““A flexible approach to teaching in A flexible approach to teaching in which the teacher plans and carries which the teacher plans and carries out varied approaches to content, out varied approaches to content, process, and product in anticipation process, and product in anticipation of and in response to student of and in response to student differences in readiness, interests differences in readiness, interests and learning needs.”and learning needs.”

Carol Ann TomlinsonCarol Ann Tomlinson

In plain English???In plain English???

“…“…an appropriate teacher response an appropriate teacher response to learners’ needs.”to learners’ needs.”

So…make connections between the So…make connections between the content and students’ human needs.content and students’ human needs.

The opposite of meeting The opposite of meeting student needs?student needs?

““You can have any color you want…You can have any color you want…

……as long as it’s black.”as long as it’s black.”Henry FordHenry Ford

Why use DI?Why use DI?

Using your non-dominant hand:Using your non-dominant hand:

1. Write your name at the bottom left 1. Write your name at the bottom left cornercorner

2. Recreate the following image from 2. Recreate the following image from memorymemory

You’ve got 30 seconds…You’ve got 30 seconds…

How did you do???How did you do???

Using your non-dominant Using your non-dominant hand, write the following hand, write the following number from memory…number from memory…

1776602436591177660243659111

You’ve got 30 seconds…You’ve got 30 seconds…

“Currently, students are required to adapt…to the prevalent

teaching practices, instructional materials and assessment

instruments. Those who aren’t adept are viewed as being

deficient in their ability to learn.”

Marie Carbo, Educating Everybody’s Children

Let’s try again, but use your Let’s try again, but use your dominant hand and think dominant hand and think

of…of… The Declaration of IndependenceThe Declaration of Independence

Minutes/Hours/Days Minutes/Hours/Days

EmergenciesEmergencies

Declaration of IndependenceDeclaration of Independence

17761776 Minutes/hours/daysMinutes/hours/days

60/24/36560/24/365 EmergenciesEmergencies

911911

1776602436591177660243659111

Are you “deficient” in Are you “deficient” in your ability to learn???your ability to learn???

What do you “need to What do you “need to know?”know?”

Accommodating multiple learning Accommodating multiple learning needs within regular unitsneeds within regular units

Safe classrooms in which students Safe classrooms in which students feel valuedfeel valued

No “fuzzy” curriculum or busy workNo “fuzzy” curriculum or busy work Multiple forms of assessmentMultiple forms of assessment Flexible groupingFlexible grouping No silver bulletsNo silver bullets

So what does DI look So what does DI look like?like?

What is content, process, What is content, process, product?product?

ContentContent

Multiple options for delivering Multiple options for delivering appropriate informationappropriate information

ProcessProcess

Multiple options for making sense of Multiple options for making sense of that informationthat information

ProductProduct

Multiple options for expressing what Multiple options for expressing what students knowstudents know

In plain English???In plain English???

Stuff you want kids to understandStuff you want kids to understandContentContent

Ways a kid messes with stuffWays a kid messes with stuffProcessProcess

Ways kids prove they know your stuffWays kids prove they know your stuffProductProduct

Content Process Product

According to Students’

Readiness InterestLearningProfile

Teachers Can Teachers Can DifferentiateDifferentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

Goal:_____________________________________________ __________________________________________________ Essential Understandings:

Knowledge: Skills:

Evidence of Learning

Assessments:

Learning Plan

Activities:

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P

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P

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Consistent for all students

Ideal areas for differentiation

May be differentiated

Lesson TemplateLesson Template

http://Week unit overview

How do I adapt content?How do I adapt content?

Different starting points for different Different starting points for different kidskids

Varied Varied resources/multimedia/integrate resources/multimedia/integrate technologytechnology

Exit cardsExit cards

How do I adapt process?How do I adapt process?

Tiered assignments by “readiness”Tiered assignments by “readiness” Flexible groupingFlexible grouping Graphic organizersGraphic organizers Modify environment/allow movementModify environment/allow movement

Provide “fidgets”Provide “fidgets”

Paper clipsPaper clips Painter’s tapePainter’s tape Pipe cleanersPipe cleaners Stress ballsStress balls Fake grass under desksFake grass under desks

Howard Gardner’s…Howard Gardner’s…

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:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract (elementary) #1Name _______________________

Student signature: ___________________ Date __/__/__

Teacher signature: ________ __________ Date __/__/__

Learning Contract (secondary) #2To 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 __/__/__

How do I adapt product?How do I adapt product?

Culminating performance tasksCulminating performance tasks RAFTs/WebQuestsRAFTs/WebQuests Varied assessment typesVaried assessment types Encourage choicesEncourage choices

What does all of this really What does all of this really mean???mean???

Know your kids!Know your kids!

““The biggest mistake…in The biggest mistake…in teaching has been to treat teaching has been to treat all children as if they are all children as if they are

variants of the same variants of the same individual and thus to feel individual and thus to feel justified in teaching them justified in teaching them the same subjects in the the same subjects in the

same way.”same way.”

Howard GardnerHoward Gardner

How are kids different?How are kids different?

BiologyBiology PrivilegePrivilege Position for learningPosition for learning PreferencesPreferences BackgroundBackground

Our task is not to Our task is not to provide an education provide an education

for the kind of kids we for the kind of kids we used to have, or want to used to have, or want to have, or the kind that have, or the kind that exists in our dreams.exists in our dreams.

Our task is to provide an Our task is to provide an education for the kind of education for the kind of

kids we do have.kids we do have.

Mary Kay UtechtMary Kay Utecht

Which one is Differentiated Which one is Differentiated Instruction?Instruction?

StudentStudent Empty VesselEmpty Vessel

TeacherTeacher Provides Provides answersanswers

TimeTime FixedFixed

CurriculumCurriculum Mastery of Mastery of FactsFacts

InstructionInstruction Whole class, Whole class, single single pace & pace & summative summative assessmentsassessments

StudentStudent Problem solverProblem solver

TeacherTeacher Provides the Provides the questionsquestions

TimeTime Related to student Related to student needsneeds

CurriculumCurriculum Mastery of Mastery of ideasideas

InstructionInstruction Varied Varied structure, structure, pace, pace, multiple multiple assessment typesassessment types

Tiered Lesson Activity- Tiered Lesson Activity- Mod. 7Mod. 7

Indiana Department of EducationIndiana Department of Education

Jordan School District, Jordan, UtahJordan School District, Jordan, Utah