Differentiation A-Z:
Practical
Application of
Lesson Designs for
the Inclusive Classroom
By Kathy Switzer, M.S.
Assistant Director of Special Services
College Station I.S.D.
Diverse Learners ELL
At Risk 504 students with accommodation plans
Sped students with IEP’s
Intellectual challenges
Learning Disabilities
Physical Disabilities ** Talk to your elbow partner about the diversity of
learners in your class this year
How did these students demonstrate readiness to learn? What did you know about their learning profile?
What is differentiated
instruction?
A way of thinking about teaching and learning that is designed to assist teachers in recognizing, understanding, and addressing student differences that are inevitable in virtually all classrooms (Tomlinson & Imbeau, 2013)
Principles of differentiation
Students differ in their readiness to learn
significantly enough to affect their
learning
Students learn best
with high expectations and support from
adults
when material is connected to interests and
experiences
In a safe community
Universal Design for Learning
Focuses on three guiding principles
Multiple Means of Representation
Multiple Means of Expression
Multiple Means of Engagement
Multiple Intelligences
All learners have Strengths, Needs, and
Preferences in the classroom
Intelligence is not a single ability (Howard
Gardner, 1993)
Cattell, Horn, Carol theory of multiple
intelligence is currently used in assessment
for Specific Learning Disabilities (Flanagan,
Ortiz, & Alfonso, 2013)
Cognitive Abilities
Crystalized Intelligence
Fluid Reasoning
Long-Term Storage and Retrieval
Working Memory
Auditory Processing
Visual Processing
Processing Speed
Educational Neuroscience
Study of the Brain and how it functions to
learn
Supports the use of differentiated
curriculum and instruction in the areas of:
Content
Process
Product
Environment
Content
What the student should know,
understand, and be able to do as a
result of learning
Should be Relevant, Authentic,
immediately usable, and
empowering to students in the
present and future (Tomlinson, 1999)
See Planning Pyramid
Process
Activities, lessons, and interactions that occur during the school day to help students use their skills to make sense of the content being presented
Use of supplements, modifications, and accommodations to differentiate for all learners
Product
The planned results that represent
the acquired skills.
Can be used as assessment
Product Assignments vary along a
continuum in differentiated
instruction
Learning Environment
Physical and emotional contexts
where learning occurs
Three components of healthy
learning environments:
Physical Arrangements
Instructional Groupings
Classroom Climate
See environmental assessment tool
Learning Environment Checklist
Component Does It Allow/Include…
Seating
Quiet places
Flexible seating arrangements and grouping
Multiple-use areas
Classroom
Organiza-
tion
Well-established daily routines
Clear rules with consistent enforcement
Multiple signals and cues to prepare students for changes in activity
Student assignments given orally, posted on board, posted on website, and written in
assignment notebook
Easy access to manipulatives and materials
Easy access storage for wheelchair or other mobility equipment
Aisles that allow for easy movement around the classroom
Clutter-free spaces that reinforce organization of materials and work practices
Positive
Climate
Well established behavioral expectations (taught, reinforced regularly, and posted)
Prevention of difficulties though teaching appropriate behaviors
Posted reminders that are used in praise and correction
Use of physical proximity and touch to help students re-focus
Reduction or elimination of textures, sounds, and smells that might be disconcerting
to some learners
Individual positive attention to each student that promotes actions that tell students
that they are valued, able, and trusted
Development of independent thought and action in each student
Acceptance and valuing of diversity in people and thought
How Do I Differentiate Content?
Historical Methods
Reducing number of vocabulary words
Reducing complexity of definitions
Providing Word banks or lists
Reducing the number of questions or
problems to be completed
Historically these methods have been used
on an as needed basis for a specific
student per the student’s IEP
How Do I Differentiate Content? Content Adaptations Instructional adaptations
Use simplified and expanded
definitions for vocabulary
Pre-teach vocabulary or provide
outlines or partial notes
Omit extraneous Details Read aloud or text to speech
Reduce reading level of test
questions and/or text
passages
Accompany lectures with visuals
(e.g. video clips, graphics, maps,
diagrams, etc.)
Spiral back to previous
knowledge
Provide cues and prompts
Expanding and Modifying
Curriculum
Use hands on activities
Allow students to share an
activity with varied learning
outcomes
Include demonstrations of
assignments
Provide Tiered Assignments Provide examples of varied
products
How Do I Differentiate Process
to Positively Affect Outcomes? Both ESSA (Every Student Succeeds Act,
2015) and IDEA (Individuals with Disabilities
Education Act, 2004) explicitly require
that teachers select and use research
based strategies. The general education
classroom and curriculum is the focal
point for the instruction of students with
disabilities. (34 CFR 300.552[a] [1] and [b] [1] and [2]).
How Does Brain Research
Influence Process of Instruction?
Findings from Brain Research Influence on Process
Each Brain is uniquely organized Student choice and interest
If new information can be
linked to current information , it
is easier to learn
Spiral Learning – link new to
previous information
The frontal lobe processes
higher order thinking and
problem solving
Goal directed and problem
solving skills are essential to
success
If flooded with emotional
chemicals (cortisol) retention of
information is altered
Positive learning environments
produce endorphins and make
it easier to learn and retain
Learning requires focus and
attention
Must be engaging for all
learners
Process Effect on Learning Outcomes
Metacognitive Tools:
Graphic Organizer,
mnemonics, imagery, story
maps, constructing
sentences, editing,
paraphrasing, and
classifying information
Students can engage with the
academic content and make
sense of what they are learning
Scaffolding: Step-by-step
construction of a concept
or skill
Connects new knowledge to old
knowledge. As the student learns
the pieces, the teacher helps
string the pieces together
Chunking: Organizing or
grouping information
together
This makes it easier to remember
and learn
Cooperative Learning: BUILD
(Fogarty and Pete, 2011)
Build in higher order thinking
Unite the team
Include individual accountability
Look back and reflect
Develop social skills
From Traditional to Cooperative Learning
From … To …
“A good class is a quiet class.” “Learning involves healthy noise.”
“This is an independent task.” “ This is collaborative teamwork.”
“Keep your eyes on your paper.” “Ask your partner for help.”
“Sit quietly.” “Get up and look at what others did.”
“Talking is cheating.” “Talking is learning.”
(Adapted from Kagan & Kagan, 2009)
Designing Process Strategies
Have a clear purpose
Focus on key ideas
Guide students
Vary modes for exploration of ideas
Tie new information to previous
understanding
Match students’ levels of readiness
How Do I Modify Product Options?
Consider product choices
Artistic - creative/graphic- painting, collage,
pottery, paper mache
Performance – skit, role-play, musical, mime
Spoken – speech, newscast, oral report, rap
Visual – video, diagram, photography, poster
Model/ Construction – relief map, diorama,
machines, terrariums, robots
Leadership – speech, debate, organize event
Written – brochure, caption, chart, web page,
timeline, interview questions, diagram
How Do I Use Assessment?
Authentic Assessment
Based on “real world”
Directly assessed in real-life situation
Teacher uses meaningful, complex, and
relevant activities
Examples: Demonstration, Project, or
Presentation
How Do I Use Assessment?
Portfolio Assessment
“a focused collection of diverse documents and artifacts that… reflect a persons’ learning process” (Imhof and Picard, 2009)
Ongoing and gathered over time
Embraces differing developmental levels
Variety of Evidence
Examples: Book logs, videos, research reports
How Do I Use Assessment?
Scoring Guides or Rubrics
Specific grading guidelines for a specific
project
Rubrics include criteria for levels of
proficiency in specific skills
Why Rubrics? The grading of significantly
modified content and product can be
made more objective and skill specific
Where and How Do I Start?
I Don’t Have Time To Do This. Using the chart below and the ideas
presented in this session
start with targeting one or two students who have not been engaged or have not been successful in regular daily instruction
Target one lesson or project
Try doing this one time per week and you will find at the end of the year you will have a repertoire of differentiation options in your tool belt
Instructional Planning Form
Date: Period: Subject:
Goal:
Materials Required:
Content Anticipatory
Set
Learning
Activity
Rehearsal
Activity
Learning
Activity
Evaluation
Activity
What some
students will
learn
What most
students will
learn
What all
students will
learn
Adaptations Anticipatory
Set
Learning
Activity
Rehearsal
Activity
Learning
Activity
Evaluation
Activity
Content
Product
Process
Environment
References
Flanagan, D., Ortiz, S., & Alfonso, V. (2013). Essentials of Cross Battery Assessment, Third Edition. Hoboken, NJ: Wiley.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New
York, NY: Basic Books.
Gartin, B., Murdick, N., Perner, D., and Imbeau, M. (2016). Differentiating instruction in the inclusive classroom: Strategies for success. Arlington, VA: Council for Exceptional Children.
Kagan, S. & M. Kagan. Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, 2009.
Tomlinson, C. A., & Imbeau, M. B. (2013). Differentiating instruction. In D. R. Reutzel (Ed.), Handbook of research-based practice in early education. (pp. 119-139). New York, NY: Guilford.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
Imhof, M., & Picard, C. (2009). Views on using portfolio in teacher
education. Teaching and Teacher Education, 25, 149-154. doi:10.1016/j.tate.2008.08.001