Differentiated Instruction: Better Learning Through Better Instruction

1
Differentiated Instruction Better Learning
Through Better Instruction

• Presented by
• Holly Wille Dawn Voss
• High School Summit
• December 11, 2007

2
In Todays Presentation
Learning Style
Readiness
Interest
SAMPLES
Informal assessments
Tools
3
Getting to know you

• THATS ME!

4
Differentiated Instruction (DI) a Definition

• Differentiated instruction is a teaching
  philosophy based on the premise that teachers
  should adapt instruction to student
  differences.Teachers should modify their
  instruction to meet students varying readiness
  levels, learning preferences, and interests.
• Carol Ann Tomlinson, Associate Professor
  University of Virginia

5

6
To ensure a fair selection, you all get the same
test. You must all climb the tree.
7
Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in
  subject matter.
• The teacher understands, appreciates, and builds
  upon student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts instruction in response to
  student readiness, interests, and learning style.
• Goals of a differentiated classroom are maximum
  growth and individual success.
• Flexibility is the hallmark of a differentiated
  classroom.

Source Tomlinson, C. (2000). Differentiating
Instruction for Academic Diversity. San Antonio,
TX ASCD
8
Why Differentiate Instruction?

• Society is changing and so should our classrooms
• Family dynamics
• Technology
• Values influences
• Classrooms are diverse different learners need a
  variety of avenues to learn
• Todays workforce demands more
• NCLB requires we increase achievement

9
Benefits of DI

• Decreases behavior problems
• Stretches each student
• Engages students for learning
• Focuses on student rather than teacher
• Creates variety
• Offers choice

10
Todays Focus
Readiness
Interest
Learning Style
Growth
Motivation
Efficiency
Judy Rex presentation 2006
11
Turn To

• How do you get to know your learners?
• How do you use this information?

12
Are they Ready?
13
(No Transcript)
14
Readiness

• Know where you want students to be
• Begin where the students are
• Continually assess your students

15
Types of Assessment

• Formal
• Written pre-test
• Quiz
• Written paragraph
• Post-test

• Informal
• Entrance exit tickets
• Word maps
• Thumbs up or down
• Windshield check
• Colored cups or cards
• Thats me
• Bell work
• Journaling
• Quick write
• Turn to
• Whip around pass
• Think pair share
• Over the shoulder checks
• Sentence stems

16
Differentiation by Readiness
PE Dribbling and Basketball

• Dribble from point A to point B in a straight
  line with one hand
• Switch to the other hand and repeat.
• Use either hand and develop a new floor pattern
  from A to B (not a straight line)

1

• ZIGZAG
• One hand
• Other hand
• Increased speed
• Change pattern to simulate going around opponents

2
Judy Rex presentation 2006
17
Differentiation by ReadinessFamily Consumer
Science - equivalent measurements

• Group 1
• 1) Study/review with the instructor using
  example/visual cues for measurements.
• 2) Match cards together-non threatening-teacher
  led
• 3) Play Old Maid or Memory Match.

18
Differentiation by ReadinessFamily Consumer
Science - equivalent measurements (continued)

• Group 2
• 1) Without review sheet-take the deck and lay out
  all of the cards and make matches. In the end if
  all cards do not have a match then they can use
  the review sheet to find mistakes.
• 2) Use review sheet as needed-Play either Old
  Maid or Memory Match.

19
Differentiation by ReadinessFamily Consumer
Science - equivalent measurements (continued)

• Group 3
• 1) No use of review sheet. Check that the deck
  they are using has even matches for equivalents.
• 2) Play Old Maid-checking other students matches
  as they lay them down.

20
Differentiation by Readiness English - To Kill a
Mockingbird - Think Dots
LEVEL 1 1) Describe the setting of To Kill a
Mockingbird. 2) Explain an example of person
vs. person in To Kill a Mockingbird. 3) From
whose point of view is the story told? What clues
tell you? 4) In a Venn Diagram, compare and
contrast one of the characters in To Kill a
Mockingbird to a character in a different
book. 5) How do the citizens of Maycomb react to
Atticuss decision to defend Tom Robinson? Write
about two examples. 6) Find three examples of
the following in To Kill a Mockingbird similes,
metaphors, and idioms. Create a list.
21
Differentiation by ReadinessEnglish - To Kill a
Mockingbird - Think Dots (continued)

• LEVEL 2
• 1) Describe how the setting of To Kill a
  Mockingbird has influenced the story so far.
• 2) Explain at least three types of conflict with
  examples in To Kill a Mockingbird.
• 3) In what ways would the story be different if
  told from another characters point of view? Give
  support for your opinion. If only ______________
  had been telling the story, it would have been
  different
• 4) In a Venn Diagram, compare and contrast the
  Ewells family and the Cunninghams family to a
  family in another movie.
• 5) In a newspaper article, explain how the local
  reaction to Atticuss decision to defend Tom
  Robinson reflects the time period in which the
  novel takes place. Writer the newspaper article
  as it would have appeared during the setting of
  the novel.
• 6) What effect do the similes, metaphors, and
  idioms Harper Lee uses have on a readers
  understanding of the novel? Explain your thought
  in a critics blurb.

22
Differentiation by ReadinessEnglish - To Kill a
Mockingbird - Think Dots (continued)

• LEVEL 3
• 1) Describe at least three ways the setting is
  reflected in the context of To Kill a
  Mockingbird.
• 2) Explain the most significant sources of
  conflict in To Kill a Mockingbird.
• 3) In your opinion, what does the point of view
  tell you about Harper Lee?
• 4) In a Venn Diagram, compare and contrast Scout
  as a narrator to another narrator of a movie or
  story.
• 5) Apply the quote What is right is not always
  popular. What is popular is not always right as
  an epigraph to a short essay explaining Atticus
  Finchs decision to defend Tom Robinson.
• 6) What kind of writing style does Harper Lee
  have? Provide examples to illustrate your point.

23
Differentiation by ReadinessMath - Algebra
Operations - Rainbow
24
QUICK WRITE (1 minute)

• Think of a lesson you will teach tomorrow and
  jot down some ideas of how you could
  differentiate by readiness.

25
Speak their language!
26
My teacher isnt qualified to teach
spelling! She spells U y-o-u. She spells BRB
r-e-t-u-r-n. She spells BFN g-o-o-d-b-y-e-
27
Ways to incorporate interest

• Create interest within a lesson
• Give choice within content
• Give choice for the final product
• Use general interests
• Incorporate interests outside of school
• Hook student interest through relevance

28
Differentiation By InterestBand - Transcribing
Music

• Purpose encourage enthusiasm for planning
  improve rhythmic literacy improve pitch
  training
• Pick a song of your choice
• Once comfortable with an easy, well known song,
  they can branch out to country, hip-hop, punk or
  T.V. theme songs
• Select a part of the song to learn
• chorus, verse, or phrase
• Figure out time signature and starting pitch
• Transcribe pitches/rhythm
• Play piece once transcribed

29
Differentiation By InterestChemistry -
Introduction - Shape Up
Draw a picture or diagram that defines chemistry.
Create a detailed class description for a
chemistry class.
In your own words, define chemistry.


Choose a career that has a basis in chemistry.
Write an ad for the classifieds of a newspaper.
Make a chemistry connection to your life and
discuss the concepts it involves.
Conduct a basic chemistry demonstration and
explain the big ideas it represents.
Choose to read page 19, 76, or 110. Answer the
analysis question on the page of your choice.
Discuss why it might be important to take a
chemistry class before a biology class.
Flip through your text book and find a topic you
want to study and tell me why.
30
Differentiation By InterestSocial Studies -
Civil War

• While studying the civil war, students read and
  discussed the text, looked at many primary
  documents, had guest speakers, and visited a
  battlefield.
• Purpose To look for examples and principles
  related to culture, conflict change and
  interdependence in the Civil War. They were to
  select a topic of real interest to them and
  explore it throughout the unit.

Topics of interest that applied to the
student music reading food
books sports/recreation travel
mysteries people heroes/ villains
cartoons families medicine teenagers
humor clothing
31
Differentiation by InterestSpeech - Thanksgiving
- RAFT
ROLE AUDIENCE FORMAT
TOPIC Turkey The Axe Last words My
last requests Horn of
Other table Introduction No one knows
what Plenty settings I do Pilgrims
Husband List of Im
preparing food Wife
Complaints for how many? Axe Other tools
Speech to Time to look sharp! in the
shed Inform Cranberries Grocery
shoppers Speech to Im sweet buy me!
Persuade Stuffing Cook
Begging Youre putting me
WHERE?????
32
Differentiation by InterestEnvironmental Science
- Water (current events)

• Discuss drought in Georgia
• Show news clip concerning water crisis
• Assign roles
• media, homeowner, small business owner, plumber,
  ecologist, governor
• Using his/her role
• Read an article and reflect on the impact using
  their roles point of view
• Research advantages/consequences to possible
  solutions for the water crisis
• Present solutions in a public forum

33
Differentiation by InterestClothing - Sewing -
ContractStudent will contract for 4 total
points once per letter area.
34
Sentence Stems

• Current events that could spark interest in my
  students are.
• I could use these interesting current events in a
  lesson about.

35
Knowing Yourself

• To what extent is your learning style
  reflected in your teaching style?

36
As we start a new school year, Mr. Smith, I just
want you to know that Im an Abstract-Sequential
learner and trust that youll conduct yourself
accordingly!
37
Have some respect for my learning style!
38
Learning Style

• Conduct surveys to collect data
• Multiple intelligences musical,
  verbal/linguistic, logical interpersonal,
  intrapersonal, kinesthetic, visual/spatial
• Sternberg creative, practical, analytical
• Modality visual, verbal, kinesthetic
• Jung, 4MAT, Array social interaction and
  personality
• Use data to purposefully group students
• Like grouping
• Unlike grouping
• Whole group

39
Resources for learning profiles

• www.e2c2.com/fileupload.asp
• MI, Sternberg, modality array interaction
  surveys
• http//www.learning-styles-online.com/
• MI with graphs
• http//www.engr.ncsu.edu/learningstyles/ilsweb.htm
  l
• global vs sequential
• http//www.rrcc-online.com/psych/LSInventory.html
  
• Sternbergs survey
• http//ttc.coe.uga.edu/surveys/
• MI survey others
• http//www.brookhavencollege.edu/learningstyle/mod
  ality_test.html
• sensory modality
• http//www.humanmetrics.com/cgi-win/JTypes1.htm
• personality assessment
• http//www.cse.fau.edu/maria/COURSES/CAP5100-UI/L
  earningStyles.html
• 4mat personality type group dynamics

40
Organizing the Information
Learner Profile Card
Test Data Lexile
Auditory, Visual, Kinesthetic Modality
Analytical, Creative, Practical Sternberg
Students Interests
Multiple Intelligence Preference Gardner
Array Inventory
41
Compiling the Data
42
Organizing the Data
43
Differentiation by Learning StyleMath -
Exponential Equations

• Global (Whole to Parts)
• Skim chapter to explore exponential equations
• Show examples of when exponentials are used
• Show connection to linear equations/compound
  interest
• Begin defining parts of linear equations
• Sequential (Parts to Whole)
• Define parts of linear equation
• Show possible graphs
• Define parts of exponential equation
• Show possible graphs
• Explain differences and similarities

44
Differentiation by Learning Style8th Grade
Careers - Job Hunting Process

• Purpose to review the job hunting process
• Verbal - Compose a letter, telephone script or
  conversation you might have with someone
  searching for a job
• Visual - Create a poster to show how to hunt for
  a job
• Kinesthetic - Search online or go to local
  business to begin your own search for an after
  school job

45
Differentiation by Learning StyleEnglish
Literature - The Pearl

• Analytical - Sort and classify Steinbecks use of
  good and evil in The Pearl
• Practical - Explain approximately 5-7 examples of
  good and evil and compare them to events in your
  life
• Creative - Invent or design a way to portray the
  use of good and evil in The Pearl

46
Differentiation by Learning StyleLife Science -
Characteristics of Life - RAFT

• Role Audience Format Topic
• Rock gravel road advertisement Im not living
• but I matter
• Mr. Putz students song Staying alive
• Worm soil letter Im alive and youre
• not, but you need me
• and I need you
• Candle smelly locker diary entry I may look
  alive but Im not

47
Differentiation by Learning StyleEnglish - To
Kill A Mockingbird

• Verbal/Linguistic Write a newsletter with
  several short articles about the theme
• Logical/Mathematical Create a handout /
  directory for future students that provides a
  detailed explanation of the mockingbird theme,
  with all of the references made to mockingbirds
  or songbirds.
• Bodily/Kinesthetic Create puzzle pieces that
  show how all of the references made to
  mockingbirds come together to provide the novels
  theme.
• Musical Identify the situations in the novel
  that depict the mockingbird theme and select
  songs that could play in the background of those
  events during a movie or play based on the novel.
  
• Visual/Spatial Create a collage that includes
  pictures and descriptions to explain the theme.
• Intrapersonal Write a journal explaining your
  own, personal interpretation or personal
  connection to Lees theme.
• Interpersonal Pretend as if our group has not
  read the novel and explain the mockingbird theme
  to us. Perhaps you write it out for us, perhaps
  you talk to a couple of us, or perhaps you
  address the entire class.

48
Check for Understanding

• Thumbs up?
• Thumbs down?
• Thumbs sideways?

49
THUMBS UP
I am all over this!
50
THUMBS SIDEWAYS
Life is OK right now!
51
THUMBS DOWN
Would you speak my language please?
52
Things to Remember

• Know your learner Use the information
• DI does not have to be a project
• You dont have to use a specific DI tool

53
What Differentiated Instruction

• IS
• Differentiated instruction is more QUALITATIVE
  than quantitative.
• Differentiated instruction is STUDENT CENTERED.
• Differentiated instruction is a BLEND of whole
  class, group, and individual instruction.
• Judy Rex presentation 2006

• IS NOT
• Individual instruction
• Just modifying grading systems and reducing work
  loads
• More work for the "good" students and less and
  different for the "poor" students
• A replacement of quality curriculum

54
(No Transcript)
55
DI MUST HAVES a model to follow

• Identify objectives
• Determine essentials skills
• Know your learner
• Align lesson objectives to learner profiles
• Continually assess
• Decide how students will demonstrate mastery

56
Just Go!
57
For more information

• Holly Wille - Science teacher
• hwille_at_edge-cole.k12.ia.us
• Dawn Voss - Math teacher
• dvoss_at_edge-cole.k12.ia.us
• Edgewood-Colesburg Website
• www.edge-cole.k12.ia.us

58
Special Thanks To

• Eileen Bergan Family/Consumer Science
• Melanie Gast English
• Mike Putz Speech
• Hazel Martin Careers
• Kim Shields Band
• Shirley Lindauer Counselor
• Kelly Egan Social Studies
• Melissa Yocum Art
• Luke Nielsen English
• Ed Klamfoth Administration

59
Exit Ticket

• What is one thing you will try to use?
• What are you still unsure about?
• Any suggestions or ideas for us?