Differentiated Instruction PG 2016 06 13 - Schedschd.ws/hosted_files/mptc2017/bf/Differentiated Instruction PG 2016... · Differentiated instruction is a philosophy and an approach

Differentiated

Instruction

Participant Guide

Differentiated Instruction

Participant Guide

Alberta Teachers’ Association, 11010 142 Street NW, Edmonton AB T5N 2R1.

© 2014 by the Alberta Teachers’ Association. All rights reserved.

Published 2014. Printed in Canada.

Any reproduction, in whole or in part, without prior written consent of the

Alberta Teachers’ Association is prohibited


Participant Guide, p.1

Objectives

Reflect on benefits of differentiation...and its challenges through

1. Understand the principles of DI instructional strategies that support differentiation.

2. Investigate structures to support planning a differentiated lesson.

3. Create a differentiated lesson.

4. Explore assessment in a differentiated classroom.

Strategies I Can Try:

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

5. _____________________________________________________

6. _____________________________________________________

7. _____________________________________________________

8. _____________________________________________________

9. _____________________________________________________

10. ____________________________________________________



Works

What might work

for you?



Differentiation of Instruction

Definition:

Differentiated instruction is a philosophy and an approach to teaching in which

teachers and school communities actively work to support the learning of all students

through strategic assessment, thoughtful planning, and targeted, flexible instruction.

Differentiation of InstructionTeachers can differentiate

According to students’Readiness Learning Profiles

Content Process Product

Tomlinson.

Interests

Through



Differentiation is not a strategy to use from time to

time, not an approach in a pedagogical bag of tricks.

It’s a way of thinking about teaching and learning.

Carol Ann Tomlinson



Multiple Intelligences Inventory

1. Distribute copies of the Multiple Intelligences Graph to each student.

2. Explain that you will be reading about eight different ways of learning and that you will use the

information to find out more about how they like to learn. Participants are to listen to each set of

descriptions and then decide on a scale of 1 to 10 how much the description sounds like

themselves, where 1 means “This doesn’t sound like me at all” and 10 means “This sounds

exactly like me.” Students will choose a number between 1 and 10 to help describe the degree to

which each way of learning sounds like themselves.

3. Assure participants that there is no wrong or right answer and that they are just giving an estimate.

4. Once they have estimated a number between 1 and 10, they will shade the bar graph to indicate

the number they have chosen. Read one set of descriptors at a time and then pause to give

students enough time to shade each column of the graph.

5. You may wish to model an example as you go.

Verbal/Linguistic You can easily express yourself either orally or in writing.

You enjoy reading.

You enjoy word puzzles and games such as Scrabble.

You like to talk through problems.

Logical/Mathematical You enjoy working with numbers, and math is one of your favorite subjects

You enjoy logic or strategy games such as chess or checkers.

You can easily spot patterns.

You prefer a step-by-step approach to problem solving.

Visual/Spatial You can visualize things easily.

You are good at directions and remembering how to locate places you’ve been.

You enjoy doodling and drawing.

You can visualize how things look from a different perspective.

Body/Kinesthetic You enjoy different kinds of physical activities such as sports or dancing.

You tend to fidget if sitting for a long period of time.

You use your hands and body when you talk

You prefer to handle things while learning about them, rather than having someone show

you about it or tell you about it.

Musical/Rhythmic Usually, you can remember songs easily.

You often listen to music.

You find yourself tapping in time to music.

You can remember things if you put them to music or to a rhythm.

Naturalist You like pets and other animals.

You can recognize many different types of trees, flowers, and plants.



You feel most comfortable when surrounded by nature.

You feel strongly about environmental issues such as global warming.

Interpersonal You enjoy working in a group.

You enjoy getting involved in after school activities that involve socialization.

You would rather talk over problems with others rather than trying to solve them by yourself.

You are good at understanding how people feel and like to help others.

Intrapersonal You keep a personal diary or blog.

You are aware of your own feelings and can express them.

You are an independent thinker and are not easily influenced by other people.

You enjoy doing activities that you can do by yourself.

Turville, 2008



Turville, 2008

Na

tura

list



Triarchic Intelligences Inventory

1. Distribute copies of the Triarchic Intelligences Graph to each student.

2. Explain that you will be reading about three different ways of learning and that you will use the

information to find out more about how they like to learn. They are to listen to each set of descriptions

and then decide on a scale of 1 to 10 how much the description sounds like themselves, where 1

means “This doesn’t sound like me at all” and 10 means “This sounds exactly like me.” Students

will choose a number between 1 and 10 to help describe the degree to which each way of learning

sounds like themselves.

3. Assure them that there is no wrong or right answer and that they are just giving an estimate. Once

they have estimated a number between one and ten, they will shade the bar graph to indicate the

number they have chosen. Read one set of descriptors at a time and then pause to give students enough

time to shade each column of the graph.

4. You may wish to model an example as you go.

Analytical You prefer instructions to be step-by-step.

You enjoy analyzing and solving problems.

You enjoy playing games and doing puzzles that involve logic and strategy.

You prefer questions that have a single, correct answer.

You like to work in an organized environment.

Practical You prefer having real-life examples rather than examples that are created.

You like handing objects when you learn.

You would rather do experiments than read about them.

You prefer questions that allow for practical applications and explanations.

You are good at adapting to new situations.

Creative You prefer making your own connections between ideas rather than having them given to

you.

You prefer open-ended questions with no “correct” solution.

You enjoy activities and tasks that are novel.

You enjoy inventing and imagining new things.

You prefer working in an informal, less structured, more flexible environment.

Turville, 2008



Multiple Intelligences Product Choices

Verbal/Linguistic Logical/mathematical Visual/spatial Body/Kinesthetic

radio program real world problem model model

diary write a new law Slide show play

mock interview timeline video game

dictionary chart children’s book demonstration

press conference spreadsheet painting mime

video graph Digital photos construct

debate Fact file diagram experiment

list database picture dictionary role play

Musical/Rhythmic Naturalist Interpersonal Intrapersonal

song lyrics recycled art game reflection

rap natural collections discussion group diary

poem observation meeting blog

melody taxonomy Service project advice column

song collection WebQuest teach autobiography

background music explore feedback goal setting

commercial jingle forecast e-mail philosophy

rhythm categorize readers theater monologue

Turville, 2008



Sternberg Intelligences Graph

Name

Analytical

Practical

Creative

Turville, 2008



Visual Auditory Kinesthetic Product Choices

Visual Auditory Kinesthetic

scrapbook song Drama

brochure speech dance

video audio recording model

Poster group discussion sculpt

collage storytelling construct

comic book talk show Perform an experiment

mural interview pantomime

chart rap role play

map nursery rhyme Creative movement

PowerPoint debate puppet show

photographs editorial charades

display readers theater demonstration

graph radio show group game

flow chart audio journal scavenger hunt

diagram Jokes/riddles craft

mind map public service announcement tableau

Turville, 2008



Sternberg Intelligences Product Choices

Analytical Practical Creative

Chart Scenario picture

graphic organizer role play doodle

timeline song

Venn diagram job shadowing invention

t-chart dialog riddles

patterns newscast commercial

sequencing letter to the editor mime

classifying flyer sculpture

definitions scenario play

cause/effect role play drama

code demonstration speech

graph experiment mural

database real-world problem fairy tale

blueprints survey monologue

newspaper field trip bumper sticker

fact file petition travelogue

Turville, 2008



Tiered Lessons

Key Understanding: Scientist classify using patterns As a class – collect data (leaves) through a nature walk at the science centre:

Tomlinson, 2009

Tiered Lesson – Basketball

Task A – Dribble ball, dribble from one pylon to another

Task B – Dribble ball, change hands, move through a zig zag course

Task C – Work with a partner and choose to be offense or defense. Dribble through a

complex pylon course while trying to keep the ball or take the ball away. Switch roles.

Tomlinson, 2009

TASK 1: Classify leaves using a pre-made grid with categories on it.

By size

By color

TASK 2: Classify leaves with a sample grid on display. Students create their own grids.

By shape

Create a category

TASK 3: Classify leaves. Students decide how to show categories and contents.

Find 3 ways each leaf could be classified, other than color.



Choice Boards

Allows students choices within a range of activities

Can be structured in a number of ways

Can be for whole class, small group or individuals

Math Patterning Choice Board

With other

classmates, create

patterns with your

bodies

Using musical

instruments or other

sounds, create musical

patterns.

Use pattern blocks to

create patterns.

Use unlikely objects

from your classroom

to create patterns.

Use words to create

patterns.

Draw a picture or cut

pictures from

magazines that create

patterns.

Turville, 2008

Timeline Choice Board

Turville, 2007



RAFTS

RAFT stands for Role, Audience, Format and Topic

Originally used for writing assignments in English

Adopted by those interested in DI

Can involve products beyond just written work

Insect Life Cycle RAFT

Turville, 2007

Math Example

Turville, 2008



Historical Thinking

Role A student of your age in the past or in the present

Audience A student of the opposite time period than you chose

Format Diary entries, song, poem, magazine advertisement,

play, or other idea (check with your teacher first)

Topic Convince a student in the opposite time period that it

would be better to live in the time period that you do.

Turville, 2007



Cubing

Creation of a cube to determine what students will do.

Novelty adds situational interest.

Can have tiered cubes with different levels of complexity, by intelligences or

interest.

Can roll twice and let students chose.

Can write out tasks onto chart, number and roll regular die.

Cubing – Generic Cubes

Turville, 2007



Plants Cube

Turville, 2007

Create a fact file

showing the parts

of plants and

what they do.

Create a TV or radio

show where your

guests are plant parts

who describe their

jobs.

Create a ballad

lamenting all of

the work that

parts of plants

must do.

Create an obituary

for a dead plant.

Describe why it

died and which

functions failed.

Include a picture of

the deceased.

Write and perform

a song/rap or poem

that tells about

plant parts and

functions.

Create a newspaper

advertisement,

looking for plant

parts. Describe what

their job would be.



Cubing – Math Fractions Cube

Cubing Fractions: Each student at a table rolls two dice. You might consider allowing students to role

the instruction cube twice and pick the activity they would like to do.

The first cube has six fractions on it. These can be multi-level for the different groups as well—

simpler fractions for students who need support and more difficult ones for students who need a

challenge.

The second tells students what to do with the fraction.

Side 1—Order/compare all the fractions on the cube from smallest to largest

Side 2—Add two rolled fractions together

Side 3—Subtract two rolled fractions

Side 4—Divide two rolled fractions

Side 5— Multiply two rolled fractions

Side 6—Model one rolled fraction using circles or bars of paper

Lynne Beauprey in Tomlinson, 2002.



Differentiating by Learning Preferences Lesson Planning Template

Subject :

Topic:

Outcomes:

Pre assessment

Differentiation by

Learning Preference

Interest

Readiness

Description of Learning Activities:

Assessments:

Closure/Sharing:

Turville, 2008



Desktop Cooperative Learning Strategies Companion

Carousel Brainstorming

Round Robin Brainstorming

Card Sort Say and Switch

Circle the Sage

Send a Problem

Two Facts and a Fib

Talking Chips

Four Corners

Team Pair Solo

Gallery Walk

ThinkPad Brainstorming

Graffiti

Three-minute Pause

Human Continuum

Three stay, One Stray

Jigsaw

Three-Step Interview

Inside/Outside Circle

Think-Pair-Share

Numbered Heads

Together

Think-Pair-Square

Pass a Problem

Visible Quiz

http://www.jigsaw.org/



Studies Show that We Learn:

10% of what we READ 20% of what we HEAR 30% of what we SEE

70% of what is DISCUSSED with others 80% of what we EXPERIENCE personally

90% of what we TEACH

1. Carousel Brainstorming: Post charts on the wall with key questions or ideas at the top. Groups

are formed and one person scribes for the group and adds to the chart as they brainstorm. Groups

move to a new chart, read other groups’ responses and then add to the chart. Teams may use a

different color of felt pen.

2. Card Sort: Students or teacher can prepare cards with terms on one colour and definitions on the

other. Students work in teams to find matches.

3. Circle the Sage: The teacher polls the class to see which students have special knowledge to share

on a topic. Those students become the sages stand and spread out in the room. The teacher divides

the remaining students evenly into teams and teams send members to different sages, (so no two

members of the same team going to the same sage). The sage explains what they know while the

classmates listen, ask questions, and take notes. All students then return to their teams. Each in

turn, explains what they learned from their sage.

4. Four Corners: Teacher poses a question and gives four potential responses and points to a corner

for each one. Students decide which they agree with or would like to discuss move to that corner.

They discuss the topic with those who also move to that corner.

5. Gallery Walk: After teams have generated ideas on a topic using a piece of chart paper, they

appoint a “docent” to stay with their work. Teams rotate around examining other team’s ideas and

ask questions of the docent. Teams then meet together to discuss and add to their information so

the docent also can learn from other teams.

6. Graffiti: Groups receive a large piece of paper and felt pens of different colors. Students generate

ideas in the form of graffiti. Groups can move to other papers and discuss/add to the ideas.

7. Human Continuum: Teacher poses a question or problem and students line up according to their

opinion on the answer.

8. Jigsaw: “Home groups” with a small number students are formed. Each group member is assigned

a number. Students move to an “expert group” containing others who have the same number. They

work on the same sub-section get together to decide what is important and how to teach it. After

practice in these "experts" return to the home group and each expert teaches their section of

material

9. Inside/Outside Circle: Divide class in half. One group forms a circle facing outward, the others

find one person in the circle to stand opposite, so there are two circles of people facing each other.

Information can be shared and reviewed, and outer circle can move easily to generate more

responses or discuss new information.

10. Number Heads Together: Students sit in groups and each group member is given a number. The

teacher poses a problem and all four students discuss. The teacher calls a number and that student

is responsible for sharing for the group.

11. Pass a Problem: Teacher creates problems for teams to solve and writes or attaches them to

envelopes. Teams read the problems, place their solutions in the envelope and then exchange with

another team to check their solution and to determine if they solved the problem in a different way.

http://www.jigsaw.org/



12. Round Robin Brainstorming: Class is divided into small groups with one person appointed as the

recorder. An open-ended question is posed and students are given time to think about answers

individually. Next, members of the team share responses with one another, round robin style. The

recorder writes down the answers of the group members.

13. Say and Switch: Partners take turns responding to topics at signalled times. The times will be

unpredictable and the person listening must pick up from their partner’s train of thought before

adding new ideas.

14. Send a Problem: Students write a review problem on a card and ask teammates to solve their

problem. Teammates solve and the question-writer determines if they have come up with a good

solution. Other team members repeat the process.

15. Talking Chips: Each student is given a certain number of chips. Each time they talk they must

submit a chip, but once their chips are gone they may no longer talk. Students must use all their

chips.

16. Team-Pair-Solo: Students do problems first as a team, then with a partner, and finally on their

own. By allowing them to work on problems they could not do alone, first as a team and then with

a partner, they progress to a point they can do alone that which at first they could do only with

help.

17. ThinkPad Brainstorming: Requires students to individually brainstorm and write down their

answers on a sheet of paper. Once they are all done they are to share their information with a

partner or team.

18. Three-minute Pause: Teachers stop any time during a lecture or discussion and give teams three

minutes to review what has been said, and to ask clarifying questions.

19. Three Stay, One Stray: In a group of four (or could be more), students solve a problem. While

they work, they send one member to “stray” to another group to compare teams’ solutions.

20. Three-Step Interview: Partners interview each other then share what they have learned with

another team of two.

21. Think-Pair-Share: First, individuals think silently about a question posed by the

teacher. Individuals pair up and exchange thoughts. Finally, the pairs share their responses with the

whole class.

22. Think-Pair-Square: The same process as think-pair-share, except that partners share with another

set of partners before the whole-class discussion.

23. Two Facts and a Fib: Students or the teacher write down two facts and one fib, the job of the

team is to identify which is which.

24. Visible Quiz: Teacher poses questions with multiple choices responses and students sit in teams

and discuss the responses. When the teacher asks, they hold up their answers and may be called on

to explain their team’s reasoning.

Source: Turville, J. (2008)

Differentiating by Student Learning Preferences: Strategies and Lesson Plans.

Larchmont, NY: Eye on Education.

Used with permission.



Head

Heart

and Feet



Bibliography


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Websites

Bosch, N. (2001). A different place. Available at http://www.adifferentplace.org/differentiated.htm Hott Linx (2001). A link to differentiated curriculum. Available at http://curry.edschool.virgina.edu/gifted/hotlinx Kiernon, L. (2000). Differentiated instruction (Web-based professional development course). Alexandria, VA:

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http://curry.edschool.virgina.edu/gifted/hotlinx

http://www.ascd.org/framepdonline.html

http://www.ascd.org/pdi/demo/diffinstr/differentiated1.html

http://members.shaw.ca/priscillatheroux/differentiatinglinks.html

Documents

Differentiated Instruction PG 2016 06 13 - Schedschd.ws/hosted_files/mptc2017/bf/Differentiated Instruction PG 2016... · Differentiated instruction is a philosophy and an approach