Differentiated Instruction

Adapted From:

Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth paper. After a verbal answer the person will initial the square.

Rules: - A person can only answer and initial one

square. - The goals are to activate prior knowledge

and to meet new people with new ideas.

Super Sleuth Super Sleuth

What is your definition of

differentiated instruction?Give an example of when you

have used DI?What is something you would

like to learn about DI?

When do you use small group instruction?

Differentiation means as many lesson plans as you have

students. Agree?

How do you discover how your students learn?

What is one way you can form groups in your classroom?

What are some quick on-going assessmentsin your class?

Are DI and assessment related?

Why Differentiated Instruction?

Dealing with the reality of diverse

learners

Differentiation is classroom practice that looks eyeball to eyeball with the reality that

kids differ, and the most effective teachers do

whatever it takes to hook the whole range of kids on

learning.

“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”

-Carol Ann Tomlinson

Jigsaw Reading Activity“Mapping A Route Toward Differentiated Instruction,” C.

Tomlinson, Educational Leadership, 57:1, September 1999

Objective: Participants become experts in one area of an article relating to Universal Design for Learning and Differentiated Instruction, share their expertise, and finish by relating new information to their current practice.

Draw a number Read corresponding numbered section of article Make notes

Meet with others who drew the same number to form Expert groups and assign group roles

Work with group members to create a summary that presents the critical points of the article section

Come to consensus on what will be presented back to Jigsaw groups

Expert group members return to their Jigsaw groups and assign group roles

Group members present a summary of their section of the article

Group members ask clarifying questions until everyone feels they understand the entire article

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustmentSource: The Differentiated Classroom, Tomlinson 1999

ContentContent ProcessProcess ProductProduct

ReadinessReadiness InterestsInterests Learning Profile

Learning Profile

according to student’s

through a range of instructional and management strategies…

Source: The Differentiated Classroom, Tomlinson 1999

CONTENT

PROCESS/ ACTIVITIES

PRODUCTS/ ASSESSMENTS

Ask yourself about:

Content:

How do we adjust or modify the

knowledge and skills we expect students

to learn?

3-Minute Buzz

Activities:

How do we modify our teaching

strategies to help students acquire the

knowledge and skills they need?

Think – Pair - Share

Products/Assessments:

How do we adjust or modify the way we assess student learning to better measure student

growth?

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

Assessment is organic!

Quick, not always recorded for a grade

Is a tool that directly affects ongoing plans for instruction

Leads to increased “yields” in academic growth

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

What is meant by “Flexible Grouping?”

Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency

Students sometimes work in groups defined by interests and/or learning styles

Teachers sometimes move between groups to provide instruction

Teacher becomes more of a “facilitator” of knowledge and skills

Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome

Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

Back and forth over Back and forth over time or course of unittime or course of unit

IndividualIndividual Small Group Whole Small Group Whole Group Small Group Group Small Group IndividualIndividual

Homogenous/Ability -Clusters students of

similar abilities, level, learning style, or interest.

-Usually based on some type of pre-assessment

Heterogeneous Groups

-Different abilities, levels or interest

- Good for promoting creative thinking.

Individualized orIndependent Study -Self paced learning -Teaches time

management and responsibility

-Good for remediation or extensions

Whole Class -Efficient way to present

new content -Use for initial instruction

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

Source: The Differentiated Classroom, Tomlinson 1999

Just a sampling of strategies that support Differentiated Instruction Multiple Intelligences Tiered Lessons 4-MAT

Jigsaw Tiered Centers Varied questioning strategies

Taped material Tiered Products Interest Centers

Anchor Activities Learning Contracts Interest Groups

Varying Organizers Small Group Instruction Varied Homework

Varied Texts Group Investigation Compacting

Varied Supplementary Materials

Orbitals Varied Journal Prompts

Literature Circles Independent Study Complex Instruction

Cubing Tiered Assignments Reading Buddies

Cubing

“I’m a secondary teacher. How can I differentiate?”

It can be done!

Anchoring Activities

Adjusting Questions

Tiered Assignments

What are Anchor Activities?

1. Tiered Instruction Changing the level of complexity or required

readiness of a task or unit of study in order to meet the developmental needs of the students involved.

Key Concept Or

Understanding

Those who do not know the concept

Those with some understanding

Those who understand the

concept

Processes, content and products

Assignments

Homework

Learning stations

Assessments

Writing prompts

Anchor activities

Materials

Level of complexity Amount of structure Pacing Materials Concrete to abstract Options based on student interests Options based on learning styles

1. Identify the standards, concepts, or generalizations you want the students to learn.

2. Decide if students have the background necessary to be successful with the lesson.

3. Assess the students’ readiness, interests, and learning profiles.

4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson.

5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.

6. Develop an assessment component for the lesson. Remember, it is on-going!

4. Compacting CurriculumCompacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.

Student Centered

Best practices

Different approaches

3 or 4 different activities

Multiple approaches to content, process, and product

A way of thinking and planning

Flexible grouping

One Thing

A Program

The Goal

Hard questions for some and easy for others

35 different plans for one classroom

A chaotic classroom

Just homogenous grouping

Appoint a class expert (student) Have clear, written directions for all

activities Grade judiciously Schedule “quiet” days Post procedure list for “early birds” Have sponge/anchoring activities available

at all times and well-known to your class

Goal:Participants actively engage in a discussion about the essential question, beginning with personal reflection and ending with group sharing.

Define the essential question for the workshop.

1. Present the essential question (5)

2. Think about your answer individually (5)

3. Pair with a partner and discuss your reflection(s) (10)

4. Share your reflections with the group (15)

They have fewer discipline issues Student growth is significantly increased Their interactions with students are more positive

and productive Even most traditionally reluctant learners become

focused and motivated when appropriately challenging tasks are assigned for them