Universal Design for Learning: Differentiated Instruction

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Universal Design for Learning Differentiated
Instruction

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Last Week Diverse Learners
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Differentiated Instruction

• No two students are alike.
• No two students learn in the identical way.
• An enriched environment for one student is not
  necessarily enriched for another.
• In the classroom we should teach students to
  think for themselves.

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Differentiated Instruction

• Although essential curricula goals may be similar
  for all students, methodologies employed in a
  classroom must be varied to suit to the
  individual needs of all students
• Learning must be differentiated to be effective.

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Differentiated Instruction

• Differentiating instruction means creating
  multiple paths so that students of different
  abilities, interest or learning needs experience
  equally appropriate ways to absorb, use, develop
  and present concepts as a part of the daily
  learning process.
• It allows students to take greater responsibility
  and ownership for their own learning, and
  provides opportunities for peer teaching and
  cooperative learning.

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Three Characteristics of Differentiated
Instruction

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Differentiated Instruction

• Several elements and materials are used to
  support instructional content.
• These include acts, concepts, generalizations or
  principles, attitudes, and skills. The variation
  seen in a differentiated classroom is most
  frequently in the manner in which students gain
  access to important learning. Access to the
  content is seen as key.

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Differentiated Instruction

• Align tasks and objectives to learning goals.
• Designers of differentiated instruction view the
  alignment of tasks with instructional goals and
  objectives as essential. Goals are most
  frequently assessed by many state-level,
  high-stakes tests and frequently administered
  standardized measures. Objectives are frequently
  written in incremental steps resulting in a
  continuum of skills-building tasks. An
  objectives-driven menu makes it easier to find
  the next instructional step for learners entering
  at varying levels.

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Differentiated Instruction

• Instruction is concept-focused and
  principle-driven.
• The instructional concepts should be broad-based,
  not focused on minute details or unlimited facts.
  Teachers must focus on the concepts, principles
  and skills that students should learn. The
  content of instruction should address the same
  concepts with all students, but the degree of
  complexity should be adjusted to suit diverse
  learners.

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Approaches to Differentiated Instruction

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Differentiated Instruction
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Differentiated Instruction

• Differentiation can occur in four ways
• the content,
• process,
• product or
• environment in the classroom

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1. Differentiating the Content

• Differentiating content (or topic) requires that
  students are pre-tested so the teacher can
  identify the students who do not require direct
  instruction.
• Students demonstrating understanding of the
  concept can skip the instruction step and proceed
  to apply the concepts to the task of solving a
  problem.

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2. Differentiating the Process

• Differentiating the processes (or activities)
  means varying learning activities or strategies
  to provide appropriate methods for students to
  explore the concepts.
• It is important to give students alternative
  paths to manipulate the ideas embedded within the
  concept.

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2. Differentiating the Process

• Learners are expected to interact and work in
  groups. Teachers may have whole-class
  introductory discussions followed by work in
  groups.
• These groups must change members as for different
  evaluations and projects.

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3. Differentiating the Product

• Differentiating the product means varying the
  complexity of the product. Students do
  assignments to demonstrate mastery of the
  concepts.
• Weaker students may have reduced performance
  expectations, while advanced students may be
  asked to produce work that requires more complex
  or more advanced thinking.

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3. Differentiating the Product

• Items to which students respond may be
  differentiated so that different students can
  demonstrate or express their knowledge and
  understanding in different ways.
• A well-designed student product allows varied
  means of expression and alternative procedures
  and offers varying degrees of difficulty, types
  of evaluation, and scoring.

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4. Differentiating the Environment

• Through Accommodating Individual Learning
  Preferences
• There has been a great deal of work on learning
  styles over the last 2 decades.

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"You might belong in Gryffindor, Where dwell the
brave at heart, There daring, nerve, and
chivalry Set Gryffindors apart
"You belong in Hufflepuff,Where they are just
and loyal,Those patient Hufflepuffs are true
And unafraid to toil"
"Here in wise old Ravenclaw, If you've a
ready mind, Those of wit and learning, Will
always find their kind."
"Here you are in Slytherin,Where you'll make
your real friends, Those cunning folk use any
means To achieve their ends."
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4. Differentiating the Environment

• Dunn and Dunn focuses on manipulating the school
  environment
• Howard Gardner identifies individual talents or
  aptitudes in his Multiple Intelligences theories.
  
• Based on Jungs work, the MBTI and Kiersey
  focuses on understanding how people's personality
  affects the way they interact personally, and how
  this affects the way individuals respond to each
  other within the learning environment

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Dunn and Dunn
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Multiple Intelligences
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V.A.R.K.

• Visual
• Auditory
• Read/Write
• Kinaesthetic

V
A
K
R
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Jungs Model
Sensing
Feeling
Thinking
Judgement
Perception
Perception
Intuiting
Carry out different teaching for different
students - Ancient Chinese Proverb
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Introduction to Type Theory

• Swiss psychiatrist Carl Jung developed a theory
  early in the 20th century to describe basic
  individual preferences and explain similarities
  and differences between people
• Main postulate of the theory is that people have
  inborn behavioral tendencies and preferences
• Your natural response in daily situations
• Used when we are generally not stressed and feel
  competent, and energetic
• Could be defined as those behaviors you often
  dont notice

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Development of the MBTI Instrument

• Jungs theory important but inaccessible to the
  general population
• Isabel Myers and Katherine Briggs
  (mother-daughter team) expanded on Jungs work by
  developing an instrument to help people identify
  their preferences
• The MBTI tool is an indicator of personality type
  (i.e. innate preferences) that has proven to be
  remarkably reliable and valid
• Represents the result of over 50 years of
  research
• Is used globally in both education and corporate
  settings over 2 million people each year

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Development of the MBTI

• Self-reported and nonjudgmental psychological
  instrument categorizing people
• Based on mental preferences
• We develop strength, skills, and abilities with
  one hand and underdevelop the other, but we still
  use both hands
• We have dominant personality traits and auxiliary
  traits which surface under certain conditions
• Normative data set

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Framework of the MBTI

• Mental processes
• Perceptions
• Judgments
• Mental orientations
• Energy orientation
• Outer world orientation

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Mental Processes

• Perceptions
• How you perceive your surroundings
• Sensing (S)
• Rely on actual data
• Gather information through the five senses
• Pay attention to details
• Intuition (N)
• Rely on inspiration
• Gather information through sixth sense
• Look at the big picture

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Mental Processes

• Judgments
• The basis for decision making
• Thinking (T)
• Base decisions on logic and principles
• Objectivity
• Feeling (F)
• Base decisions on human values and harmonious
  relationships
• Subjectivity

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Mental Orientations

• Energy orientation
• Where you get your energy
• Introversion (I)
• Energy directed inward
• Prefer concepts and ideas
• Think before speaking
• Extraversion (E)
• Energy directed outward
• Prefer to interact with people and things
• Speak before thinking

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Mental Orientations

• Outer world orientation
• The lifestyle used to deal with your environment,
  i.e., most often used mental preference
• Judging (J)
• Decisiveness, closure
• Value task or project completion
• Perceiving (P)
• Curiosity, flexibility
• Value starting a task or project

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Four MBTI Dichotomies
Extraversion Introversion E - I Dichotomy Where do you prefer to focus your attention and get your energy?
Sensing Intuition S - N Dichotomy How do you prefer to take in information?
Thinking Feeling T - F Dichotomy How do you make decisions?
Judging Perceiving J - P Dichotomy How do you deal with the outer world?
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Interpretation of MBTI

• I/E, S/N, T/F, J/P
• 16 possible types
• Relation to
• Cognitive ability or general intelligence
• Other personality characteristics
• Communication style

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Communication Using Type

• Basic compatibility
• Focus on style recognition and understanding
• Appropriate response the key
• Avoid stereotypes
• Appreciate the uniqueness of each person

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Decision-Making Using Type

• Recognize how group members may complement or
  contrast each other
• On the other hand, watch out for groupthink!
• Focus on respectful debate and compromise
• Appreciate the unique value of each persons
  viewpoint and input

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Occupational Trends by Type
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Ability rather than disability

• Teachers who focus on students learning styles
  tend to forget about the disabilities.
• They group students according to learning
  preference rather than disability.

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Using the de Bono 6-Hats Technique as a Learning
Styles Model
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Topics

• Six-Hats Technique
• Six-Hats as a Learning Styles Model
• Hexagrid
• Similarities
• Conclusions

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Six-Hats Technique

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Using 6-Hats as a Learning Styles Model

• de Bono says often and clearly that the 6-Hats is
  not a learning styles model
• Previous attempts have been made to make it so,
  which have concentrated on classifying learners
  as either wearers of one single hat or as
  having a primary and a secondary hat
• This gross approach to cataloguing learners is
  antithetical to the central premise of the 6-Hats
• Our approach has his approval

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White Hat

White Hat (Logical) The White Hat is the
logical approach to learning, which is similar to
the logical dimension of any number of learning
styles models. For example, the Thinking
dimension of the Myers-Briggs Type Indicator, the
Quadrant A dimension of the Herrmann Brain
Dominance Indicator, the Assimilators of the Kolb
Model, and the Logical-Mathematical intelligence
of Howard Gardners Multiple Intelligences.
White Hat learners are therefore logical and
analytical, they like the facts, figures and
theories, and tend to be objective about ideas.
Ideally they like to do independent research,
read books, and compile facts and figures. They
usually work best alone and are generally very
strong at academic subjects.
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Yellow Hat

Yellow Hat (Positive) The Yellow Hat is the
optimistic approach, this dimension describes
learners who are upbeat and positive, like the
Participant dimension of the Grasha- Riechmann
Model. Yellow Hat learners are upbeat and
optimistic, and try to find the positive side to
all situations. They enjoy learning real-world
examples, are group-orientated and very
supportive of other members of the group. They
like practical subjects and demonstrations.
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Black Hat

Black Hat (Negative) The Black Hat is the
so-called negative approach, but is better
described as the cautious or practical approach.
It is equivalent the practical dimension in a
number of models, for example, the Quadrant B
dimension of the Herrmann Brain Dominance
Indicator, Pragmatists in the Honey-Mumford
Model, but most particularly it is like the
Concrete Sequential learners of the Gregorc
Model. Black Hat learners are cautious and
practical, and they worry that the costs will
outweigh the benefits of their decisions. They
enjoy learning from real-world examples and like
to work in groups to help them explore ideas.
They like practical subjects and demonstrations.
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Green Hat

Green Hat (Creative) The Green Hat is the
creative approach, this dimension describes
learners who are creative and think laterally. It
is equivalent to the creative dimension in a
number of models, for example, the Quadrant D
dimension of the Herrmann Brain Dominance
Indicator, Divergers in the Kolb Model, and Type
4 (Dynamic Learners) in the 4MAT Model. Green
Hat learners are creative and innovative in their
approach to learning, they enjoy puzzles and
problem-solving exercises. They like to think
outside the box and will keep seeking
alternative solutions to problems and should
therefore be challenged with practical exercises
that require many points-of-view to fully solve.
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Red Hat

Red Hat (Emotional) The Red Hat is the
emotional approach, this dimension describes
people who are in touch with their feelings and
with themselves, like the Intrapersonal
intelligence of Howard Gardners Multiple
Intelligences. Red Hat learners are emotional
and instinctive, they love to debate and discuss
ideas. They are in touch with their feelings and
care a lot about their own environments. They
like to participate in lectures, love working in
groups and are very strong at practical subjects.
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Blue Hat
Blue Hat (Facilitator) The Blue Hat is the
facilitating approach, this dimension describes
the learners who are holists and natural leaders.
It is like the Interpersonal intelligence of
Howard Gardners Multiple Intelligences. The
Blue hat learners are holistic in their approach,
can be very effective leaders, but need lots of
thinking time to help them ensure they have
thought things out fully. They prefer lectures or
exercises where a clear overview is given, can
have a strong visual preference, and tend to be
very rule-orientated.
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Questionnaire

• Particularly for the non-verbal students in this
  study, two key decisions were taken,
• the questions were kept relatively
  straightforward
• the number of questions was kept to a minimum.

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Red Hat
White Hat
4
4
3
3
2
2
1
1
Black Hat
Blue Hat
0
1
1
2
2
3
3
4
4
1
1
2
2
3
3
4
4
Yellow Hat
Green Hat
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Red Hat
White Hat
Black Hat
Blue Hat
Yellow Hat
Green Hat
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Red Hat
White Hat
Black Hat
Blue Hat
Yellow Hat
Green Hat
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Some Heuristics for forming teams

• Only one learner with strength in the blue hat to
  avoid conflict between multiple leaders.
• As many learners with strengths in green hat as
  possible, to ensure high creatively.
• An equal number of yellow hat as black hat
  learners, to balance the positive with the
  negative.
• An equal number of white hat as red hat learners,
  to balance the logical with the emotional.
• Considering that black hat thinking is heavily
  emphasised by Western thinkers (de Bono 00, p.
  xii) and comes most naturally to us, as an
  alternative to point (c) it may be worth
  considering having a few more yellow hats than
  black hats. Clearly it may not always be possible
  to have all of these criteria

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A new Model ?

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Logical Analytical
Structured Practical
Imaginative Holistic
Intrapersonal Discussion
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Black Hat
White Hat
Logical Analytical
Structured Practical
Green Hat
Red Hat
Imaginative Holistic
Intrapersonal Discussion
Blue Hat
Yellow Hat
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Black Hat
Structured Practical
White Hat
Green Hat
Red Hat
Imaginative Holistic
Intrapersonal Discussion
Blue Hat
Yellow Hat
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Black Hat
White Hat
Green Hat
Red Hat
Imaginative Holistic
Intrapersonal Discussion
Blue Hat
Yellow Hat
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Black Hat
White Hat
Red Hat
Intrapersonal Discussion
Green Hat
Blue Hat
Yellow Hat
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Black Hat
White Hat
Green Hat
Red Hat
Yellow Hat
Blue Hat