Differentiating Instruction

Success for All LearnersA Professional Development

Opportunity for Enfield Pre-K to Grade 1

Megan Formicaformica@ctserc.org

Kathy Bradleybradley@ctserc.org

Kim Mearmanmearman@ctserc.org

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

Essential Questions

What is your role in facilitating children’s learning? How do the components of Differentiated Instruction support all students in the learning process?What specific strategies can be used to differentiate lessons and units?What are my next steps in applying the principles of Differentiated Instruction?

Why the Current Interest? Why Differentiated

Instruction?NEASC –NAEYC Accreditation ProcessNo Child Left Behind (Increased Accountability)IDEA Common Core of TeachingPJ et al

Information AgeStandards Movement (Including Preschool Assessment Framework)Achievement GapsBEST Portfolio Process

Demands/Skills

Years in School

Specialized Instruction

Accommodations & Curricular Modifications

The Achievement Gaps

“Intellectual disability means significant deficits in conceptual, practical and social intelligence that adversely affect a student’s educational performance and are manifested during the developmental period (birth to age 18).”

Guidelines for Identifying Children with Intellectual Disability, CT State Department of Education, 2000

Access to General Education Curriculum

“…the majority of children identified as eligible for special education and related services are capable of participating in the general education curriculum to varying degrees with some adaptations and modifications. This provision is intended to ensure that children’s special education and related services are in addition to and are affected by the general education curriculum and not separate from it.”

A Technical Definition of Curriculum

DifferentiationCurriculum differentiation is a process teachers use to enhance student learning by matching various curriculum components to characteristics shared by subgroups of learners in the classroom (e.g., learning style preferences, interests, prior knowledge, learning rate).

Purcell & Burns 2002

A Pragmatic Definition of Curriculum

Differentiation“In the context of education, we

define differentiation as a teacher’s reacting responsively to a learner’s needs…The goal of a differentiated classroom is maximum student growth and individual success.”

Tomlinson & Allan 2002

Basic Principles to Remember

Differentiation is not a new concept.Differentiation is not planning individualized lessons for each student in the class. It is also not whole group instruction all of the time.Differentiation is necessary.You know your students. You are the best judge of when and what you can do to help all students be successful learners of your content area. Keep it simple. Start small. Build on current effective instructional practices.

What Does the Research Say?

A longitudinal study of 200 students Students who were under challenged

Low involvement in learning activities Less concentration

Students who were challenged beyond their skill level

Low achievementLow self-worth

Csikszentmihalyi, Rathunde, & Whalen (1993)

What Does the Research Say?

In the same study Student interest is the key to the

motivation to complete more complex tasksStudent interest from previous tasks is

often the key to student’s continued motivation to complete tasks that for the moment are not as interesting

Csikszentmihalyi, Rathunde, & Whalen (1993)

What Does the Research Say?

In a meta-analysis of researchAccommodating learning style through

teaching or counseling interventions resulted in significant academic and attitude gains for all cultural groups

Sullivan (1993)

What Does the Research Say?

By abolishing tracking and grouping heterogeneously

Teachers gradually moved from the former teacher-centered instruction to student-centered

Less in front of the room-more circulationLess independent work-more cooperative learningLess on text and test factual questions-more open

ended, higher-order thinking questions

Rothenburg, McDermott, & Martin (1998)

What Does the Research Say?

By abolishing tracking in one high school and grouping heterogeneously

Teacher and student attitudes were more positive about heterogeneous grouping

Previously lower track students showed significant higher achievement than before

Previously higher tracked students achieved just as highly as before

Rothenburg, McDermott, & Martin (1998)

Our Role…

Traditionally…The teacher directs

student behaviorThe teacher solves

problemsThe teacher

provides whole-class standards for grading

In Differentiation…The teacher facilitates

student’s skills at becoming more self-reliant learners

Students help others and teacher solve problems

Students work with teacher to establish both whole class and individual learning goals

Tomlinson, 1999

Benefits of Co-TeachingStudents with IEPs

Reduces stigma Improved instruction Continuity of instruction Higher expectations

Students without IEPs Increases understanding

and respect for students with special needs

Improved instruction Continuity of instruction

Teachers Support New sense of expertise Combination of strengths and

resources Allows more time to reflect,

monitor, assess, and adapt instruction

Classroom management

Other Builds a

heterogeneously-based classroom

community Meeting individual

student needs Lowers student/teacher

ratio(Friend)

Co-Teaching Approaches

One Teach, One Observe

One Teach, One Drift

Parallel Teaching

Station Teaching

Alternative Teaching

Team Teaching

One Teach/One Observe

Why?To gather dataTo analyze dataTo check student progressTo compare target students to others

When?In new co-teaching situationsAfter questions arise about studentsAs a deliberate part of a lesson

One Teach/One Drift

Why?To provide unobtrusive assistance to all students as neededOne teacher has a particular area of expertise

When?In new co-teaching situationsThe lesson lends itself to delivery by one personAs a deliberate part of a lesson when students need close monitoring

Parallel Teaching

Why?To lower student/teacher ratioTo foster participation in discussionsTo monitor students more closely

When?As new topics are introducedTo review for tests, drill and practice, or re-teaching a topic

Station Teaching

Why?To lower student/teacher ratioTo teach several topics at onceTo teach complex material that is not hierarchical

When?Students need to work in smaller groupsAs a deliberate part of a lesson

Alternative Teaching

Why?If a small group of students needs remediationFor enrichmentFor assessment purposesIf mastery of a concept varies

When?“Flu” groupFriday reviewPre-teaching

Team Teaching

Why?To demonstrate interaction to students (role playing, modeling)

When?Teachers have a high sense of comfort working together

Co-teaching Is a Service

Delivery System in Which:Two (or more) educators or other certified staff,

Contract to share instructional responsibility,For a single group of students,Primarily in a single classroom workspace,For specific content (objectives),With mutual ownership, pooled resources, and joint accountability,Although each individual’s level of participation may vary.

Marilyn Friend, Ph.D.

Key Components For Differentiation

Content/StandardsAssessmentGrouping StrategiesIntroductory ActivitiesTeaching MethodsLearning ActivitiesResourcesProductsExtension ActivitiesAdaptations Based on Learner Needs

Parallel Curriculum, 2002

Differentiation of Instruction

Tomlinson, 1999

Respectful tasks Flexible

grouping

Ongoing assessment and

adjustment

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation such as

Teachers Can Differentiate

Content Process Product

Readiness

Interests

Learning Profile

According to Student’s

Through a range of instructional and management strategies such as

Multiple intelligences

Jigsaw

Taped materials

Anchor activities

Varying texts

Varied supplementary materials

Literature circles

Tiered lessonsTiered centers

Tiered productsLearning contracts

Small-group instructionGroup investigation

OrbitalsIndependent studies

4MATVaried questioning

strategiesInterest centersInterest groups

Varied homeworkCompacting

Varied journal promptsComplex instruction

Tomlinson, 1999

Planning

Instruction

Evaluation

Planning, teaching, assessing and adapting are interconnected parts of a whole educational process.

A Piece of the PIE

Tests/Checklists vs. Assessment

Tests/ ChecklistsCommercial StandardizedFocus on quantitative data

AssessmentProcessMulti-purposefulInformation gathering

The Nature & Purpose of Assessment in a

Differentiated ClassroomProvides on-going information to inform instructional Includes pre-assessment, in-process assessment, and post-assessmentIncludes a range of approaches

Callahan & Tomlinson, 2002

How Can Assessment Help Us to Differentiate

Our Instruction?Differences among students

Academic DifferencesDevelopmental readinessPrior knowledgeReading level

Cognitive DifferencesThinking skillsLearning rate

Social and EmotionalInterestsLearning stylesMotivation

AssessmentUse well-aligned assessments to

monitor growthAlign assessment data with

instructional components Use scores to determine how

students are progressing Offer students alternative

products to demonstrate their understanding

Provide for self-assessment

Purcell, 2003

The Assessmen

t Equation

TASK

KNOWLEDGECOGNITIVE PROCESSING

ASSESSMENT

Purcell, 2003

+

Why should we assess for more than

cognitive ability?To understand and support other factors that contribute to life-long success:

AttitudesInterestsMotivationLearning style preferencesExpression style preferences

Purcell, 2003

Knowledge and Process Options

Content KnowledgeFactsConceptsMacro-conceptsPrinciplesThemesBasic SkillsCognitive SkillsMethodological SkillsApplicationsGeneralizationsTransformations

Cognitive ProcessesRecallMatchSortCompareMake An AnalogyDecideCritiqueProvide an Alternative

ProspectiveProblem SolveCreate

Purcell, 2003

Methods of Assessment

Teacher ObservationsLearner Profiles K-N-W ChartsJournalsParent LettersLists, SurveysProductsPerformancesConferencesConcept Maps

Purcell, 2003

The Numbers and Words About Assessment

Quantitative data (Numbers)

Instructional level

FrequencyDurationOverall student

progress

Qualitative data (Words)

Environmental or instructional conditions

IntensityError analysisFunction of

behavior

Effective Questions to Analyze The Instructional

EnvironmentWhat curriculum standards does this address?What are the expectations of the task?What is the amount of relevant practice/student engagement provided?

What teaching strategies are used?Is there appropriate pacing? Is there an instructional match provided?

Essential Questions to Analyze Student

PerformanceWhat does the student know/do?What are the student’s strengths and interests?What it the student’s instructional level? How does the student approach new learning?

What learning strategies does the student use?How does the student organize information?Does the student self-monitor? What are the patterns in errors?

Effective Questions to Ask About Student

BehaviorWhat does the student contribute to his environment? When, where, and with whom is the behavior most likely to occur?When does he exhibit appropriate behaviors?

What happens immediately before the behavior?What do others do when the behavior occurs?What other environmental conditions may contribute to the behavior?

Student Self-Assessment Questions

What have I done?How well did I do each task?Did I stick to the task?If I did the task again, what would I do differently? Why?What new question do I want to research?How do I feel about what I’ve done?

Did I follow directions?Did I work without disturbing others?Did I help others? If so, how?Was I independent in my work?Did I recheck my work?What aspect of my work makes me most proud?

Record Keeping

InterviewsObservation Check Sheets“Seating Charts”Clipboards Post-It notesIndex cardsJournals

Content Standards vs. Performance

StandardsContent standards

What gets taught Subject matterThe skills and

knowledge The applications

Set the broad curriculum goals

Performance standards

Demonstrate levels of mastery that students must meet

Translate content into specific knowledge and skills

Define specific grade levels or benchmarks

V. Nolet & M. J. McLaughlin (2000)

A Piece of Curriculum Pie

What most students will learn

What some students will learn

What all students will learn

KU-CRL

Identify

animals

that are

mammals

Define

the characteristics

of mammal

s

Compare

the characteristic

s of

mammal

s to

reptiles

Example:Sample Standards: The student will compare the characteristics of mammals to reptiles.

No One Yet Knows : How to compare and contrast characteristics of animal kingdoms, such as warm-blooded, hair, etc.

A Few Students Know: How to identify animals by mammals, reptiles, birds, etc.

Some Students Know: How to group animals by common features or characteristics

Everyone Already Knows: How to name common domestic and wild animals

Some

All

None

Few

Examining…

What is equal opportunity?Fair

JustAdequateNon-discriminatoryReasonable

EqualIdenticalAlikeSame

Fair Equal

Fair Equal

Embedded Learning Opportunities

Short teaching episodes within ongoing classroom activities and routines; the instructional component is planned ahead of time.Good match between the activity or routine & the child learning objectiveTakes advantage of Child’s interests and preferences so this enhances the child’s motivation to participation and learn.Child’s ability to use skill in different situations is encouraged.

Sandall & Scwartz, 2002

Child –Focused Instructional Strategies.

Child –focused Instructional Strategies use instruction that is more systematic, more frequent, and more carefully planned

They are techniques and methods for delivering instruction that have been demonstrated by research to result in improved child outcomes.

Child Activity Matrix

Date:

Teacher’s Name: Child’s Name:

Key: CM = curriculum modification; ELO = embedded learning opportunity; CFIS = child-focused instructional strategy

Interact with

Materials

Follow teacher-

given instruction

s

Respond to other’s conversational topics

Share or exchange

objects

Demonstrate five new play skills

Respond to general knowledge questions

Snack

Outdoor time

Transitions

Departure

Accommodations vs. Modifications

Accommodation A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)

ModificationA change in what the student is expected to learn and/or demonstrate (WHAT)

While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.

V. Nolet & M. J. McLaughlin (2000)

Accommodations vs. Modifications

Accommodation Accommodations do do notnot change the instructional level, content, or performance criteria for meeting standards; they do notdo not alter the big idea or major learning outcomes expected of the instruction.

ModificationModifications may alter the subject matter or the expected performance of the student.

V. Nolet & M. J. McLaughlin (2000)

Three Types of Accommodations

Alternative Acquisition Modes to augment, bypass, or compensate for a motor,

sensory, or information processing deficit.

Content Enhancementsto assist with identification, organization,

comprehension, and memory of information.

Alternative Response Modesin order to reduce barriers created by sensory or

motor deficits or language differences.

V. Nolet & M. J. McLaughlin (2000)

Levels of Accommodations

Change Instructional Strategies (Input)Change Materials (Process)

Low TechMid TechHigh Tech

Change Tasks to Demonstrate Learning (Output)

Two Types of Modifications

Change in the amount of key concepts or performance expectations to be learned within the grade level standard (e.g., learn characteristics of one planet in depth vs. characteristics of all nine planets)Change of the grade level standard to match the student’s instructional level (e.g., recognition of wholes and parts vs. equivalent fractions)

V. Nolet & M. J. McLaughlin (2000)

Core Knowledge Categories

Facts: A specific detail, verifiable information

Concepts:

A general idea or understanding, a category or classification

Principles:

Fundamental truth, law, doctrine, rule, or generalization that explains the relationship between two or more concepts

Skills: Proficiency, ability,technique, strategy, method or tool

Attitudes:

Inclinations, beliefs, state of mind, appreciations.

Problem Solving:

The ability to use knowledge to address an aim that was not immediately understandablePurcell, 2003

Examples of Core Knowledge

Categories

.

Facts/Details George Washington was the first

president of the United States. A, E, I, O, U, and Y are vowels.

Concepts A president is the national leader of

government. Vowels sounds are made with

uninterrupted air vibrations. Principles Currently U.S. president may only be

re-elected once. Every syllable has only one vowel

sound.

Skills Debate, leadership, delegation, time,

management, oratory. Spelling, poetry writing, rhyming,

reading, pattern finding.

Attitudes I would never want to be President of

the United States. Paying attention to vowel sounds in my

spelling is really worthwhile.

Problem Solving I'd like to work on a project for

campaign finance reform. I'd like to create some "tricks" to help

kids spell better with vowel sounds.

Purcell, 2003

Sample Declarative Knowledge: Facts

There are nine planets.The capital of Connecticut is Hartford.2 + 2 = 4“Cat” has three letters.There are 7 food groups.Eric Carl illustrated many books.

Purcell, 2003

Sample Declarative Knowledge: Concepts

PlanetConstellationState CapitalsGovernmentNutritionTransportationConflictHorizonSymmetry

BalanceIronyEmergencyScience FictionAdditionOctagonForceGravityPrecipitation

Purcell, 2003

Sample Declarative Knowledge: Principles

Every story has elements like characters, setting and events.Gravity pulls things down to Earth.People from different parts of the world have different cultures.The human body needs a balanced diet.People need money to buy things.

Trick: Keep asking “why” to identify more overarching

principles.

Kindergarten President’s Day

TRADITONALTo celebrate President’s Day,

kindergarten teacher showed students pictures of George Washington and President Lincoln.

She had her students paste lengths of black yarn onto a picture of Lincoln to show his beard.

They put elastics around their pictures to make masks to ware in a parade around the school.

DIFFERENTIATEDTo celebrate President’s Day,

kindergarten teacher decided to link the holiday to a discussion about leaders.

She gave each child a penny, and asked them to tell about the face on the coin. What might you have to do to get your face on a coin?

Some students wanted to find out more about presidents. She had a separate conversation with these students.

Purcell, 2003

What Is Essential or Core Content?

Fundamental knowledge in a disciplineKnowledge that

Reveals the nature of a disciplineIs a constant within any discipline-related topicProvides a scaffold for novice and expert

learnersSpirals throughout the continuum of expertise Is of service to children and adultsIs decided children should learn

Purcell, 2003

Why Should We Teach

Core Knowledge?Promotes the meaning & structure of a disciplineMakes new learning in the same discipline easier & more efficientPromotes proficiency, skillfulness, independence, & self-efficacyPromotes growth toward expertiseImproves teacher expertiseAddresses post-secondary Addresses equity & opportunity to learn

Purcell, 2003

What Is a Representative Topic?

A representative topic is specific subject matter that is selected purposefully as a focus for teaching and learning because of the topic’s potential for illuminating the essential concepts, principles, and skills in a related discipline.

Purcell, 2003

What Makes a Good Representative

Topic?Is reflective of the core knowledge (standards) in a disciplineIs interesting to studentsIs familiar to students and understood in depth by the teacherHas multiple relationships between the topic and core knowledge in the disciplineLends itself to the use of readily available resources

Purcell, 2003

Misused TopicsAre not central to core knowledge in the disciplineAre not used to illustrate key concepts, skills, and principlesChosen primarily because “the students like them”Used as ends in of themselvesAre not shown as metaphors, symbols, or examplesLead to the development of an activity-based rather than a content-based curriculum

Purcell, 2003

Analyzing the Content of Your Unit

What is the representative topic of your unit?With which content/performance standards does your representative topic align?Which are facts? Concepts? Principles? Skills? How might you differentiate your representative topic to accommodate the learning needs of students?

Purcell, 2003

What is the Learner’s Role?

RecallMemorizePracticeSequenceDescribeParaphraseCategorizeAnalyze

See RelationshipsCritiqueApplyEvaluateDecidePlan Problem SolveCreateMetacogitate

Purcell, 2003

Practical

Critical

Analytic

Creative

The Thinking-Learning Connection

Purcell, 2003

Thinking-Learning Activities: Analysis

Make an ObservationFind Similarities and DifferencesCompare and ContrastSequence, Rank, PrioritizeCategorizeClassifyPredictLook for PatternsFind Cause and EffectMake an Analogy

Draw ConclusionsInferInductive ReasoningDeductive Reasoning

Purcell, 2003

Thinking-Learning Activities:Critical

Detecting Fact and OpinionDetermining BiasDetermining Credibility of a SourceIdentifying AssumptionsDetecting Warranted and Unwarranted ClaimsDetermining Strength of an ArgumentIdentifying Fallacies

CritiqueEvaluateJudgePersuadeArgue

Purcell, 2003

Thinking-Learning Activities: PracticalDecision MakingProblem SolvingPlanning Decision MakingHypothesizingFormulating QuestionsCriteria Setting

Purcell, 2003

Thinking-Learning Activities:Creative

DesignInnovateInventDevelopImprove

• Fluency• Flexibility• Originality• Elaboration• Brainstorming• Creative Problem

Solving• Synectics

Purcell, 2003

ProductsAdvance organizerAdvertisementAnimationAnnotated

bibliographyArgumentAssignmentAudiotapeBiographyBlueprintBoard gameBook jacketBulletin boardBulleted listCD discCalendarCampaignCard gameCensusCeramicsChamber musicCharacter sketchCharcoal sketchChartChoral readingChronologyCollageCollectionComic stripComputer gameComputer program

CostumeCritiqueDanceDebateDiagramDiaryDictionaryDioramaDisplayDramatic

monologueDrawingEconomic

forecastEditorialElegyEssayEtchingExperimentFableFact fileFairy taleFamily treeFestivalFilmstripGlossaryGraphGraphic

organizerGreeting cardHaikuHypercard stackHypothesis

Illustrated storyInterviewInventionInvestment portfolioJournalLandscape designLearning profileLectureLessonLetterLimerickLine drawingListMagazine articleMapMazeMemoirMemoirMontageMovieMuseum exhibitMusical compositionNewspaperNotesObservation logOil paintingOral historyOral reportOutlineOverhead

transparency

PamphletPantomimeParagraphPatternPhoto essayPhoto journalPlayPicture dictionaryPicture bookPoemPortfolioPosterPotteryPowerpoint slidesPredictionProtocolProposalPuppetPuppet showQuestionsRadio showRelief mapReflectionReflective essayResearch reportRubbingRuleScience fiction storyScrapbook

SculptureSet designShort storySilk screeningSimulationSkitSlide showSmall-scale modelSocial action planSongSonnetStencilSummarySurveyTableTerrariumTextbookTimelineTheoryThink pieceTopographical mapTV documentaryTV newscastVideoVideo gameVocabulary listWeather

instrument/logWebWorksheetWrapping paper

design

Example

DIFFERENTIATEDAll students create

their own concept map about migration

They also have the opportunity to record on audiotape about the diversity of people in their neighborhood and explain why they moved there

TRADITIONALThe preparation

of the Thanksgiving dinner for the class, parents, and invited officials to coincide with Thanksgiving Day

Performance standard: Students will describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people, K-4

Purcell, 2003

Component

Option 1 Option 2 Option 3

Assessment

Content

Learning Actives

Product

Materials

Designing Alternatives

Purcell, 2003

Component

Novice Apprentice Expert

Assessment

Content

Learning Actives

Product

Materials

Designing a Tiered Lesson Plan

Purcell, 2003

Next Steps…

Develop a plan of a differentiatedMorning meetingLearning centers or stationsProject

Practice differentiation in the classroomBe prepared for next time to

Reflect on how things wentShare ideas, lessons, materials, etc.