Differentiating Instruction in MixedAbility Classrooms

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Differentiating Instruction in Mixed-Ability
Classrooms

• Rich Villa

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Traditional Approach

• Step 1 Select Content
• Step 2 Select Teaching Process
• Step 3 Select Assessment
• Step 4 Discover a mismatch between the facts
  about the learner and the facts about the
  activity (I..e., content, process product)
• Step 5 Send the learner away
• (Special Education, Title I, ESL, etc.)

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Our task is to teach the kinds of kids we
have.Not the kinds of kids we used to have, want
to have, or those that exist in a dream.

• Kent Gerlach

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Why Differentiate Now?
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How do we provide access?

• 1. Existing curriculum can go through a
  remodeling process to accommodate all learners.
  (retrofitting)
• 2. A new curriculum can be designed with all
  learners in mind. (universal design)

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THE FACTS THAT YOU NEED

• FACTS ABOUT THE STUDENTS
• 1. STRENGTHS, INTERESTS, LEARNING STYLE,
• INTELLIGENCES.
• 2. GOALS

• FACTS ABOUT THE CLASSROOM DEMANDS
• 1. CONTENT
• 2. PROCESS
• 3. PRODUCTS ASSESSMENT

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Meet Kevin
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Kevin

• Materials written at 4th grade readability
• Lecture
• Oral reading
• Short written answers to textbook questions
• Published tests teacher designed quizzes
• Small group activities 1x a month
• Independent research paper in science or social
  studies

• Reads and writes independently at 2nd grade
  level
• Good decision-maker
• Likes being in a leadership role
• Relates well with younger children
• Never does homework
• Walks out of class when frustrated

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Meet Rosa
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Rosa

• Bi-literate in Spanish English
• Sense oh Humor
• Empathetic
• Musical
• Bodily/kinesthetic
• Abuela Chris are important
• Curses
• Throws objects
• Refuses to do boardwork
• Polishes nails
• Listens to I-Pod
• Easily frustrated

• Lecture
• Student and Teacher demonstration on board or
  overhead
• Students volunteer usually
• Public correction
• Begin homework in class
• Assigned homework 4 nights a week
• Weekly quizzes

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Meet Tina
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Tina

• Lecture format
• Individual seat work
• Extensive use of worksheets
• Competitive goal structure
• No projects/hand on activities
• Behavioral disruptions
• Extensive explanation/repetition
• Rapid fire questioning

• Non verbal
• Tactiley defensive
• Self-stimulating behavior
• Facilitated communication
• Computer printer
• Slow response time
• Learns auditorally
• Fearful of tests
• Dislikes homework
• Intolerant of misbehavior
• Temper tantrums

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Meet Chang
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Chang

• Reading of classic novels (e.g., Orwells Animal
  Farm)
• Teacher and authors use idioms and figurative
  language
• Conceptual demands a) understanding of
  symbolism, b) generalize themes to real life, and
  c) abstract vocabulary
• Round robin reading
• Class starts with rapid fire questions re
  independent
• chapter readings
• No visuals in novels
• Lecture and whole class discussion format only

• 16 years of age
• Strong interpersonal skills
• Auditory processing problems
• English-language learner
• Relies on phonetic structure to decode
• Independent reading level is significantly below
  grade level
• Visual learner
• Athletic
• Knowledgeable about plants and animals

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Informal and Formal Retrofit Approaches
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How did you do?
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Working smarter, not harder!!!

• Proactive Universal Design for Learning (UDL)
• Facts about learners
• Content - differentiated
• Product - differentiated
• Process - differentiated

• Reactive Retrofit
• Content
• Process
• Product
• Discover address any mismatches for each new
  student

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Design Point OneFacts About the Learners

• Facts about students- knowing your students is
  the first step to differentiating curriculum.

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Design PointTwo The Content

• The content design point is multidimensional
  because
• Includes what is to be taught
• What level of knowledge or proficiency students
  need to demonstrate
• Which materials are to be used
• What is to be differentiated

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Differentiating Content and Materials
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Levels of Participation in Content

• Same
• Multi-Level
• Curriculum Overlapping
• Alternative

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English Language Learning Techniques
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Design Point ThreeThe Product

• This design point describes how learning is going
  to be evidenced and measured in the classroom.
  Multiple methods of assessing learning helps
  accommodate a variety of learners.

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Differentiating Products and Assessment
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Design Point FourThe Process

• The process describes how the curriculum and
  students are to interact with each other. This
  entails allowing multiple means of engaging by
  students.
• Decisions are to made about
• Instructional Formats
• Instructional Arrangements
• Instructional Strategies
• Social and Physical Environment
• Co-Teaching Approaches

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Co-Teaching Approaches

• Supportive Teaching
• Parallel Teaching
• Complementary Teaching
• Team Teaching

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Deeandre

• Third grader
• Complains when he has to interact with classmates
• Doesnt like to share materials
• Enjoys reading
• Often found alone during free time

• Teacher worries that he is shy
• Enjoys journal writing
• Parents say he is cooperative
• Always completes homework

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Zachary

• Loves to be outdoors
• Interested in plants and animals
• Often appears to be daydreaming in class
• His favorite subject is science

• 12 years old
• Struggles to write his name
• Writes fewest words he can
• Enjoys drawing pictures

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Suzette

• 14 years old
• Often found in conversation with her peers
• Friends frequently solicit her advice
• Viewed as a leader by her peers

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Sandra

• 5th grader
• When she is not engaged in an activity, she drums
  her barrettes

• Has limited use of her lower extremities
• Uses a wheelchair to get around the classroom an
  the school

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If you work with your hands, you are a
laborer.If you work with your hands and your
head, you are a craftsman.If you work with your
hands, your head, your heart, and your soul, you
are an artist.

• St. Francis of Assisi