1

• A student is not an interruption of our
  workthe student is the purpose of it. We are
  not doing a favor by serving the studentthe
  student is doing us a favor by giving us the
  opportunity to do so.
• 
  
• 
  Rick Wormeli from L.L. Bean Co.poster
• 
  What is a customer? by JM Eaton

2
Differentiated Instruction A Core
Philosophy for our IDM WorldCommon Agency
LearningAugust 16, 2005

• Presented by the DI Team
• Phyllis Anderson, Science Consultant
• Vickie Bachman, Math Consultant
• Brad Colton, School Improvement
• Mary Crandall, Special Ed. Consultant
• Sandy Lyons, Special Ed. Consultant
• Sandy Merritt, Inclusion Consultant
• Diane Peters, Literacy Consultant
• Jeanie Wade Nagle, Special Ed. Consultant

3

• Individual differences have intrigued and
  challenged educators for centuries. On the one
  hand, the understanding and application of this
  concept motivates our profession. On the other
  hand, practical responses to individual
  differences have almost entirely eluded us.
• Susan Aanensen, Anthony Abeal, Erin Embon,
  Tina Gordon, Jeff Janover ASCD
  conference, 2005

4
Our Purpose

• You will know
• What differentiated instruction is
• You will understand
• The general components of DI
• How DI works
• How DI relates to the Core Instructional Cycle of
  IDM

5
Our Purpose

• You will be able to
• Encourage and support teachers as they learn
  about and implement DI
• Share instructional strategies that will help
  teachers create differentiated lessons
• Locate appropriate resources

6
Differentiating InstructionA Definition

• Differentiated instruction can be defined as
• a way of teaching in which teachers
  proactively address the needs of individual
  students and/or small groups of students to
  maximize the learning opportunity for each
  student in the classroom.

7
What if we differentiated instruction every time
a child of any age needed it in school?What
kind of adult might that child become?
8
What if we never differentiated instruction for
any child of any age when they needed it in
school?What kind of adult might this child
become?
9
Did your teachers differentiate instruction for
you when you were in school? If so, how?
10
Is there any differentiation in the real world?
11
First Step

• What is the first step the doctor,
  salesperson, seamstress do when they meet with
  the patient/client?

12
Professionals First Step

• Pre-Assessment to determine patient/client
  needs before prescribing, sewing, bringing out
  shoes, etc.

13
Why Differentiate?

• One size doesnt fit all
• Students learn at different rates
• Students bring different background knowledge to
  any unit of study
• Students learn best in different ways

14
Responding to Student Needs

• Readiness level
• Interests
• Learning style

15
What is Differentiated Instruction?

• It is not
• Just modifying grading systems and reducing work
  loads
• Chaotic
• Just another way to provide homogenous instruction

• It is
• More qualitative than quantitative
• Organized
• The use of multiple approaches to content,
  process, and product

16
What Is Differentiated Instruction?

• It is
• Student centered
• A blend of whole class, group, and individual
  instruction

• It is not
• Individualized instruction
• More work for the good students and less and
  different for the poor students

17
Principles Guiding Differentiated Instruction

• The teacher focuses on essential learning and key
  concepts.
• The teacher attends to student differences.
• Assessment and instruction are inseparable.
• The teacher modifies content, process, and
  products.

18
Principles GuidingDifferentiated Instruction

• The teacher ensures that all students participate
  in respectful work.
• The teacher and students collaborate in learning.
• The teacher utilizes both classroom and
  individual data.
• The teacher uses flexible grouping according to
  readiness, interests and/or learning styles.

19
Differentiation
a teachers response to learners needs
guided by the Standards of Teaching
Teach to an Objective
To the correct level of difficulty
Monitor Adjust
and general principles of differentiation, such
as
Respectful tasks
Ongoing assessment and adjustment
Flexible grouping
20
(No Transcript)
21
through a range of instructional and management
strategies such as
Anchor Activities Compacting Complex Instruction Graphic Organizers
Group Investigations Independent Study Jigsaw Learning contracts
Literature Circles Orbitals Taped Materials Tiered centers
Tiered Lessons Tiered Products Varied Journal Prompts Varied questions
Varied sup. materials Varied Texts
22
Respectful Tasks
23
Respectful Tasks

• Readiness level matches level of cognitive
  complexity
• Expect all students to grow
• Appropriate levels of difficulty
• All tasks are interesting, important, and
  engaging for all students

24
Flexible Grouping
25
Flexible Grouping

• Students are part of many different groups
  and have opportunities to work alone, based on
  matching the task to student readiness, interest,
  and/or learning style.

26
Continual Assessment
27
Assessment of Instruction

• Evaluates understanding of key concepts
• Can be differentiated
• Drives instruction
• Occurs consistently before, during, and at end of
  unit (pre-assessment, formative, and summative)

28
Differentiating by Content
29
Ways to Differentiate Content

• Compacting Curriculum
• Learning Contracts
• Tiered Lessons
• Leveled Texts

30
Tiered Lessons

• Support differences in readiness
• Allows students to work at their level and expand
  learning without frustration
• Can tier activity, task, and/or product

31
Developing a Tiered Activity

• 1. Select activity based on essential learnings
• 2. Think about students
• Readiness (skills, reading, thinking,
  information)
• Interests
• Learning style
• Talents
• 3. Create activity that is
• Interesting
• Causes students to use key skills of unit
• 4. Chart complexity of activity

32
Developing a Tiered Activity

• 5. Develop activities to ensure challenge and
  success
• Materials (basic-advanced)
• Form of expression (familiar to unfamiliar)
• From personal experience to unfamiliar
• 6. Match task to student based on learning style
  and readiness

33
Tiering A Lesson
What is the range of learning needs? What should students know, understand, be able to do? What is the starting point of the lesson? How will you hook the students?
What is the first version of the lesson? What is the second version? What is the third version?
34
Differentiating by Process
35
Ways to Differentiate Process

• RAFTS
• Cubing, Think Dots
• Choices (Intelligences)
• Centers/Stations
• Contracts
• Graphic Organizers

36
Cubing

• Versatile strategy
• Activities for different groups of students based
  on student readiness, learning style, and/or
  interests
• Different tasks related to the subject and/or
  concept on each side.
•  

37
Activity

• Find the three
• Weather Watch
• cubes in the
• handout.
•  

38

• With an elbow partner, discuss how these cubes
  encourage all levels of thinking.
•  

39
Graphic Organizers

• Visual displays of information
• Arranged in bubbles or squares
• Connected by lines to portray relationships

40
Types of Graphic Organizers

• Concept Maps
• Flow Diagrams
• Tree Diagrams
• Matrices

41
Differentiating by Product
42
Ways to Differentiate Product

• Choices based on readiness, interest, and
  learning style
• Clear expectations
• Timelines
• Contracts
• Product Guides

43
Environments That SupportDifferentiated
Instruction
44
In a Differentiated Classroom

• All students participate in respectful work.
• Students and teachers are collaborators in
  learning.
• Goals of a differentiated classroom are maximum
  growth and individual success.
• Flexibility is the hallmark of a differentiated
  classroom.

45
In a Differentiated Classroom

• The teacher has established a learning profile
  for each student.
• The teacher is clear about what matters in
  subject matter.
• The teacher understands, appreciates, and builds
  upon student differences.
• Assessment and instruction are inseparable.

46
Classroom Environment

• Promotes exploration and joy of learning
• Active student involvement
• Problem solving and conflict resolution
• Responsibility
• Teamwork
• Personal best
• FUN

• Student ownership
• Positive support
• Stimulation
• Free of undue stress and pressure
• Appropriate challenges
• Social interaction
• Students allowed to make choices

47
Differentiating According To Readiness
48
Readiness Levels

• Equal the playing field
• Add or remove scaffolding
• Vary the difficulty levels of text and materials
• Adjust the task
• Vary amount of direct instruction

49
Differentiating According to Interests
50
Differentiating by Interests

• Students have choice of activities, materials,
  and ways to demonstrate their learning.

51
Differentiating by Learning Style
52
Learning Inventories

• Modality
• Auditory, visual, kinesthetic
• Sternberg
• Analytical, creative, practical
• Gardner
• Multiple Intelligence preference
• Array
• Positive or negative interaction style

53
Learner Profile Card

Gender Stripe ____________________________________
____________________ Modality

Sternberg Auditory, Visual, Kinesthetic
Analytical, Creative,
Practical Multiple
Intelligence Preference
Array Gardner

Inventory

Students Interests
54
Implementation
55
Role of the Teacher

• 1. Knows students
• 2. Ensures that everyone feels welcome
• Teachers attention
• Peers acceptance
• Students work displayed
• Flexible and comfortable seating

56
Role of the Teacher

• 3. Helps students learn to solve problems.
• Humor plays a central role.
• Sarcasm is NOT an option.
• 4. Provides a safe environment

57
Role of the Teacher

1. Lets students know that they will be doing
   different things and thats OK
2. Gives students as much responsibility for their
   learning as possible
3. Engages students in talking about classroom
   procedures and how groups are/will be formed

58
Classroom Management

• Comfortable Pace
• Home Base - begin and end each class or lesson at
  the same place.
• Flexible Grouping
• When the teacher is busy with another student or
  group, students can enlist peer assistance as
  determined by the teacher.

59
When Students Finish Early

• Play a game
• Read
• Work on another subject
• Write
• Computer work
• Solve a challenge puzzle
• Help someone else

• Work on enrichment activity
• Create math story problems or puzzles
• Use imagination to challenge yourself
• Anchor (unit) activity

60
Classroom Management

• When giving directions
• Break multiple task directions into smaller
  parts.
• Tape directions for small group work
• Give task cards to members of small groups
• Be clear on key concepts

61
Management

• Handling Materials
• Assign jobs
• Teach students to become responsible for their
  own materials
• Transitions
• Give directions clearly
• Time limits
• Address noise level
• Practice

62
Classroom Management

• Assigning Groups
• Clothespins with students names
• Color code students to certain groups
• Wall charts
• Post on overhead transparencies

63
Classroom Management

• Paperwork (reduce to absolute necessity)
• Color-coded folders
• Portfolios
• Baskets
• Filing system
• The key is that students have access to their own
  work

64
Classroom Management

• Time
• Be flexible
• Catch-up days
• Anchoring activities (ongoing tasks tied to the
  curriculum that can be worked on independently)

65
Getting Started

• Determine student readiness
• Determine student interest
• Determine student learning profile
• Examine your philosophy
• Start small
• Grow slowly
• Envision how an activity will look
• Reflect

66
Small Group Activity

1. Find the colored card on which you wrote the
   recipe for cheesecake.
2. Move into small groups with others having the
   same colored card, taking your card with you.
3. Look at the recipes of everyone in the group and
   identify needs for teaching your group how to
   make a cheesecake.

67
Small Group Activity

1. As a group, create either cubes, tiered lessons,
   or graphic organizers on making cheesecake.
2. Your finished products (a minimum of two
   cubes/tiered lessons/graphic organizers) should
   take into consideration the different levels of
   understanding people in your group have in the
   area.
3. Share your project with another group who chose
   the same activity.

68
Cheesecake
69
Next Steps-Deeper Learning

• Deeper learning through region meetings as needed
• Presentations to LEAs
• Ticket out the door-What component of DI do you
  need more information about?

70
Only when a studentworks at a level of
difficulty that is bothchallenging and
attainable for thatstudent does learningtake
place.