Differentiated Instruction

• Middle and Secondary Focus

• Ryan Roberts– American History– AP Government

Differentiated Instruction

Different Strengths

Differentiate Content

• Varied Texts• Graphic Organizers• Independent Study• Tiered Assignments– Vary the assignment – Vary the grading scale

Differentiate Process – Bloom’s

• Thought Provoking Questioning • Remembering - Identifying and recalling information• Who, what, when, where, how, describe, list • Understanding - Organizing and selecting facts and

ideas• Retell (in your own words)• What is the main idea of _____• Applying - Using facts, rules, principles• How is _____ an example of _____ • How is _____ related to _____

Differentiate Process – Bloom’s• Analyzing - Separating a whole into component parts• What are the parts of features of _____• Classify _____ according to _____• Outline/diagram/web• How does _____compare/contrast with _____• What evidence can you present for _____• Evaluating - Developing opinions, judgments or decisions• Do you agree or disagree and why• What do you think about _____• What is the most important____ and why• Prioritize _____ according to _____• How would you decide about _____• What criteria would you use to assess _____

Differentiate Process – Bloom’s• Creating - Combining ideas to form a new whole• What would you predict/infer from _____• How would you create/design a new _____• What might happen if you combined _____ with _____• What solutions would you suggest for _____• What if _____ • What could I substitute for _____• How could I modify?• How could I put to other uses?• What if I eliminated a part?

Quantity*Quantity* Time*Time* Level of Support*

Input*

Alternate Goals

Difficulty

Participation*

Output*

Substitute Curriculum

Adapt the way instruction is delivered to the learner.

For example:Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson

Adapt the number of items that the learner is expected to learn or complete.

For example:Reduce the number of social studies terms a learner must learn at any one time. Add more activies or worksheets.

Adapt the time allotted and allowed for learning, task completion, or testing.

For example:Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure.

For example:Assign peer buddies, teaching assistants, peer tutors, or cross age tutors.

Adapt the skill level, problem type, or the rules on how the learner may approach the work.

For example:Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.

Adapt how the student can respond to instruction.

For example:Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.

Adapt the extent to which a learner is actively involved in the task.

For example:In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the student turn the pages while you are reading to the group.

Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities.

For example:In social studies, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name each capital.

Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities.

For example:During a language test a student is learning toileting skills with an aide.

Nine Types of Curriculum AdaptationsNine Types of Curriculum Adaptations

Differentiated Instruction

• How do I use this in my classroom?• Practical Ideas• Simple is better…

Differentiated Instruction

• Practical definition: different instruction for different groups of students in your class.– NOTICE: I did not say… each child. – If you have 150 students a year and about 30

students in each class… Let’s try breaking them up into 3 or 4 groups of students.

4 Group Approach• Group 1: IEP and Special Needs– By law… you have certain modifications to make for

these children.• Group 2: Struggling Students– Students that may need modifications on homework

and/or tests, but aren’t identified.• Group 3: Regular Children– Students that need no modifications

• Group 4: Gifted Children– Students that need an extra challenge or new way to

demonstrate their knowledge.

Presentation of Material

• Lecture• PowerPoint• Audio Files• Movies• Video Clips– www.keepvid.com

• Constantly moving around the room• Take all of the above and mix it up… all the time.

Presentation of Material

• Cover the same material about three different ways for students to get it.

• If you test the students and they don’t get the material… for the love of all… don’t reteach it the same way.– Teach it differently. – Find a student that does get it… let them teach it.– You remember 10% of what you hear and 90% of

what you teach.

Let Students Express Themselves

• How do you as a teacher evaluate what the student knows?– The TEST right?

• A student is more than a test score…period.

Let Students Express Themselves

• So what do I do in my classroom?– Tests• Then I retest…if needed.

– Projects• They choose from a list of possibilities• Rubric

– Class Discussion• Teach students to respect differing opinions• Also teach them to stand up for their opinions

Let Students Express Themselves

Lecture

• Verbal Retelling– Have students tell you what you just read

(comprehension)– Call names and try to use everyone

• Connect material to previous material– I do this with bell ringers…• Students get where they want to read instead of me…

Recorder, Talker, and Checker• RTC stands for "Recorder, Talker, and Checker." Prior to beginning a 10 to 15

minute segment of a lecture, I appoint students for the following jobs:• R -- a recorder who records the critical information on a poster, and I lecture;• T --a talker who will present that critical information to the class, at the end of my

20 minute presentation, and • C --a checker who checks to assure that the critical information is all covered by the

recorder and the talker. • After lecture, I then have students in the class present the

critical aspects of the information I just covered. This assures participation of the students who are serving in these roles, and breaks up the lecture/discussion format. Also, sometimes teachers do not say exactly what they wish to say, and/or students hear something different, so this procedure gives the teacher the opportunity to hear what the students heard, and to correct, clarify, or add to that information.

Group Assignments

• Group by ability?• Let them choose?• Random?• Allow students to give a score to each

member according to how much work they did…

Projects

• Write a story, poem, letter, etc.• Draw a poster, propaganda, bumper sticker,

etc.• Act out a skit, play, short movie, commercial,

infomercial, etc.• Music video – rewriting words of a song to

match content• Build a model

Videos I have had…

• Basketball to illustrate The Crusades…• Eminem’s “Love the Way You Lie” rewritten to

explain the Articles of Confederation• 8 minute video with acting and music to

discuss Articles, Congress, etc.• Cheerleading skit• Roanoke skit in the Library

Other projects

• Facebook pages about Pocahontas• Poetry • Artwork• Posters• Students critiquing the work of other students

similar to American Idol• PowerPoint Presentations…

Upcoming Projects

• Historical interviews• Point of View Letters

Games

• Jeopardy• Wheel of Fortune• Who wants to be a

millionaire• “Sinking ships”• “Trashketball”

Assignment Choice

• Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from class-to-class as well as lesson-to-lesson. Teachers should ensure that students have choices in their learning.

Important ideas

• Let students express their ideas• Let students teach each other (5-10 min

lessons) • Connect subject material with student

interests• Technology is a must