Introduction to Differentiated Instruction

Erie 1 BOCESPresented by: Monica

Burgio Daigler

Introduce GroupIntroduce Group

• Tell us your name.

• What level you teach?

• What is your goal(s) for today’s workshop?

“We have to know where we want to end up before we start out” Carol Ann Tomlinson

Essential Questions:Essential Questions:What is differentiated Instruction and

what does it look like in the science classroom?

Why should I differentiate my instruction?

How can I differentiate my instruction?

What is Differentiated Instruction?

(Diagnostic…pair…share…)

First and Last name

Auditory, Visual, or Kinesthetic? Analytical, Creative, Practical?

Multiple Intelligence Preference Array Inventory

3-4 Words That Describe Me:

Some of My Interests:

Leave this last line blank!

First and Last name

Auditory, Visual, or Kinesthetic? Analytical, Creative, Practical?

Multiple Intelligence Preference Array Inventory

3-4 Words That Describe Me:

Some of My Interests:

Leave this last line blank!

“It's not how smart you are,   it's how you are smart!"|—Howard Gardner Interview, "Common Miracles" ABC

1993

Discussion about Learning Styles :

• What are your strengths?What are your strengths?

• Do you teach to your Do you teach to your strengths?strengths?

• What are YOUR What are YOUR weaknesses?weaknesses?

• Could that be their Could that be their strength?strength?

Differentiated Instruction is…

• Custom-designing instruction based on student needs.

• Modifying the content, process activities, or products developed by the students (learning environment can also be modified to provide a facilitative setting for effective instruction)

• Learners are assessed on their readiness levels, learning profile (multiple intelligence styles), and interest. These qualities are the driving factors in determining how to deliver appropriate instruction as all learners are unique.

Differentiated Instruction

• What it is & What it is NOT

(see chart)

Why Differentiated Instruction?

Brain research confirms what experienced teachers have always known:– No two children are alike.– No two children learn in the identical

way.– An enriched environment for one

student is not necessarily enriched for another

– In the classroom, we should teach children to think for themselves

Students Retain:

• 10% of what they READ

• 20% of what they HEAR

• 30% of what they SEE

• 50% of what they SEE AND HEAR

• 70% of what they SAY

• 90% of what they SAY AND DO

Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53

Flow Chart

Role of the Teacher…

Flow Chart

Differentiated Content

• Input – what the students learn–Use of multiple texts

–Use of varied resources

–Compact curriculum

–Learning contracts

Content: Science

What students are to learn and the materials or mechanisms through which this is accomplished.

Example: If the classroom objective is for all students to identify parts of a cell, some students may learn to label five major parts, while others may learn to label more parts and define the function of each part

**Can structure with personal goals**

Real-life Instructional Strategies

Learning contracts are an agreement between the teacher and the student regarding how a student will complete tasks. This offers certain freedoms and choices on how a student learns the content. For example, the teacher and student could develop a contract at the beginning of a unit which includes independent study topics and assignments.

DeGuia, M. (2004). Differentiating the learning environment. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology.

Flow Chart

Differentiated Process

• How students make sense of content–Interactive journals

–Tiered assignments

–Learning centers

–Cubing

–Anchor activities

Process: Science

What key skills students use to make sense out of essential ideas and information.

Example: One student may explore a learning center, while another student collects information from the web

Real-life Instructional Strategies

Tiered activities include offering students options in completing questions, tasks, and so on, of various ability levels. This ensures that students explore ideas at a level that builds on their prior knowledge and stimulates realistic growth. For example, students working in cooperative groups can choose to complete questions (A,B, or C) on a specific task with which they feel most comfortable.

DeGuia, M. (2004). Differentiating the learning environment. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology.

Some Anchor Activities

•Read•School Library Media Center

•Learning Packets •Journaling

•Learning/Interest Centers•Listening Centers

•Research Questions or Projects•Commercial Kits and Materials

What are the benefits in using an anchor activity?

Brainstorm good times to use anchor activities. Think about transition times.

What might be the concerns or problems to using an anchor activity?

Brainstorm how you will overcome the concerns to using anchor activities.

Cubing is a strategy that requires students to think on multiple levels. Things to remember:You must have more than one cube. Cubes can be differentiated by student readiness, interest, or learning profile. Each side of the cube should have a command such as describe, compare, analyze, etc., and a prompting question or statement underneath.

Flow Chart

Differentiated Product

• Output – how students demonstrate what they know and are able to do– Product presentation uses varied

modes of expression, materials, technologies

– Advanced assignments that require higher order thinking skills

– Evaluation by self and others– Authentic assessment

Product: Science

What vehicles students use to demonstrate and extend what they know.

Example: For example, to demonstrate understanding of the food chain, some students may create a three-dimensional diagram, while others create a PowerPoint presentation.

Differentiating Products for Struggling Learners

• Put directions on audio or video– Read The Words, – Embed on teacher page or class wiki

• Prepare, or help students prepare a timeline or contract– Learning Contracts???

• Provide resources– Delicious, Diigo

• Rubrics that reflect individual needs– Rubistar

Flow Chart

Example

Flexible grouping

Pairing

Red, Yellow, Green Cups

Choice Boards

Where Do I Start?

• Five low prep strategies– Organize kids so that each students is

in one large group and two partner pairings (learning styles)

– Display a daily/weekly agenda– Ask for exit cards– Use Graphic Organizers– Use a learning center– Create a tiered assignment

How Do I Keep Going?

• Five High Prep Strategies– Learning Contracts– Create activities for different learning

styles– Commit to using technology– Create centers allowing for movement– Use Multiple forms of assessment

How to Differentiate InstructionThe Bottom Line…Differentiated instruction is about using teaching

strategies that connect with individual student's learning strategies.

The ultimate goal is to provide a learning environment that will maximize the potential for student success.

The important thing to remember is to hold on to the effective teaching strategies that lead students to positive learning outcomes and to make adjustments when necessary.

It's about being flexible and open to change.

It's also about taking risks and trying teaching and learning strategies that you would have otherwise ignored.

Develop your own differentiated lesson (Be prepared to share)

You may:

– Choose a ‘sample lesson’ to modify

OR– Choose a lesson

you have taught that you wish to improve

By using one or more of the resources provided:– Educational

Websites– Reference Charts/

Packets– Books (DI)

Discussion:

• Describe your lesson.• Why did you choose to modify this

lesson?• How did you differentiated this

lesson (what was modified: content, process or product)?

• Was the students’ readiness, learning style, or interest considered? If so, how?

Contact Information

Monica Burgio Daigler

Instructional Resource Services

Erie 1 BOCES

355 Harlem Road

West Seneca, NY 14224

Phone: (716) 821-7054

E-mail: mdaigler@e1b.org