Introduction to Differentiated Instruction

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Introduction to Differentiated Instruction

• Erie 1 BOCES
• Presented by Monica Burgio Daigler

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Introduce Group

• Tell us your name.
• What level you teach?
• What is your goal(s) for todays workshop?

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We have to know where we want to end up before
we start out Carol Ann Tomlinson

• Essential Questions
• What is differentiated Instruction and what does
  it look like in the science classroom?
• Why should I differentiate my instruction?
• How can I differentiate my instruction?

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What is Differentiated Instruction?

• (Diagnosticpairshare)

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First and Last name
Auditory, Visual, or Kinesthetic?
Analytical, Creative, Practical?
3-4 Words That Describe Me
Some of My Interests
Multiple Intelligence Preference
Array Inventory
Leave this last line blank!
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What are your strengths?
First and Last name
Auditory, Visual, or Kinesthetic?
Analytical, Creative, Practical?
3-4 Words That Describe Me
Some of My Interests
Multiple Intelligence Preference
Array Inventory
Leave this last line blank!
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• It's not how smart you are,   it's how you are
  smart!"Howard Gardner Interview, "Common
  Miracles" ABC 1993

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Discussion about Learning Styles

• What are your strengths?
• Do you teach to your strengths?
• What are YOUR weaknesses?
• Could that be their strength?

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Differentiated Instruction is

• Custom-designing instruction based on student
  needs.
• Modifying the content, process activities, or
  products developed by the students (learning
  environment can also be modified to provide a
  facilitative setting for effective instruction)
• Learners are assessed on their readiness levels,
  learning profile (multiple intelligence styles),
  and interest. These qualities are the driving
  factors in determining how to deliver appropriate
  instruction as all learners are unique.

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Differentiated Instruction

• What it is What it is NOT
• (see chart)

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Why Differentiated Instruction?

• Brain research confirms what experienced teachers
  have always known
• No two children are alike.
• No two children learn in the identical way.
• An enriched environment for one student is not
  necessarily enriched for another
• In the classroom, we should teach children to
  think for themselves

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Students Retain

• 10 of what they READ
• 20 of what they HEAR
• 30 of what they SEE
• 50 of what they SEE AND HEAR
• 70 of what they SAY
• 90 of what they SAY AND DO
• Rief, Sandra F. How to Reach and Teach ADD/ADHD
  Children Practical Techniques, Strategies, and
  Interventions for Helping Children with Attention
  Problems and Hyperactivity. The Center for
  Applied Research in Education, 1993, p. 53

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Flow Chart
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Role of the Teacher
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Flow Chart
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Differentiated Content

• Input what the students learn
• Use of multiple texts
• Use of varied resources
• Compact curriculum
• Learning contracts

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Content Science

• What students are to learn and the materials or
  mechanisms through which this is accomplished.
• Example If the classroom objective is for all
  students to identify parts of a cell, some
  students may learn to label five major parts,
  while others may learn to label more parts and
  define the function of each part
• Can structure with personal goals

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Real-life Instructional Strategies

• Learning contracts are an agreement between the
  teacher and the student regarding how a student
  will complete tasks. This offers certain freedoms
  and choices on how a student learns the content.
  For example, the teacher and student could
  develop a contract at the beginning of a unit
  which includes independent study topics and
  assignments.
• DeGuia, M. (2004). Differentiating the learning
  environment. In  B. Hoffman (Ed.), Encyclopedia
  of Educational Technology.

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Flow Chart
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Differentiated Process

• How students make sense of content
• Interactive journals
• Tiered assignments
• Learning centers
• Cubing
• Anchor activities

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Process Science

• What key skills students use to make sense out of
  essential ideas and information.
• Example One student may explore a learning
  center, while another student collects
  information from the web

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Real-life Instructional Strategies

• Tiered activities
• include offering students
• options in completing questions, tasks, and so
  on, of various ability levels. This ensures that
  students explore ideas at a level that builds on
  their prior knowledge and stimulates realistic
  growth. For example, students working in
  cooperative groups can choose to complete
  questions (A,B, or C) on a specific task with
  which they feel most comfortable.
• DeGuia, M. (2004). Differentiating the learning
  environment. In  B. Hoffman (Ed.), Encyclopedia
  of Educational Technology.

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Some Anchor Activities

• Read
• School Library Media Center
• Learning Packets
• Journaling
• Learning/Interest Centers
• Listening Centers
• Research Questions or Projects
• Commercial Kits and Materials

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What are the benefits in using an anchor activity? Brainstorm good times to use anchor activities. Think about transition times.
What might be the concerns or problems to using an anchor activity? Brainstorm how you will overcome the concerns to using anchor activities.
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Cubing is a strategy that requires students to
think on multiple levels. Things to remember You
must have more than one cube. Cubes can be
differentiated by student readiness, interest, or
learning profile. Each side of the cube should
have a command such as describe, compare,
analyze, etc., and a prompting question or
statement underneath.
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Flow Chart
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Differentiated Product

• Output how students demonstrate what they know
  and are able to do
• Product presentation uses varied modes of
  expression, materials, technologies
• Advanced assignments that require higher order
  thinking skills
• Evaluation by self and others
• Authentic assessment

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Product Science

• What vehicles students use to demonstrate and
  extend what they know.
• Example For example, to demonstrate
  understanding of the food chain, some students
  may create a three-dimensional diagram, while
  others create a PowerPoint presentation.

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Differentiating Products for Struggling Learners

• Put directions on audio or video
• Read The Words,
• Embed on teacher page or class wiki
• Prepare, or help students prepare a timeline or
  contract
• Learning Contracts???
• Provide resources
• Delicious, Diigo
• Rubrics that reflect individual needs
• Rubistar

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Flow Chart
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Example
Flexible grouping Pairing Red, Yellow, Green
Cups Choice Boards
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Where Do I Start?

• Five low prep strategies
• Organize kids so that each students is in one
  large group and two partner pairings (learning
  styles)
• Display a daily/weekly agenda
• Ask for exit cards
• Use Graphic Organizers
• Use a learning center
• Create a tiered assignment

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How Do I Keep Going?

• Five High Prep Strategies
• Learning Contracts
• Create activities for different learning styles
• Commit to using technology
• Create centers allowing for movement
• Use Multiple forms of assessment

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How to Differentiate InstructionThe Bottom Line

• Differentiated instruction is about using
  teaching strategies that connect with individual
  student's learning strategies.
• The ultimate goal is to provide a learning
  environment that will maximize the potential for
  student success.
• The important thing to remember is to hold on to
  the effective teaching strategies that lead
  students to positive learning outcomes and to
  make adjustments when necessary.
• It's about being flexible and open to change.
• It's also about taking risks and trying teaching
  and learning strategies that you would have
  otherwise ignored.

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Develop your own differentiated lesson (Be
prepared to share)

• By using one or more of the resources provided
• Educational Websites
• Reference Charts/ Packets
• Books (DI)

• You may
• Choose a sample lesson to modify
• OR
• Choose a lesson you have taught that you wish to
  improve

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Discussion

• Describe your lesson.
• Why did you choose to modify this lesson?
• How did you differentiated this lesson (what was
  modified content, process or product)?
• Was the students readiness, learning style, or
  interest considered? If so, how?

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Contact Information

• Monica Burgio Daigler
• Instructional Resource Services
• Erie 1 BOCES
• 355 Harlem Road
• West Seneca, NY 14224
• Phone [phone]
• E-mail mdaigler_at_e1b.org