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Differentiated Instruction through Universal Design
link to Research-Based
Instructional Strategies for Increasing Student
Achievement
Marzano, Pickering, and PollockClassroom Instruction That Works, 2001
Instructional Strategy Differentiated Instruction through Universal Design
Identifying Similarities and Differences
Structured Academic Language PracticeTransition wordsSentence framesGraphic organizers (i.e., double-bubble, Venn, etc.)Academic vocabulary posted, defined, illustratedConcept mapping
Summarizing and Notetaking Structured Academic Language PracticeTransition wordsSentence framesGraphic organizers Concept mappingEnhancing Cornell Notes with Structured Academic Language Practice: - Have students work with a partner to develop the questions on the notes - Have the students summarize first with a partner, then write their own summary
Instructional Strategy Differentiated Instruction through Universal Design
Reinforcing Effort and Providing Recognition
Random non-volunteer selection system (i.e. equity cards, equity sticks, etc.)
Homework and Practice Structured Academic Language PracticeTransition wordsSentence framesGraphic organizersConcept mapping
Nonlinguistic Representations Graphic organizersAcademic vocabulary posted, defined, illustrated
Cooperative Learning Structured Academic Language PracticeTransition wordsSentence framesGraphic organizersConcept mappingTeam Word WebbingRoundtableFour Corners
Marzano, Pickering, and PollockClassroom Instruction That Works, 2001
Instructional Strategy Differentiated Instruction through Universal Design
Setting Objectives and Providing Feedback
Content ObjectivesLanguage ObjectivesStructured Academic Language PracticeRandom non-volunteer selection system
Generating and Testing Hypothesis
Structured Academic Language PracticeGraphic organizersSentence framesChoose and Give 2 ReasonsWhy? …because ___ and ___.
Cues, Questions, and Advance Organizers
Sentence framesGraphic organizersSentence framesAcademic vocabulary posted, defined, illustratedChoose and Give 2 ReasonsWhy? …because ___ and ___.Concept mappingRandom non-volunteer selection system
Marzano, Pickering, and PollockClassroom Instruction That Works, 2001
Instructional Strategy Differentiated Instruction through Universal Design
Providing formative evaluation Content ObjectivesLanguage ObjectivesStructured Academic Language PracticeCST RTQ Question stems and Response framesRandom non-volunteer selection system
Reciprocal teaching Structured Academic Language PracticeGraphic organizersSentence framesChoose and Give 2 ReasonsWhy? …because ___ and ___.CST RTQ Question stems and Response framesPower Seating strategies
HattieVisible Learning, 2009
Instructional Strategy Differentiated Instruction through Universal Design
Feedback Structured Academic Language PracticeGraphic organizersSentence framesChoose and Give 2 ReasonsWhy? …because ___ and ___.Concept mappingRandom non-volunteer selection system
Metacognitive strategies Content ObjectivesLanguage ObjectivesStructured Academic Language PracticeConcept mappingWhy? …because ___ and ___.Choose and Give 2 Reasons
HattieVisible Learning, 2009
Instructional Strategy Differentiated Instruction through Universal Design
Teaching strategies Content ObjectivesLanguage ObjectivesKnowledge of students’ CELDT levelsStructured Academic Language PracticeGraphic organizersSentence framesTransition wordsAcademic vocabulary posted, defined, illustratedChoose and Give 2 ReasonsWhy? …because ___ and ___.CST RTQ Question stems and Response framesPower Seating strategies
HattieVisible Learning, 2009
Instructional Strategy Differentiated Instruction through Universal Design
Cooperative vs. individualistic learning
Structured Academic Language PracticeAcademic vocabulary posted, defined, illustratedTransition wordsSentence framesGraphic organizersSentence framesChoose and Give 2 ReasonsWhy? …because ___ and ___.Concept mappingRandom non-volunteer selection systemPower Seating strategiesConcept mappingTeam Word WebbingRoundtableFour Corners
HattieVisible Learning, 2009
Instructional Strategy Differentiated Instruction through Universal Design
Study skills Content objectivesLanguage objectivesStructured Academic Language PracticeGraphic organizersSentence framesTransition wordsChoose and Give 2 ReasonsWhy? …because ___ and ___.Concept mappingCST RTQ Question stems and Response frames
Direct instruction Content objectivesLanguage objectivesStructured Academic Language PracticeAcademic vocabulary posted, defined, illustratedGraphic organizersSentence framesTransition wordsRandom non-volunteer selection system
HattieVisible Learning, 2009
Instructional Strategy Differentiated Instruction through Universal Design
Mastery learning Content objectivesLanguage objectivesStructured Academic Language PracticeGraphic organizersSentence framesTransition wordsChoose and Give 2 ReasonsWhy? …because ___ and ___.Concept mappingCST RTQ Question stems and Response frames
Worked examples Graphic organizersSentence framesAcademic vocabulary posted, defined, illustratedChoose and Give 2 ReasonsWhy? …because ___ and ___.Concept mapping
HattieVisible Learning, 2009
Instructional Strategy Differentiated Instruction through Universal Design
Pacing Explicit expectations for in and out of Structured Academic Language Practice
Teacher-Student and Peer Relationships
Random non-volunteer selection systemPower Seating strategies
Verbal Feedback Structured Academic Language PracticeChoose and Give 2 ReasonsWhy? …because ___ and ___.CST RTQ Question stems and Response framesRandom non-volunteer selection system
Physical Movement Structured Academic Language PracticeMix-n-MatchTeam Word Webbing RoundtableFour Corners
Marzano, Pickering, and HeflebowerHighly Engaged Classroom, 2011
Instructional Strategy Differentiated Instruction through Universal Design
Games and Inconsequential Competition
Graphic organizersSentence framesRandom non-volunteer selection systemStructured Academic Language PracticeMix-n-MatchTeam Word Webbing RoundtableFour CornersCST RTQ Question stems and Response framesPower Seating strategies
Questions and Response Rates Structured Academic Language PracticeGraphic organizersSentence framesAcademic vocabulary posted, defined, illustratedChoose and Give 2 ReasonsWhy? …because ___ and ___.CST RTQ Question stems and Response frames
Marzano, Pickering, and HeflebowerHighly Engaged Classroom, 2011
Instructional Strategy Differentiated Instruction through Universal Design
Application of Knowledge Structured Academic Language PracticeGraphic organizersSentence framesAcademic vocabulary posted, defined, illustratedChoose and Give 2 ReasonsWhy? …because ___ and ___.
Marzano, Pickering, and HeflebowerHighly Engaged Classroom, 2011
