Title: Differentiating Instruction
1Differentiating Instruction
Marjorie Hall Haley, Ph.D. George Mason University
2K-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
3Differentiation 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
4Differentiation is
- Differing the content from below to above grade
level - Differing the pace from slow to accelerated
5Differentiation 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
6Differentiation isnt..
- Using capable students as tutors to classmates
- Using individualized instruction exclusively
7Carol 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.
8How 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.
9Why 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.
10Why
- 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)
11When 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
12Rules 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
13Differentiating involves 3 aspects of the
curriculum
143 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
15Strategies for DI
- Stations
- Compacting
- Agendas
- Complex Instruction
- Orbital Studies
- Entry Points
16Strategies for DI
- Problem-based Learning
- Choice Boards
17What 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
18Where 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/
19Where 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!
20Have Fun!
21Differentiating InstructionSomething you are
already doing to Meet All Your Students Needs
22THE END
23THANK YOU!!
24Differentiating 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
25Product
- 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.
26When 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)
27- Why is this lesson being differentiated?
(motivation, access, efficiency)
28THINK/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?
29DI 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.
30DI 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.
31DI Terms
- Tiered Assignments Providing students a variety
of choices, depending on degree of interest,
readiness, and complexity.
32DI 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.
33K-W-L Differentiated Instruction
- This is what I know.
- This is what I want to know.
- This is what I learned.