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We Do Need It! Differentiated Instruction for College Level Echo Wu, Ph.D. Center for Gifted Studies College of Education & Human Services Murray State University

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Page 1: We Do Need It!

We Do Need It! Differentiated Instruction for College Level

Echo Wu, Ph.D.

Center for Gifted Studies

College of Education & Human Services

Murray State University

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Outline u What is Differentiation (DI)? Why DI?

u How do we use it at college level?

u What strategies can we use?

u What resources do we have?

u What do we need to know?

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What is DI? Why do we need it?

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Activity-1 (Individual) u Please write down your initial ideas on the sheet: What is “Differentiated Instruction” in your mind?

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DI is “NOT” DI “IS”

•  Individualized instruction - Different reading assignments• Grouping • Tailoring the same suit of clothes• One-size-fits-all instruction does NOT reach all Learners

• Student centered - Multiple intelligences; learning styles• Blend of whole-class, group and individual instruction

• Responsive and flexible • Learners of multiple abilities CAN BE educated together

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Myths & Realities: 10 Common Misunderstandings on DI 1. Differentiation is a set of strategies.

u  It is an entire teaching philosophy grounded in knowing students and responding to their needs.

 2. Differentiation is group work.

u  Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups – all depending upon demonstrated student needs.

3. “I already differentiate.”

u  While many teachers may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms– these classrooms develop and grow over time in response to student need.

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4. Differentiated lessons have to be creative, “cute,” and fun.

u  While engaging students is an important part of differentiation, it is more important that the lesson be grounded with rich curriculum.

5. Differentiation is just the next educational fad.

u  Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different will the need for differentiation disappear.

6. Providing choice= differentiation.

u  Different activities have to be held together by clear learning goals.

 

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7. Differentiation isn’t fair.

u  Fair does not always mean “the same.” In order for students to reach the same goals, they may need to take different paths to get there.

8. Differentiation means “dumbing down” the curriculum for less advanced learners.

u  Differentiation means providing appropriate scaffolding to help all learners reach common learning goals.

9. Preparing a differentiated lesson takes a huge amount of time.

u  Creating any high-quality lesson takes time. A teachers get their heads wrapped around the process, they become more efficient and develop storehouses of differentiated lessons to adapt.

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Know Your Students

Student Differences https://www.youtube.com/watch?v=1SWQ7alGawI

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Activity-2 (in Pair)

u Please share with the person beside you, and answer the question:

What are the “differences” that your students may

have from each other?

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How Do We Use DI at College Level?

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Unique Features of College Students

u College students have more variety: Language background; learning background, family background

u  College students may not know each other very well, or at all

u  College students have more control of their time, and they may also have better time management

u  Instructors need to know students on purpose, otherwise may not have a chance at all!

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� � �   � � � � ni � � � nK’� � � � � � � � � K�

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Activity-3: MI Inventory

u Using the MI Inventory to find out what your MI is!

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Determine What to Do Next

u Pre-Assessment

u Content

u Process

u Product

u Formative Assessment

u Post-Assessment

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1. Content Based on student readiness & interests

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DI of Content � � � � � � � � � � � � � � � � � �

�  � �l �A mDi �� l �� � � DrDlf � � �L �r � n� � � nyA� � ly � �i lb��  � yAL�f � � � bl � � � � nA� bP� � nnt � � l � � �DA� � ymb��  � rD� i � � � bt b� � i � � � � e�� lDL�b � ln� � �� Ai Di � � � n� rb��  � yAL�f � � ly � �i l � i l �A �b lb��  i l �A � bl � i L�i lnAD� bP� i l �A LD�v T� ni � �A �i � �P � � �b   ni � �

ln� �   �i c� i � �� � � y �b lDni i � DA�� v Dl � � y �b lDni b��  � � l � � A� � � nyA� � ly � �i lb� yrlD   r�� i l �r rD� �i � �b � s �

� � � Ai Di � � � l f r�b , ��  � � l � � A� � � nyA� � ly � �i lkb� � A�� �A �i � �b � � i � � nlDL� lnAb, ��  i blAy � lDni � Db� � ni � �   lc� n� yb�� � � i � � � ADi � D   r�c � ADL�i ��  � A� Di c� � b�� � � �b �� A� ��  � i nv � � � � � � � ly � �i lb�

�  � b� � � �� � Di � � � l �A D� rb� � � l �� � Af Di � � � �� � � � DrDlf � � �L �r b�

�  � y l � � �o l � � l � AD� rb� ni � � �   ���  � b� � �   �r rDi � T� n� � � R� � �b lb� � l �� �� � Di �b b� � �L �r b� n� � � ly � �i lb�

�  � b� � � �� � Di � � � y � � D�b ��  ��l � v Dl � � m� rr� � Any   b� ln� � �c� �� � � � i � � �� � nA� � t Drr� � nA�� lAy � � rDi � � � �� Ai �A bP� nA� � ol �i � �l �� � �� Ai Di � �

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� �   � � � � � � � � � � � d�� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

�  � nyA� � kb��  � �� � Di � � � � e�� lDL���  � � A� � l ��  � rnnmkb� � � oni nmf ��  � �o lT � l �A D� rb�

�  i blAy � lDni � r� � lA� l �� D�b ��  � �� Ai �A � � i � � � �m �i l �

�  � u�� lDL�� � A�b �i l � lDni b��  � �� Ai Di � � � i LDAni m�i l ��

�  � rr� � � � � � i blAy � lDni � ybl � � L� a��  � � lDL�� � i � � � �m �i l ��  � �� � Di � � s � � ADlDi � � � lA� l �� D� b��  � � � A� bb� l �� � y � DlnAf P�� Di � bl �l D� P� � Dby � r� s � � � � lDr��� � � Ai �A b�

�  � � � A� bb� yrlD   r�� i l �r rD� �i � �b ��  � � � � �L � rn   m�i l � rrf ��     An   AD� l ��

��

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� t � � � � e� � � � � � � � � K�

Three Tier Instructional Model

by Kim Imrie

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ffs� � � � � KK�

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DI of Process � � � � � � � � � � � � � � � � �

�  � r�o D� r� � � Any   Di � � Db� � ni bDbl �i lrf �� b�� ��  � Any   Di � b� � A�� � nl � � Do�� P� � i � �

� nyr� � � �� � f i � mD� � Di � � An� �b b��  � � � � � � nr� � � r� bb� i lAn� y � lnAf �

� Db� ybbDni b� Pl � i � � nrrnv � v Dl �� m� rr� � Any   � CnAg� � � DA� � nAt R�

�  � DA�� l � i blAy � lDni ��  i hyDAf c� � b�� � � �� Ai Di � ��  � nn   �A � lDL�� � �� Ai Di � ��  � r� bbAnnm� � i � � �m �i l � � � i � Slb�

� ly � �i lb� � i � � � �� � �A b��  � A� � i DY� lDni � s � � nylDi �b �

�  � b�� � D�A �� � � � lDLDlD�b � ��  � AnLD� �� i l �A �b l � � �i l �A b� ��  � �L � rn   � � �A bni � r� � � �i � � b� � nA�

� nm   r� lDni � n� � � nAt ��  � i D   yr� lDL�b � CnAg� � i � b� ni � � y     nAlb��  � � Af Di � � l �� � �i � l � n� � � Dm���  �m nADY� lDni ��  � � � � ��  � �� D   An� � r� l �� � Di � ��  � A�   D� � nA� � i DYDi � ��  � � � unr� Di � ��  � �� � Di � ��  � �r � � � � rt ��  � �� � � y �b lb��  � yD� � � � � nl �b �

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A Variety of Strategies to Use

� S� � � � � K� � � � � � � n � n� � � � K� ��  � � � � � � � � � � � � U   � U� � d � � � e� � � ��  � �   � � � � � � � � � � � � � � � � � � ��  � �   � � � � � � � � � � �� � � � � � � �� � ��  � � � T� � � � � � � � � � � � � � � � � � � � ��  � � �� � � � � � � � �� � i � � � ��  � � � � � � � � � U   � T��  � � � � � � � � � � � � e� T��  � � �� � � � � � � � � � �� ��  � � � � e� � � �� Thinking Hats

� � � � � � � � � � � � U   � U� � d � � � e� � � � � �   � � � � � � � � � � � � � � � � � � �� �   � � � � � � � � � � �� � � � � � � �� � �� � � T� � � � � � � � � � � � � � � � � � � � �

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r s� � � � i � nK�

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DI of Products � � � � � � � � � � � � � � � � � �

�  i DlD� r� s � � i c� nDi � � � bb�b bm�i l � n� �� ly � �i l � � �� � Di �b b� s � � Anv l � � A��� bb�i lD� r�

�  � y l �i lD� � � bb�b bm�i l ��  � ly � �i lb� � A�� � � lDL�� s � � � b   ni bD� r��� o   rnA� Ab�

�  � � Af � � o   �� l � lDni b� s � � �h yDA�m �i lb�� nA� � ly � �i l � � �b   ni b�b �

�  � ni bD� �A � �� � � � ly � �i lkb� yrlD   r�� i l � rrD� �i � �b � � s � � �� Ai Di � � � l f r�b �� � b�� � ni � � y l � nm�b �

�  � DL�� � ly � �i lb� �   lDni b� n� � nv � ln�� o   A�b b� � �h yDA�� � � �� Ai Di � ��  � A�� l �� � � � y     �l � � nv P� � ADl ��� � � � l l �A P� � �L �r n   � yA� r� v Dl �� � � �r b�

�  � b�� � y � AD� b� l � l � � l � �� ly � �i lkb� � � AD�� � � t Drr� � �L � r��  � y � D� l � AR� nm�

�  � rrnv � � ly � �i lb� ln� � nAt � � rni ��CnAg� Di � � m� rr� � Any   b�

�  � � A� nAm� i � �� c� � b�� � � bb�b bm�i l ��  � ly � �i l � � nAl � nrDnb��  � i nv r�� � �� �     Di � �

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� � � � � � � � � g� � � � � � nK�� � � �   � t � � � � KK � � � �   � � K� D� � � � � K�

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DI of Classroom Environment

� � � � � � � � � � � � � � � � �

�  nv � l �� � r� bbAnnm� Db�� A� � i DY�� , �

�  � r� bbAnnm� � � � LDnA�m� i � � �m �i l �   r� i ��  � An� � � yA�b ��  � ni b� hy � i � �b ��  � nbDlDL�� i l �A L�i lDni b�

�  � r� � �b � Di � � nnm� � A��� n� �� DblA� � lDni bP� � i � � � r� � �b � l � l � i LDl �� � ly � �i l � � nrr� � nA� lDni �

�  � l �A D� rb� l � l � � �d �� l � � � � � AD�l f �n� � � yrlyA�b � s � nm�� � �l lDi � b�

�  � r�� A� � yD� �r Di �b � � nA� i � �   �i � �i l � � nAt �

�  � �L � rn   � � nylDi �b ��  � ly � �i lb� � i � �A bl � i � �� Du�A � i � �b � n� � � �� Ai �A b�

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College Learning: Online or Face-to-Face

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� � � � � � � i � �� KK� � � � � � nK�

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Boosting Learning Engagement

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� og� o� � �

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� � � � � � � � � K�

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� � � � �

Differentiate Instruction (50’): https://www.youtube.com/watch?v=Xl0owpw23IQ

Every Student is Different: https://www.youtube.com/watch?v=8IjHGqOZEng

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Differentiation can include complex strategies, like writing tiered lesson plans, or it can take a more simplistic form, such as using reading buddies or think-pair-share strategies. For instance…

Higher Prep Strategies:

u  Tiered Lessons

u  Flexible Grouping

u  Think-Tac-Toe

u  Multiple Intelligence

u  Graphic Organizers

u  Response/Exit Cards

u  Multiple Texts

Lower Prep Strategies:

u  Reading & Study Buddies

u  Anchor Activities

u  Think-Pair-Share

u  Choices of books

u  Interest Surveys

u  Multiple Levels of

u  Questioning

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Carol Tomlinson (2005):

The simple truth is that we cannot meet the needs of any of

the students we met if we teach them

as though they are all alike and as though they are essentially the same

as all other students of the same age and grade

  To teach any of them well, we

have to learn to teach much more flexibly and responsively

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� � � � � � � � K�Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved

October 22, 2008, from http://www.cast.org/publications/ncac/ncac.diffinstruc.html

Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved November 1, 2008 from http://www.teachervision.fen.com/intelligence/teaching-methods-and-management/4802.html

Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain. Retrieved November 1, 2008 from, www.urbanschools.org/events.docs/Penn320062.ppt

Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved from http://eduscapes.com/sessions/needs/elementary2.html

Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from http://help4teachers.com/

Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS: Special Connections. Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/speccconn/main.php?cat=instrucition

Teachervision (2008). Structuring Lessons to Promote Learning from Materials. Partnership with Council for Exceptional

Children. Retrieved from http:www.teachervision.fen.com/curriculum-planning/learning

disablilities/6731.html?

Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1, 2008, from

http://www.teachnology.com/tutorials/teaching/differentiate/print.htm

Thompson, S. (2005). Instructional Tools Related to Instructional Accommodations. KS: Special Connections. Retrieved

November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction

Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades. Retrieved October 1, 2008, from

http://www.ericdigests.org/2001-2/elementary.html

Tomlinson, C. (2000). Educational Leadership, 58, 6-11, Retrieved October 1, 2008, from

http://www.jamesviledewitt.orgtfiles/folder257/ReconcileDITomlinson.pdf

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Contact Information Echo Wu, Ph.D.

Director, Center for Gifted Studies Department of Educational Studies, Leadership &

Counseling College of Education and Human Services

Murray State University 3205 Alexander Hall, Murray, KY 42071-3340

Tel: 270-809-2539 Fax: 270-809-3799

http://www.murraystate.edu/cgs