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:
Co
nte
nt
P
ro
du
ct
P
ro
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ss
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