Title: One Size Does Not Fit All: An Introduction to Differentiated Instruction
1One Size Does Not Fit AllAn Introduction to
Differentiated Instruction
Workshop 1
2Take Care of Business
- Introductions
- Expectations
- Graduate Credit
- Service Agreements Vouchers
3How well do YOU know the people around you?
- 3 Facts a Fib
- Write 3 facts about yourself
- Write 1 fib about yourself
- Circulate talk to 5 people
- If they do not correctly identify the fib, they
must sign your postcard
4Workshop Outcomes
- Increased understanding of what Differentiated
Instruction IS IS NOT - Add to our Instructional Strategies Toolbox
- Increased understanding of theories of multiple
intelligence/learning styles - Begin planning a differentiated lesson/unit for
your own classroom
5If students don't learn the way we teach them,
we must teach them the way they learn. - Marcia
Tate, Developing Minds Inc., Conyers, GA
6What Is Your North Star?
- Peter H. Reynolds
- Listen to the story online
- http//www.fablevision.com/place/radio/ns.html
- Read it online
- http//www.fablevision.com/northstar/index.html
7Differentiation IS NOT . . .
- The same as an IEP for every student
- Just another way to group kids
- Expecting less of struggling learners than of
typical learners - A substitute for specialized services
- Chaotic
- New
8Good Differentiation IS . . .
- Varied avenues to content, process, product
- Respectful of all learners
- Proactive
- Student-centered
- A blend of whole class, small group, and
individual instruction - Based on students readiness, interests, and/or
learning profile
9Essential Questions
- Who are the students in our classrooms?
- What diversity impacts and influences curriculum
and instruction?
10Diversity in the Classroom
- ADD
- ADHD
- Gifted/Talented
- LD
- Vision Impaired
- Hearing Impaired
- Maturity
- Autistic
- Physically Disabled
- Multiple Handicapped
- English Language Learners
- Social Status
- Economic Status
113 Keys to Differentiated Instruction
- Content
- What we teach students
- Materials and methods used
- Process
- Activities
- Calls on students to use key skills
- Product
- How students show what they have learned
- Should also allow students to extend what they
learned
12Key 1 Adapt Content
- Refers to both materials methods
- Accommodate students different starting points
- Some students ready for more complex or abstract
levels - Some students ready for independent work
13Content Differentiation Examples
- Multiple versions of texts
- Variety of texts to support concept
- Interest centers
- Learning contracts
- Support systems
- Audiotapes
- Mentors
- Study partners
14Key 2 Adapt Process
- Students use key skills
- Blooms Taxonomy
- Multiple Intelligence Theories
- Common focus
- Vary student activities
- Teacher uses a variety of methods
15Process Differentiation Examples
- Tiered Assignments
- Layered Curriculum (Nunley)
- Learning Centers
- Jig Saw Assignments
- Learning Logs
- Graphic Organizers
- Modify their environment (fidgets)
16Key 3 Adapt Product
- Culminating learning experience that occurs after
many days or weeks of study - Demonstration and extension of what they know,
understand, and are able to do
17Product Differentiation Examples
- Variety of assessment types
- Tiered Assignments
- Independent Study
18Variables to Consider
- Readiness in reading, math, beyond
- Complexity Challenge of both process product
- Pace of learning and production
- Grouping practices
- Use of assessment results to inform teaching and
learning
19Guidelines for the DI Classroom
- Focus on essentials
- Attend to student differences
- NO strategy works on ALL students
- Assess often and use it to make
adjustments/modifications - Mutual respect
- Be flexible
- Doesnt happen 100 of the time!!!!
20Simple Ways to Start
- Add an interdisciplinary element to a favorite
unit - Collaborate with other teachers
- Offer students a variety of presentation options
- Apply Multiple Intelligence thinking to
group/individual projects
21Time For a Break
22A Few Fun Strategies
- Teach In Color!
- Creature Comforts!
- Music!
23Color Increases Understanding
- Using color for key concepts can increase memory
retention up to 25
24Experiment
25Memorize the Pattern30 seconds
Orange Purple Yellow Blue
Red Pink Black Blue
Yellow Orange Red Green
Orange Purple Yellow Blue
Red Pink Black Blue
Yellow Orange Red Green
26Memorize the Colors Used30 seconds
Purple Orange Yellow Blue
Red Orange Yellow Green
Blue Purple Green Orange
Purple Orange Yellow Blue
Red Orange Yellow Green
Blue Purple Green Orange
27Memorize the Pattern30 seconds
Orange Blue Green Purple
Purple Yellow Pink Red
Red Orange Blue Green
Orange Blue Green Purple
Purple Yellow Pink Red
Red Orange Blue Green
28Teach in Color
- Color Code
- Key Concepts
- Colored Pens
- Color with Sunshine
- Painted Essay
- Colored Acetate
- Number chart
- Sliding mask
- Highlighting tape
- Scotopic Sensitivity Syndrome
29A Quick Start
- Color Code key concepts
- Easy in modern classrooms
- White boards, Smart Boards, computer software
- Key terms in all content areas
- Math (parts of equations)
- Language arts (parts of speech, important
vocabulary, editing) - Correct with sunshine
- Students do their own color coding
- Highlighting Tape
- Colored pens/pencils/highlighters
30Word Walls in Color
31Correct With Sunshine
- Use yellow highlighter to identify incorrect
answers - Give student option to correct and receive
partial (or whole) credit - Key to success require students to explain in
writing what they did wrong and how they
corrected the problem
32(No Transcript)
33Use Colored Pens/Pencils
- In writing for peer editing
- Each member of group gets a different color
- Can instantly see if everyone has contributed
- Option students use colored pen for their own
editing/revising - For language study of verbs
- Color code the different tenses
- Color code the verb endings
- Color code roots/prefixes/suffixes
34Skier(to ski)
- Je skie
- Tu skies
- Il/elle/on skie
- Nous skions
- Vous skiez
- Ils/elles skient
35The Painted Essay
36Peripherals
- Post key concepts or terms on walls
- Use bright colored paper
- At test time . . .
- Leave it up in same place
- Cover the concept with the same color paper
- Memory trigger for visual learners
- They can picture the words.
37Vision Learning
- 25 of students in grades k-6 have visual
problems that are serious enough to impede
learning. (American Public Health Association) - It is estimated that 80 of children with a
learning disability have an undiagnosed vision
problem. (Vision Council of America)
3820/20 does not mean that vision is perfect!
- The 20/20 vision test does not test how well you
see at reading distance. In fact, the 20/20 test
fails to evaluate many other important aspects of
normal vision such as - Eye focusing
- Eye coordination
- Eye teaming (binocular vision)
- Eye movement
- Visual perceptual skills
- Color vision
39Simple Tools
- Sliding Masks Focus Frames
- Provides for a narrower focus
- Add colored acetate
- Book Marks Sticky Flags
- Provides focus
- Add colored acetate
- Coded Bookmarks
- Sticky Flags
40Scotopic Sensitivity Syndrome
- 12 of population
- Contrast problems (only 1 symptom)
- Black text on bright white paper
- Striped patterns on carpet clothes seem to move
- Vertical/horizontal blinds
- Leads to classroom difficulties
- Restlessness
- Difficulty staying on task
41Scotopic Sensitivity Syndrome
- Contrast problems (only 1 symptom)
- Strategies
- Use dull colored paper for writing
- Use colored acetate over black text on white
paper - Use a bookmark when reading to avoid losing place
- http//www.hale.ndo.co.uk/scotopic/
- http//www.irlen.com/sss_main.htm
42Creature Comforts Grades K-12
- Tolerance for sitting will ALWAYS be at different
levels for different people. - Even adults benefit from Fidgets or Movement
- Set ground rules in the classroom.
- Remove it if/when it becomes a toy or
distraction
43Tactile FidgetsGrades K-12
- Paper clip
- Cellophane tape rolled backwards around a finger
- Pipe cleaners
- Stress balls
- Pocket Fidget (small item kept in the childs
pocket) - Carpet square under desk
44Visual FidgetsGrades K-12
- Lava lamp
- Fish tank
- Mobile
45Nomadic Learners
- If we build in enough movement during the class
period, students will be less likely to move on
their own. - Motion resources
- Minds in Motion
- Learning on Their Feet
http//doe.sd.gov/oess/schoolhealth/mindsinmotion/
index.asp
46Ideas for the Nomadic Learner
- Mini Field Trip
- A Home Away From Home
- Music Stand Learning
- Rocking Chair Reversal
47Act It Out Visual CluesGrades 4-12
- Vocabulary strategy for the Kinesthetic Learner
- Place students into groups
- Provide 60 seconds to figure out how to Act Out a
vocabulary word - Example PERIMETER (walking around edge of room)
48perimeter
area
49Involve the Senses
- See
- Hear
- Taste
- Smell
- Touch
50The Role of Music
51Why Music?
- Stimulates the brain
- Right side for creativity
- Activates thinking parts of the brain
- Creates a sound curtain to isolate groups
- Increases attentiveness
- Effects emotions, heart rate, mood, mental images
of listener - Embeds learning faster
- Alphabet song
- http//www.school-house-rock.com/Prea.html
52Time For Lunch
53Multiple Intelligences
54Dots on Grids
A
B
D
C
55Brain Principles
- The brain is a complex adaptive system.
- The brain is social.
- The search for meaning is innate.
- The search for meaning occurs through patterning.
- Emotions are critical to patterning.
- Every brain simultaneously perceives and creates
parts.
56More Brain Principles
- Learning involves both focused attention and
peripheral perception. - Learning always involves conscious and
unconscious processes. - We have at least 2 ways of organizing memory.
- Learning is developmental.
- Complex learning is enhanced by challenge and
inhibited by threat. - Every brain is uniquely organized.
57Simple Learning Styles
- Auditory
- Learns best from listening
- Visual
- Learns best from seeing
- Kinesthetic/Tactile
- Learns best from doing
58Why Visual Literacy?
- Average youth today
- By age 18 - 22,000 hours watching TV
- By age 14 has seen 12,000 murders on network TV
programming!!!! - By 18 12,500 hours in school
- Average vocabulary of 14-year-olds is shrinking
- In 1950 25,000 words
- In 1999 10,000 words
59Visual Learner
- Images go directly to long-term memory in brain
- Humans process visuals 60,000 times faster than
text - Words processed sequentially
- Keyboard
- Images processed simultaneously
- Camera
60Turn Your Paper Sideways
- Grades 2-7 (or higher if needed)
- A trick for lining up numbers when working with
multi-digit numbers in columns - TURN THE PAPER SIDEWAYS use the lines as column
guides - Also provides novelty (brain trigger)
61Jig-Saw Book
- Good tool for kinesthetic learners
- They can manipulate the content
62Gardners Multiple Intelligences
- Logical/Mathematical
- Visual/Spatial
- Musical/Rhythmic
- Bodily/Kinesthetic
- Naturalist
- Interpersonal
- Intrapersonal
- Verbal/Linguistic
63Sternberg Intelligences
- Analytical
- Practical
- Creative
64Time For a Break
65Writing Intelligence Preference Lesson Plans
- As a result of the lesson, students should
- Know what?
- Understand what?
- Be able to do what?
- What range of learner needs in your class relate
to the topic?
66Difficulty vs Rigor
- We must be careful not to assign
- more difficult tasks (tasks requiring
- more effort or time) when what we
- mean to do is challenge students with more
rigorous tasks (tasks requiring more complex
thought). - Judith Dodge - Differentiation in Action
67Assignments for Next Time
- Try a new strategy report back to the group
about the experience - Begin the planning process for a lesson using
intelligence preference - Choose a standard (or standards) to teach
- Identify student goals for that standard
- Choose possible strategies
- Be prepared to share with the group
68He Was Me
69Resource - Nunley Website
- HOT TOPIC 1 When counting, gestures help.
Researchers discoveredthat when students have to
count things, those that could point, nod or
otherwise make body gestures, were faster and
more accurate than those who were not allowed to
gesture. The gesture apparently adds rhythm
which makes counting more accurate and also aids
the brain in maintaining place. Carlson, R. et
al. (2007). Journal of Experimental Psychology
Learning, Memory Cognition, Vol 33, 4 - Teacher Tip 2 We use music for transition
times in class and between class periods. I ask
for student volunteers to bring in a CD of their
choice for us to use for the week. No name,
workshop participant, Midland, Michigan. - You can subscribe to this newsletter at
- http//help4teachers.com/newsletter.htm
70- Facilitated By
- Sara Fridley Kathleen West
- Region 3 Education Service Agency
- sara.fridley_at_k12.sd.us
- kathleen.a.west_at_k12.sd.us
71Have You Visited Lately?