One Size Does Not Fit All: An Introduction to Differentiated Instruction

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One Size Does Not Fit AllAn Introduction to
Differentiated Instruction
Workshop 1

• Facilitated By
• Sara Fridley Kathleen West
• Region 3 Education Service Agency
• sara.fridley_at_k12.sd.us
• kathleen.a.west_at_k12.sd.us

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Take Care of Business

• Introductions
• Expectations of Trainers
• Graduate Credit
• Service Agreements

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Workshop 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

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Currently, students are required to adapt . . .
to the prevalent teaching practices and
instructional materials and assessment
instruments. Those who cant adapt are viewed as
being deficient in their ability to learn. -
Marie Carbo, Educating Everybodys Children
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Differentiation IS NOT . . .

• The same as individualization
• Just another way to group kids
• Expecting less of struggling learners than of
  typical learners
• A substitute for specialized services
• Chaotic
• New

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Good 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

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Essential Question

• What diversity impacts and influences curriculum
  and instruction?

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Diversity 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

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3 Key Ways to Differentiate Instruction

• Process
• Activities
• Calls on students to use key skills
• Content
• What we teach students
• Materials and methods used
• Product
• How students show what they have learned
• Should also allow students to extend what they
  learned

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Key 1 Adapt Process

• Students use key skills
• Blooms Taxonomy
• Multiple Intelligence Theories
• Common focus
• Vary student activities
• Teacher uses a variety of methods

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Process Differentiation Examples

• Tiered Assignments
• Layered Curriculum (Nunley)
• Learning Centers
• Jig Saw Assignments
• Learning Logs
• Graphic Organizers
• Modify their environment (fidgets)

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Key 2 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

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Content Differentiation Examples

• Multiple texts
• Interest centers
• Learning contracts
• Support systems
• Audiotapes
• Mentors
• Study partners

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Key 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

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Product Differentiation Examples

• Variety of assessment types
• Tiered Assignments
• Independent Study

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Variables 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

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Principles to Guide Differentiated Classrooms

• 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!!!!

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Simple 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

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A Few Fun Strategies

• Lefties Rule!
• Creature Comforts!
• Teach In Color!

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Left Handed In a Right Handed World

• One person in 10 is left handed
• Hand preference is evident by age 5
• Most common items/tools are designed for right
  handed people
• Scissors
• Rulers
• Musical instruments

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Creature 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

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Tactile 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

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Visual FidgetsGrades K-12

• Lava lamp
• Fish tank
• Mobile

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Nomadic 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

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Ideas for the Nomadic Learner

• Mini Field Trip
• A Home Away From Home
• The Office
• Music Stand Learning
• Rocking Chair Reversal

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Act 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)

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perimeter
area
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Color Increases Understanding

• Using color for key concepts can increase memory
  retention up to 25

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Experiment
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Memorize 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
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Memorize the Pattern30 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
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Memorize 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
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Teach in Color

• Color Code
• Key Concepts
• Colored Pens
• Color with Sunshine
• Highlight grammar
• Colored Acetate
• Number chart
• Sliding mask
• Highlighting tape
• Scotopic Sensitivity Syndrome
• Painted Essay

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A Simple Start

• Color Code key concepts
• Easy in modern classrooms
• White 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

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Words in Color

• CALEB GATTEGNO

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Correct With Sunshine

• Use yellow highlighter to identify incorrect
  answers
• Give student option to correct and receive
  partial (or whole) credit
• Option require students to explain in writing
  what they did wrong and how they corrected the
  problem

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Use Colored Pens

• 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

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Skier(to ski)

• Je skie
• Tu skies
• Il/elle/on skie

• Nous skions
• Vous skiez
• Ils/elles skient

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Verb Tense Sample

• Jack rides his bike every day. He usually gets up
  at 7 o'clock and rides to work.
• As a matter of fact, he is on his way to work at
  the moment. Look at him riding his bike!
• Last week, he rode his bike over 100 miles.
• This week he has ridden his bike only 40, but
  then again, it is only Wednesday.
• Jack is going to ride his bike into the
  countryside this weekend where he hope he will be
  able to ride on some mountain trails.

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The Painted Essay
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Vision 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)

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20/20 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

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Scotopic 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

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Use Colored Paper or Acetate

• Contrast problems (only 1 of many symptoms)
• Strategies
• Use dull colored paper for writing to reduce
  glare
• 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/
• Has an excellent simulation of Scotopic
  Sensitivity Syndrome
• http//www.irlen.com/sss_main.htm

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Scotopic 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

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Time For Lunch
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Multiple Intelligences

• Begin With the Brain

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Dots on Grids








A
B








D
C
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Simple Learning Styles

• Auditory
• Learns best from listening
• Visual
• Learns best from seeing
• Kinesthetic/Tactile
• Learns best from doing

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Why 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

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Visual 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

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Turn 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)

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Jig-Saw Book

• Good tool for kinesthetic learners
• They can manipulate the content

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Gardners Multiple Intelligences

• Logical/Mathematical
• Visual/Spatial
• Musical/Rhythmic
• Bodily/Kinesthetic

• Naturalist
• Interpersonal
• Intrapersonal
• Verbal/Linguistic

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Sternberg Intelligences

• Analytical
• Practical
• Creative

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Watch the ASCD Video
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Writing 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?

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Assignments for February

• 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
• Bring your lesson materials to use

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Have You Visited Lately?

• http//www.sdesa.org