Differentiated Instruction

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Differentiated Instruction

Presented By Shonel Branch-LeDuff, Prescott
Middle
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Lets make 4 appointments

• Must be with someone that is not in your
  department
• Someone you have not spoken to today
• Someone you have not worked with in the past

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SEASONAL BUDDIES
______________________
______________________
________________________
_____________________
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Four Corners

• Activity Math Mystery
• Sunny Day
• Totally understand, expert, can teach it
• Sunny Cloudy Day
• Think I understand, proficient, well on my way
• Cloudy
• Have started, learning how to do this, still need
  time help
• Rainy
• Have not started yet, have never tried this, I
  need help

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Meet Your Winter Buddy

• Discuss how you could use four corners in your
  classroom
• Share

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Differentiated Instruction

• What is Differentiated Instruction?
• describes a teaching approach that provides a
  variety of learning options to accommodate
  differences in how students learn
• Examples of differentiation
• relate to students prior knowledge and
  experience
• Address learning preferences and modality
• Vary cognitive level
• Appeal to personal interests

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Why Differentiate Instruction?

• To meet the learning needs of ALL students
• To understand and address how your students learn
• To improve test scores

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RESEARCH

• Brain research suggests three broad and
  interrelated principles that point clearly to the
  need for differentiated classrooms, that is,
  classrooms responsive to students
• Varying language readiness levels
• Varying interest
• Varying learning profiles

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RESEARCH

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

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How Can We Differentiate Instruction?

• By Activity
• By Content
• By Product
• By Student Interest
• By Student Readiness
• By Student Learning Style
• Combinations of Above

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Differentiated Instruction

• Instructional Needs
• Determined by assessing what a student knows, and
  is able to do in relation to a learning standard
• Obtained through various assessments that point
  to skills, concepts and/or processes that need to
  be further developed
• Assessment sources include
• - observation of classroom performance
• - evaluation of artifacts (work students
  produce)
• - performance-based assessments
• - standardized test results

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Differentiated Instruction

• Learning Modalities auditory, visual,
  kinesthetic, and tactile influence how we
  learn.
• Visual learners benefit from graphic
  representations
• auditory learners benefit from aural
  representations
• kinesthetic learners benefit from bodily
  involvement activities
• tactile learners benefit from touching and
  feeling shapes, forms, and textures (Sprenger
  1999).

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Differentiated Instruction

• Learning Modalities Teachers should routinely
  use
• posters
• charts
• models
• - recordings
• - discussion
• - songs construction and physical
  representations
• - dance or physical movement
• An individuals predominant learning modality
  does not negate the presence of the other
  modalities teachers should provide multimodal
  activities throughout their lessons.

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Differentiated Instruction

• Cognitive Levels - Engage learners in types of
  thinking
• Range from a single literal level to more complex
  abstract levels (Bloom 1984).
• Are not distinct but overlap and are used
  simultaneously by students in learning situations
  (Good and Brophy 1997).
• Learning activities should challenge students to
  use complex thinking and reasoning.

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Differentiated Instruction

• Background of Experiences
• Research supports teaching practices that honor
  the individuality of students in terms of their
  experience, interests, and prior knowledge.
• Teachers, must help students make sense of
  learning by connecting new learning to what is
  already known.

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Differentiated Instruction

• Personal Interests - Students develop an interest
  in a particular topic or area for a variety of
  reasons.
• Teachers, must allow students choices and
  opportunities to select learning activities
  capitalize on personal interests that lead
  students into learning and studying a topic.

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Differentiated Instruction

• Teaching Strategies that lend themselves to
  differentiated instruction.
• Cooperative Learning Grouping arrangements that
  promote positive social interaction among
  students enhance learning.

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Differentiated Instruction

• Teaching Strategies
• Learning Centers A differentiated learning
  environment calls for a greater range of
  materials since students perform different tasks
  and engage in different activities. The learning
  center activities coincide with the
  task/objective(s). Learning center activities may
  be designed for small group, partner, or
  individual learning.

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Differentiated Instruction

• Teaching Strategies
• Individual Learning (Self-Selection/Self-Pacing)
  Students should be given opportunities to work
  independently to practice self-reliance and show
  what they can do on their own.

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Differentiated Instruction

• Teaching Strategies
• Technology Provides opportunity for students
  to explore topics, teachers can present
  instruction on math facts as well as more
  analytical, open-ended explorations of topics.
  Students are able to exhibit their learning.

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Differentiated InstructionClassroom Strategies

• Cooperative Learning
• Brainstorming
• Group Discussion
• Jigsaw
• Numbered Heads
• Team Project
• Think-Pair-Share
• Carouseling
• Tiered Activities

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Differentiated Instruction Meet Your Summer Buddy

• Discuss the following
• 1) Do you differentiate instruction?
• 2) How do you do this?
• 3) How often do you differentiate instruction?

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WHAT IS IN YOUR TEACHING??????

• Instruction involves a proper understanding of
• Development
• Assessment
• Aptitude/Learning Styles
• Curriculum

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Differentiated Instruction

• Assignment Cards (cooperative groups)
• Facilitator makes certain that everyone
  contributes and keeps the group on task.
• Recorder keeps notes n important thoughts
  expressed in the group. Writes final summary
• Reporter shares summary of group with large
  group. Speaks for the group, not just a personal
  view
• Materials Manager picks up, distribute,
  collects, turns in, or puts away materials
• Time Keeper keeps track of time and reminds
  group how much time is left.
• Checker checks for accuracy and clarity of
  thinking during discussions. May also check
  written work and keeps track of group point
  scores.
• Double Bubble (Science)

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Differentiated Instruction

• Discuss how these activities can be applied to
  your content area.
• Share one idea with the group

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3-2-1 PROCESSING

• List 3 Key Ideas
• 2 Interesting Points
• 1 Question

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Differentiated InstructionResources

• http//www.glencoe.com/sec/teachingtoday/subject/d
  i_meeting.phtml
• Handbook on Differentiated Instruction for Middle
  and High Schools, Sheryn Spencer Northey (2005)
• The Differentiated Classroom Responding to the
  Needs of All Learners, Carol Ann Tomlinson(1999)