Teaching and Learning Strategies for Differentiated Instruction

1
Teaching and Learning Strategies for
Differentiated Instruction

• Meeting the Needs of Diverse Learners
• Dr. Summer Whitmore

2
Attendance

• At this time, if you have not already done so,
  please use your chat pod and type the
  district/LEA you are representing
• If you are viewing this webinar with others in
  the room, please indicate their name as well

3
Considerations

• This webinar is being recorded and will be
  available for viewing at www.laspdg.org under
• Culturally Responsive Practices
  Webinars 2014-2015
• If you need to ask a question, please use the
  Chat Pod on your screen (NOTE everyone can see
  your question)
• You can download all of todays materials in the
  FILES 2 Pod on your screen at any time during the
  presentation
• Click on the selected file
• Choose SAVE TO MY COMPUTER
• Select the destination where you would like to
  save the file

4
People First Language
People First Language puts the person before the
disability and describes what a person has, not
who a person is.
Kathie Snow. (n.d.) A few words about People
First Language. Disability is Natural.
Retrieved August 1, 2012 from http//www.disabilit
yisnatural.com/images/PDF/pfl-sh09.pdf
5

• Gain knowledge of the essential elements of
  differentiated instruction.
• Gain knowledge related to tiered assignments,
  role-audience-format-topic, and think-tac-toe.

6
What do you already know?
In an effort to better understand participant
knowledge level, please take a moment to answer
these pre-questions that will appear on your
screen
7
Differentiated Instruction

• Differentiated instruction is based on the
  assumptions that students differ in their
  learning styles, needs, strengths, and abilities,
  and that classroom activities should be adapted
  to meet these differences.

8
Differentiated Instruction Is.

• effective instruction that is responsive to the
  learning preferences, interests and readiness of
  the learner
• an organized framework for teaching and learning
• responds to the need of the student by providing
  a balance of shared, guided, and independent
  instructional strategies

9
(No Transcript)
10
DI means.. DI does not mean.
Flexible, short term groupings that allow students to work with a variety of peers with the same or different strengths and interest. Labelling students or grouping by ability
Engaging and interesting tasks for all learning preferences, interest and levels of readiness Confining some students to low level, repetitive or rote tasks while others engage in higher-order thinking
A reasonable number of well constructed choices that address identified needs/strenghts of students Different students working on different expectations with varying success criteria (e.g., different rubrics)
Students learning about themselves to help them make effective and informed choices Teachers assuming responsibility for making all decision regarding student choice
Routines, procedures, and classroom agreements are in place A chaotic or unstructured classroom environment
11
Differentiation-How does it Work?

• Teachers can differentiate at least four
  classroom elements based on student readiness,
  interest, or learning profile
• Content
• Process
• Product
• Learning environment

12
Content

• What the student needs to learn or how the
  student will get access to the information?

13
Content Examples

• Reading materials at varying readability levels
• Text materials on tape
• Spelling/vocabulary lists at readiness levels
• Ideas through both auditory and visual means
• Reading buddies
• Small groups to re-teach an idea or skill for
  struggling learners, or to extend the thinking or
  skills of advanced learners

14
Process

• Activities in which the student engages in
  order to make sense of or master the content.

15
Process Examples

• Tiered activities at different levels of support,
  challenge, or complexity.
• Centers that encourage students to explore
  subsets of the class topic of particular interest
  to them.
• Manipulatives for students who need them.
• Varying the length of time a student may take to
  complete a task- for a struggling learner or an
  advanced learner to pursue a topic in greater
  depth.

16
Product

• Culminating projects that ask the student to
  rehearse, apply, and extend what he or she has
  learned in a unit.

17
Product Examples

• Giving students options of how to express
  required learning (e.g., create a puppet show,
  write a letter, or develop a mural with labels).
• Using rubrics that match and extend students
  varied skill levels.
• Allowing students to work alone or in small
  groups on their products.
• Encouraging students to create their own product
  assignments as long as the assignments contain
  required elements.

18
Learning Environment

• The way the classroom works and feels. In
  addition, its the way the classroom and/or
  school, creates a sense of community

19
Learning Environment Examples

• Places in the classroom to work quietly without
  distraction, as well as places that invite
  student collaboration
• Materials that reflect a variety of cultures
• Guidelines for independent work that matches
  individual needs
• Routines that allow students to get help when
  teachers are busy with other students

20
Strategies for Differentiation

• Lower Prep
• Reading Study Buddies
• Anchor Activities
• Think-Pair-Share
• Choices of books
• Interest Surveys
• Multiple Levels of Questioning

• Higher Prep
• Tiered Lessons
• RAFT
• Think-Tac-Toe
• Multiple Intelligence
• Options
• Graphic Organizers
• Response/Exit Cards
• Multiple Texts
• Flexible Grouping

21
Three Differentiation Strategies
22
TIERED INSTRUCTION
23
What is Tiered Instruction?

• Provides teachers with a means of assigning
  different tasks to students within the same
  lesson or unit.
• The tasks will vary according to the students
• Readiness
• Interest
• Learning Profile

24
Tiered Instruction Common Core

• All students focus on the skills of common core
  but at different levels of complexity.
• Keeping the focus of the activity the same, but
  providing routes of access at varying degrees of
  difficulty will maximize each student being
  challenged.

25
Tiered Instruction Example

• Students are to understand the effect of global
  warming.

Tier 1 Students write a public service
announcement using jingles, slogans, or art to
convey why global warming is a problem and what
people can do to prevent it.
Tier 2 Students conduct a survey of peer
awareness and understanding of global warming.
They design questions and report their results
using charts and news format.
Tier 3 Students debate the issue about global
warming, each side expressing a different
viewpoint with credible evidence to support the
argument.
26
What Can be Tiered?

• Assignments
• Activities
• Homework
• Centers
• Experiments
• Materials
• Assessments
• Writing Prompts

27
When Tiering Adjust

• Level of Complexity
• Amount of Structure
• Materials
• Time/Pace
• Number of Steps
• Form of Expression
• Level of Dependence

28
Tiered Assignments Video

• http//youtu.be/1ob4eGz04G4
• Or
• http//youtu.be/nPb4owVY-M0

29
RAFTROLE-AUDIENCE-FORMAT-TOPIC
30
What is RAFT?

• Have any of you heard of and/or used Raft in your
  classroom?

31
RAFT is

• an engaging, high level strategy that encourages
  writing across the curriculum
• a way to encourage students to
• assume a role
• consider their audience
• write in a particular format
• examine a topic from a relevant perspective

32
The RAFT Strategy

• forces students to process information
• allows for more creative responses to learning
  the materials
• gives students choice, appealing to their
  interests and learning profiles

33
Choice Variations
34
RAFT

• RAFT Writing Strategy (JHAT, Jr.)
• http//youtu.be/OLJ_32y6lR0

35
Common Core and RAFT Example

• American Revolution-students in 8th grade must
  analyze the events leading up to the revolution.
  Students must be able to determine the causes and
  effects.

36
RAFT Topic- Whats Worth Fighting For?
ROLE AUDIENCE FORMAT TOPIC
Patriot Town Folks Speech Get on my side!
Loyalist English Relative Post Card What is happening in the colonies
G. Washington Patriot Soldier News Letter Why join the fight
Soldier Wife, Martha Letter or Poem What a great leader GW is
King George His Subjects Political Cartoon Making fun of the AR
37
RAFT-Sample Roles Audience

• Ad agencies
• Athletes
• Cartoonist
• Editors
• Pen Pals
• Animals
• Historical figures
• TV Characters
• Doctors
• Lawyers
• Politicians

• Poets
• Plants
• Parents
• Historical events
• Literary characters
• Body parts
• Binoculars
• Rear-view mirrors
• Musicians
• Artists

• Branches of the Government
• Presidents
• Military figures
• Husbands/wives
• Famous cooks
• Political activists
• Freedom fighters
• Authors
• Heroes
• Villains
• Frontiersmen

38
RAFT-Format

• Advertisement
• Anecdote
• Application
• Blurb
• Board game
• Brochure
• Critique
• Dear Abby letter
• Debate
• Dialogue
• Directions
• Editorial
• E-mail

• Epitaph
• Free verse poem
• Graffiti
• Greeting card
• Instructions
• Interview
• Journal entry
• Lecture
• Letter
• List
• Map
• Math problem

• Motto
• News article
• Picture
• Post card
• Poster
• Puzzle
• Screen play
• Ships log
• Skit
• Song
• Speech
• Telegram
• Wanted poster

39
THINK-TAC-TOE
40
What is Think-Tac-Toe

• A simple way to give students alternative ways of
  exploring key ideas
• Designed to help students think about a topic
  from different angles
• Game-likemotivates children
• A grid consisting of 9 or more boxes

41
Think-Tac-Toe Setup

• It does not matter the choices students make,
  they must work with key ideas and use the key
  skills central to the topic.

42
Think-Tac-Toe Common Core
Knowledge list, define, tell, describe, identify, show, label, collect, examine, quote, name, who, when, where Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, discuss, extend Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment,
Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare
Comprehension or Evaluation Application or Evaluation Knowledge or Analysis
43

• Algebra Think-Tac-Toe Board

Summarize the most important information about linear functions and put it to a beat. Draw the sequence of events to graph a linear equation on a timeline. Create a way to remember how to graph linear equations given in standard form.
Reflect on the application of linear functions to something in your life in your journal. WILD CARD !!! Your choice after getting approval. Create a series of at least six cartoon frames to capture the most important information about linear functions.
Condense the information about linear functions and create an advertisement, banner, or slogan. Act a short skit that conveys the life of a linear function. Write a poem that conveys the main ideas about linear functions.
44
Implementing Differentiated Instruction

• Develop Instructional Routines
• Identify your own learning preferences and your
  students using inventories and observations
• Deliberately plan part of a lesson so that it
  appeals to a learning preference that you do not
  usually address

45
Implementing Differentiated Instruction

• Expand Routines and Skills
• Determine ways of learning that motivate your
  students the most
• Over several days provide the class with learning
  experiences that introduce them to different ways
  of learning and allow you to observe which
  opportunities work for which students

46
Implementing Differentiated Instruction

• Sustain a Differentiated Instruction Culture in
  the Classroom
• Challenge students to experiment with other ways
  of learning
• Reflect on what helps to engage students and
  respond by refining your instructional
  approaches.

47
Additional DI Webinars

• www.laspdg.org
• Inclusive Practices Webinar
• 2012-2013 Webinars
• Titles
• Flexible Grouping
• Cubing Think Dots
• Choice Boards
• Learning Materials

48
Building Capacity

• When you leave today, what will you do with this
  information?
• How will you share it with others in your
  district?
• When will you share it? (Timeline)
• Note If you are on the district leadership
  team, this information will be useful in
  completing your districts LASPDG 5 Year Plan

49
Lets Take a Poll!
Please take a moment to answer these
post-questions regarding your knowledge
50
Questions?

• Please use your chat pod if you have questions
  related to this presentation
• You may email any questions to
• Summer Whitmore swhitm1_at_lsu.edu

51
Thank you for participating in todays webinar!
www.laspdg.org
The contents of this PowerPoint presentation were
developed under a grant from the US Department of
Education, H323A110003. However those contents
do not necessarily represent the policy of the US
Department of Education, and you should not
assume endorsement by the Federal Government.