Differentiated Instruction

Jen LinGlastonbury High School

8th CCSU Conference for Language Teachers

March 8, 2014

“The goal of a differentiated classroom is to

maximize each student’s growth by

recognizing that students have different

ways of learning, different interests, and

different ways of responding to instruction.”

Diane Ravitch

Why we should differentiate instructions?

“Students learn better if task ignite curiosity or passion in a student, and if the assignment encourages students to work in a preferred manner. Students learn better if tasks are a closer match for their skills and understanding of a topic.” Carol Ann Tomlinson

adapted from Linda Holdorf, A treasure chest of differentiation strategies, Nov. 2007

adapted from Linda Holdorf, A treasure chest of differentiation strategies, Nov. 2007

Things to considerActivate Intrinsic Motivation

• Give students a voice in classroom decision making• Provide students with choices• Teach to a variety of learning styles• Recognize and address different readiness levels• Use a variety of instructional strategies• Offer fun activities that inspire creativity and reduce

stress• Teach students to work cooperatively with others• Provide opportunities for students personal growth

Dodge, Judith. (2005), Differentiation in Action, p. 51

The How To’s of Planning lessons in a differentiated classroom

Accommodate Different student interests

Strategies that support Interest-Based Differentiation

(Adapted from Tomlinson, 2001, p.59)

•Student choice of tasks•Interest groups•Jigsaw •Independent study•Literature circles•Student-selected audiences

Think-Pair-Share

•Describe several ways you can

incorporate student interest in your

classroom.

•Ideas of new strategies of interest-based

differentiation in your classroom

Accommodate different learning styles

Sensory Approaches to LearningAuditory Activity Visual Activities Tactile-Kinesthetic

Teach a lesson Create a web sit Gather an artifact box

Give a speech Crate a photo journal Give a demonstration

Prepare recordings Prepare a Power Point presentation

Present a TV newscast

Conduct an interview Design an advertisement or poster

Make a videotape

Listen to a tape to respond

Design a graphic organizer

Play or create a game

Panel discussion Gather a gallery of pictures with subtitles

Group and categorize a collection

Engage in a debate Chart a visual timeline

Role-play with props(Adapted from Judith Dodge, 2005, p.67)

http://www.careernotes.ca/unit1/4-multiple-intelligences/

http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg

Pre-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Spatial

Knowledge

Present video of different tourist attractions and historical sites in China and elicit comments

http://www.youtube.com/watch?v=OIx1ekg4EiI&list=PL6B220AAD056F341E

Pre-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Bodily-Kinesthetic

Knowledge

Present Artifact Box containing essential items needed for traveling aboard

During-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Verbal-linguisticLogicalAnalysis

Student create Concept Map for key words found on travel brochure

旅游

机票 行程 景点

During-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Verbal-linguisticInterpersonalApplication

Think-pair-share activities to practice conversation

During-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Verbal-linguisticIntrapersonalAnalyze

Quick write to write summery

Post-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Verbal-linguisticInterpersonalApplication

Role play conversation to inquire travel schedule and book tickets

Post-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Verbal-linguisticMusical Creativity

Create a song or poem to promote tourism of a city in China

Post-Learning Activities

Sample lesson plan Unit: Travel in China

Multiple Intelligence

Activities

Verbal-linguisticSpatial Application/Synthesis

Create a travel brochure to introduce cities in China

Think-Pair-Share

•Describe several ways you can

incorporate student learning styles in

your classroom.

•Ideas of new strategies of differentiation

based on learning style in your classroom

Accommodate Different student readiness

Strategies that support readiness-Based Differentiation

(Adapted from Tomlinson, 2001, p.59)

•K-W-L •Ongoing formative assessments•Grouping•Anchor activities•Cubing •Open-ended questions•Tiered instructions and assessments•Technology

ANCHOR ACTIVITY

Specified meaningful activities on which students work independently

On going activities that engage and motivate students to extend their learning

To differentiate according to different levels of student readiness, two or more different cubes could be created with the same commands but with tasks at different levels of difficulty.

http://morethanenglish.edublogs.org/files/2011/09/bloom-interactive-pyramid-12ta9bt.jpg

http://4.bp.blogspot.com/-lZnKtfe6p2s/T8ohPzvnzDI/AAAAAAAAGWw/L94PIwY9ZXc/s1600/blooms+taxonomy+for+ipad.png

One small step a time…Low Preparation High Preparation

• Use of reading buddies

• Work alone or together

• Flexible seating• Open-ended

activities• Explorations by

Internet• Varied support

materials• Flexible learning

groups by readiness, interest and learning profiles

• Stations• Tiered centers• Tiered activities• Tiered products• Independent study• Multiple texts• Think-Tac-Toe• Students are assessed in

multiple ways

adapted from Linda Holdorf, A treasure chest of differentiation strategies, Nov. 2007

Think-Pair-Share

•Describe the different level of readiness

in your classroom.

•Ideas of new strategies of readiness-based

differentiation in your classroom

“When you allow students choices, you

address their four basic needs of

belonging, power, freedom and fun.”

Judith

Dodge

Bibliography • Dodge, J. (2005) Differentiation in action. New York: Scholastic

Teaching Resources.• Tomlinson, C.A.(2001) How to differentiate instruction in mixed-

ability classrooms. 2nd Edition. Pearson: Upper Saddle River, New Jersey

• Ravitch, Diane (2007) EdSpeak: a glossary of education terms, phrases, buzzwords, and jargon. ASCD: Alexandria, Virginia

• Holdorf, Linda (2007) A treasure chest of differentiation strategies. AIMS: unkown.

• www.ascd.org/research-a-topic/differentiated-instruction-resources.asp

• http://www.careernotes.ca/unit1/4-multiple-intelligences/• http://

morethanenglish.edublogs.org/files/2011/09/bloom-interactive-pyramid-12ta9bt.jpg

• http://4.bp.blogspot.com/-lZnKtfe6p2s/T8ohPzvnzDI/AAAAAAAAGWw/L94PIwY9ZXc/s1600/blooms+taxonomy+for+ipad.png