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Instruction
D IFFERENTIATED
Ignatius Joseph N Estroga MA-EngLiceo de Cagayan University
ignatius joseph estroga
SUPER SLEUTH
Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth. 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.
ignatius joseph estroga
Super Sleuth 1.What is your definition of differentiated instruction?
4.Give an example of when
you have used DI?
7.What is something you would like to
learn about DI?
2.When do you use small group instruction?
5.Differentiation means as many lesson plans as
you have students. Agree?
8.How do you discover how your students
learn?
3.What is one way you can form groups in your classroom?
6.What are some quick on-going assessmentsin your class?
9. Are DIs and assessment
related?
ignatius joseph estroga
What is
Differentiated Instruction?
ignatius joseph estroga
The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.Howard Gardner
ignatius joseph estroga
Differentiated instruction is doing
what’s fair for students.
ignatius joseph estroga
It means creating multiple paths so that students of
different abilities, interests, or learning needs experience
equally appropriate ways to learn.
ignatius joseph estroga
Differentiated instruction is a process through
which teachers enhance learning by matching
student characteristics to instruction and
assessment.
ignatius joseph estroga
•Differentiated instruction allows all students to
access the same classroom curriculum by providing entry points,
learning tasks, and outcomes that are tailored
to the students’ needs.
ignatius joseph estroga
THE RATIONALE FOR DIFFERENTIATED INSTRUCTION
Different levels of readiness
Different Interests
ignatius joseph estroga
THE RATIONALE FOR DIFFERENTIATED INSTRUCTION
Different Ability Levels
Different Cognitive Needs
ignatius joseph estroga
•The goals of differentiated instruction are to develop challenging and engaging tasks for each learner (from low-end learner to high-end learner). Instructional activities are flexible and based and evaluated on content, process and product.
ignatius joseph estroga
TEACHERS CAN DIFFERENTIATE ACCORDING TO ….
•The content•The process•The product
ignatius joseph estroga
DIFFERENTIATING CONTENTS
• What the student needs to learn.
• The instructional concepts should be broad based, and all students should be given access to the same core content.
• However, the content’s complexity should be adapted to students’ learner profiles. Teachers can vary.
ignatius joseph estroga
DIFFERENTIATING CONTENTS
• Resource materials at varying readability levels
• Audio and video recordings• Highlighted vocabulary• Charts and models• Varied manipulative and resources• Peer and adult mentors
ignatius joseph estroga
to Differentiate Content
• Reading Partners / Reading Buddies• Read/Summarize• Read/Question/Answer• Visual Organizer/Summarizer• Parallel Reading with Teacher Prompt
• Choral Reading/Antiphonal Reading• Flip Books• Split Journals (Double Entry – Triple Entry)• Books on Tape• Highlights on Tape• Digests/ “Cliff Notes”• Note-taking Organizers• Varied Texts• Varied Supplementary Materials• Highlighted Texts• Think-Pair-Share/Preview-Midview-Postview
Tomlinson – ‘00
ignatius joseph estroga
CHARACTER MAPCharacter Name____________
How the character looks
____________
____________
____________
____________
____________
____________
How the character thinks or acts
____________
____________
____________
____________
____________
Most important thing to know about the character___________________________________________________________________________________________________________________
ignatius joseph estroga
CHARACTER MAPCharacter Name____________
What the character says or does
____________
____________
____________
____________
____________
____________
What the character really MEANS to say or do
____________
____________
____________
____________
____________
What the character would mostly like us to know about him or her _____________________________________________________________________________________
ignatius joseph estroga
CHARACTER MAPCharacter Name____________
Clues the author gives us about the character
____________
____________
____________
____________
Why the author gives THESE clues
____________
____________
____________
____________
____________
The author’s bottom line about this character ______________________________________________________________________________________________________
ignatius joseph estroga
Reading ContractChoose an activity from each shape group.
Cut out your three choices and glue them below. You are responsible for finishing these activities by
_________. Have fun!
ignatius joseph estroga
Make a poster advertisingyourself as a good
friend. Use words andpictures to help make
people want to be yourfriend. Make sure yourname is an important
part of the poster
Get a partnerand make
a puppet showabout a problem and
the solution in your book
Draw a picture of a problemin the story. Then use wordsto tell about the problem and
how the characters solvedtheir problem
Make a two sidedcircle-rama. Use it to tellpeople what makes you a good friend. Use pictures
and words and makesure your name is animportant part of the
display
Get a partnerand act out
a problem and itssolution from your
book
Write a letter to one of thecharacters in your book. Tell
them about a problem you have.Then have them write back with
a solution to your problem.
Make a mobile thatshows what makes you
a good friend. Use pictures and words
to hang on your mobile.Write your name on the
top of the mobile inbeautiful letters.
Meet with me and tell me about a
problem and its solutionfrom the story. Then tell
me about a problem you havehad and how you solved it
Think about anotherproblem one of the
characters in your bookmight have. Write a new
story for the book about theproblem and tell how it
was solved.
ignatius joseph estroga
Make a poster advertisingyourself as a good
friend. Use words andpictures to help make
people want to be yourfriend. Make sure yourname is an important
part of the poster
Make a two sidedcircle-rama. Use it to tellpeople what makes you a good friend. Use pictures
and words and makesure your name is animportant part of the
display
Make a mobile thatshows what makes you
a good friend. Use pictures and words
to hang on your mobile.Write your name on the
top of the mobile inbeautiful letters.
ignatius joseph estroga
Meet with me and tell me about a
problem and its solutionfrom the story. Then tell
me about a problem you havehad and how you solved it
Get a partnerand make
a puppet showabout a problem and
the solution in your book
Get a partnerand act out
a problem and itssolution from your
book
ignatius joseph estroga
Draw a picture of a problemin the story. Then use wordsto tell about the problem and
how the characters solvedtheir problem
Write a letter to one of thecharacters in your book. Tell
them about a problem you have.Then have them write back with
a solution to your problem.Think about anotherproblem one of the
characters in your bookmight have. Write a new
story for the book about theproblem and tell how it
was solved.
ignatius joseph estroga
Content
Essential Questions
Reading comprehension
Vocabulary Instruction
Compacting
Using varied text and resource
materials
Learning contracts
Minilessons
Varied Support
Systems
Audio/Video recorders
Note-taking Organizers
Highlighted Print Materials
Lists of Key Ideas
Peer or Adult mentors
ignatius joseph estroga
• Activities in which the student engages to make sense of or master the content.
• Examples of differentiating process activities include scaffolding, flexible grouping, interest centers, manipulatives, varying the length of time for a student to master content, and encouraging an advanced learner to pursue a topic in greater depth.
DIFFERENTIATING PROCESS (MAKING SENSE AND MEANING OF CONTENT)
ignatius joseph estroga
DIFFERENTIATING PROCESS (MAKING SENSE AND MEANING OF CONTENT)
• Use leveled or tiered activities • Hands-on materials• Vary pacing according to readiness• Allow for working alone, in partners, triads, and small groups
• Allow choice in strategies for processing and for expressing results of processing
ignatius joseph estroga
Process
Flexible groupingGraphic
Organizers
Tiered assignments
Anchor Activities
Framing Questions
Learning LogsLearning Centres
Learning contracts
Literature Circles
Writing Workshops
ignatius joseph estroga
• The culminating projects that ask students to apply and extend what they have learned.
• Products should provide students with different ways to demonstrate their knowledge as well as various levels of difficulty, group or individual work, and various means of scoring.
DIFFERENTIATING PRODUCTS(SHOWING WHAT IS KNOWN AND ABLE TO BE DONE)
ignatius joseph estroga
DIFFERENTIATING PRODUCTS(SHOWING WHAT IS KNOWN AND ABLE TO BE DONE)
• Tiered product choices• Model, use and encourage students to uses technology
• Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race
• Use related art to help with student products
ignatius joseph estroga
Products
Develop games Write books
Give a presentation
Write a song
Conduct a debate
Make a video documentary
Present a puppet show
Write a photo essay
Develop web pages
ignatius joseph estroga
OBSTACLES
1. I Long to return to the Good Old Days2. I thought I was differentiating3. I teach the way I was taught4. I don’t know how5. I have too much content to cover6. I’m good at lecturing7. I can’t see how I would grade all those
different assignmentsKathie F. Nunley, Differentiating in the High School, Thousand Oaks,
CA: Corwin Press, 2006.
ignatius joseph estroga
OBSTACLES8. I thought differentiation was for the
elementary school9. I subscribe to ability grouping10.I have real logistic issues11.I want my classroom under control12.I don’t know how to measure my
student’s learning styles13.I have neither the time nor the funding
for all thatKathie F. Nunley, Differentiating in the High School, Thousand Oaks,
CA: Corwin Press, 2006.
ignatius joseph estroga
OBSTACLES
14.I’ve been teaching this way for years and it works
15.There’s no support for it at my school16.My district requires me to follow a
prescribed text17.Parents expect lecture format in high
school for college prep18.The bottom line – if they are learning,
you are teaching Kathie F. Nunley, Differentiating in the High School, Thousand Oaks,
CA: Corwin Press, 2006.
ignatius joseph estroga
STRATEGIES TO MAKE DIFFERENTIATION
WORK
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.
ignatius joseph estroga
TIERING
Key Concept Or
Understanding
Those who do not know the concept
Those with some understanding
Those who understand the concept
ignatius joseph estroga
WHAT CAN BE TIERED?
• Processes, content and products
• Assignments
• Homework
• Learning stations
• Assessments
• Writing prompts
• Anchor activities
• Materials
ignatius joseph estroga
WHAT CAN WE ADJUST?• Level of complexity• Amount of structure• Pacing• Materials• Concrete to abstract• Options based on student interests• Options based on learning styles
ignatius joseph estroga
TIERING INSTRUCTION
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.
ignatius joseph estroga
TIERING INSTRUCTIONS4. 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!
ignatius joseph estroga
STRATEGIES TO MAKE DIFFERENTIATION
WORK1. Anchoring Activities
These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students.
They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
ignatius joseph estroga
STRATEGIES TO MAKE DIFFERENTIATION
WORK2. Flexible Grouping
This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
ignatius joseph estroga
FLOW OF EXPERIENCES(TOMLINSON)
Back and forth over time or course of unit
Individual Small Small IndividualGroup Whole Group Group
ignatius joseph estroga
FLEXIBLE GROUPING
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
ignatius joseph estroga
STRATEGIES TO MAKE DIFFERENTIATION
WORK4. Compacting Curriculum
Compacting 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.
ignatius joseph estroga
Through a variety of instructional strategies
Carol Ann Tomlinson (2006)
Product
Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessmentFlexible grouping
Teachers can differentiate through
Content Process
According to students’
Readiness Interests Learning Profile
Environment
ignatius joseph estroga
IN CLOSING…..
What is fair isn’t always equal…
ignatius joseph estroga
IN CLOSING…..
Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone.
ignatius joseph estroga
Download presentation at
www.slideshare.net/josephestroga
ignatius joseph estroga
BIBLIOGRAPHYCampbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and
More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.
ignatius joseph estroga
Level 1 Level 2 Level 3 Level 4
Activity Activity Activity Activity
Domain _________________________Least Mastered Skill/ Critical Content _________________
Day 2: Workshop 3