Differentiating Instruction

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Differentiating Instruction
Marjorie Hall Haley, Ph.D. George Mason University
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K-W-L

• This is what I know about Differentiating
  Instruction (DI)
• This is what I want to know about DI
• This is what I learned about DI

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Differentiation is.

• Creating different opportunities within the same
  curriculum
• Putting students in situations where they dont
  know the answer often
• Differing the product from simple to complex
• Differing the process from concrete to abstract

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Differentiation is

• Differing the content from below to above grade
  level
• Differing the pace from slow to accelerated

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Differentiation isnt..

• Creating more work (extra credit or do this when
  youre done.)
• Using higher standards when grading
• Giving the same work, but expecting more
• Providing free-time challenge activities

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Differentiation isnt..

• Using capable students as tutors to classmates
• Using individualized instruction exclusively

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Carol Tomlinson, Ph.D.

• Differentiation calls on us to make big leaps in
  the way we think about the classroom and
  curriculum. It takes a willingness to be a
  teacher who partners with kids in teaching and
  learning whos more of a facilitator than a
  dictator. It challenges the sense that curriculum
  is just coverage of facts.

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How Do I Differentiate?

• Keep the focus on concepts, emphasizing
  understanding and sense-making
• Use ongoing assessments of readiness and
  interests preassess to find students needing
  more support and those who can excel
• Make grouping flexible. Move between whole-group,
  groups, and individuals.

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Why should I differentiate?

• There is strong evidence that meeting students
  where they are and addressing their needs is more
  likely to make their learning efficient and
  effective.

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Why

• Meet the diverse needs of ALL our learners
• Multiple Intelligences, IEPs and 504 plans,
  learning styles, cultural and linguistic
  differences
• Address the Standards (local, state, and national)

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When and How

• Daily, weekly, monthly, yearly
• Teachers move away from seeing themselves as
  keepers and dispensers of knowledge
• Teachers move toward seeing themselves as
  organizers of learning opportunities
• Teachers organize classes for effective activity
  with a concentration on exploration

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Rules of Thumb How to differentiate

• Be clear on the key concepts and generalizations
• Every lesson should emphasize critical thinking
• Every lesson should be engaging
• Provide a balance between student-selected and
  teacher assigned tasks and working arrangements

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Differentiating involves 3 aspects of the
curriculum

• Content
• Process
• Products

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3 Aspects of Differentiating

• Content refers to concepts, principles, and
  skills that teachers want students to learn
• Process refers to the activities that help
  students make sense of, and come to own, the
  ideas and skills being taught
• Products refers to culminating projects that
  allow students to demonstrate and extend what
  they have learned

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Strategies for DI

• Stations
• Compacting
• Agendas
• Complex Instruction
• Orbital Studies
• Entry Points

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Strategies for DI

• Problem-based Learning
• Choice Boards

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What does a differentiated classroom look like?

• Teachers begin where the students are
• Teachers engage students in instruction through
  different learning modalities
• A student competes more against him/herself than
  others
• Teachers provide ways for each individual to
  learn
• Teachers use classroom time flexibly

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Where do I go for help?

• www.nctm.org/standards/
• www.mcrel.org/products/noteworthy/barbaram.asp
• www.reading/org/links/lit_tp.html
• Ericec.org/
• www.sricboces.org/Goals2000/

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Where do we go from here?

• Set clear expectations for student-centered
  responsive instruction
• Create mentoring opportunities between and among
  your colleagues
• Look to teachers who practice DI to provide
  models
• Start slowly and purposefully dont take on any
  more than youre ready for!

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Have Fun!
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Differentiating InstructionSomething you are
already doing to Meet All Your Students Needs
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THE END
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THANK YOU!!
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Differentiating Curricular elements

• Content refers to input of the unit ideas,
  concepts, information and facts
• Process refers to the ways students make their
  own sense of the content or input. Process is the
  how of teaching

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Product

• Product is the output of the unit or the ways
  students demonstrate their understanding of the
  content role-plays, multimedia presentations,
  brochures, plays, songs, graphic organizers,
  posters, research papers, essays, videos, etc.

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When organizing a differentiated lesson, ask
these ?s

• What are the key concepts that every student must
  know, understand, and be able to do?
• What is being differentiated? (content, process,
  product)
• How is this lesson being differentiated?
  (readiness, interests, learning profiles)

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• Why is this lesson being differentiated?
  (motivation, access, efficiency)

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THINK/PAIR/SHARE

• 1. How can you create a learning environment
  that supports differentiation of instruction?
• How can you prepare students for differentiation
  of instruction?
• What can you do to help students understand their
  learning differences?

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DI Terms

• Anchoring Activities These are done at the
  beginning of the class period. The teacher
  provides students with options of things they may
  work on as an initial exercise. Usually they are
  a series of tasks. Students move from task to the
  next as they are completed.

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DI Terms

• Adjusting Questions These can be in the form of
  a daily quiz or question/answer period during
  which time the teacher determines comprehension
  of previous class work. The teacher can target
  interest, readiness, and level of complexity of
  students.

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DI Terms

• Tiered Assignments Providing students a variety
  of choices, depending on degree of interest,
  readiness, and complexity.

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DI Terms

• Learning Contracts Students are provided with
  a listing of which tasks are to be completed.
• Flexible Grouping Teachers group students
  according to mixed readiness and/or interest.

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K-W-L Differentiated Instruction

• This is what I know.
• This is what I want to know.
• This is what I learned.