Title: One Size Does Not Fit All: An Introduction to Differentiated Instruction
1One Size Does Not Fit AllAn Introduction to
Differentiated Instruction
Workshop 1
- Facilitated By
- Sara Fridley Kathleen West
- Region 3 Education Service Agency
- sara.fridley_at_k12.sd.us
- kathleen.a.west_at_k12.sd.us
2Take Care of Business
- Introductions
- Expectations of Trainers
- Credit
- Service Agreements
3Workshop Outcomes
- Increased understanding of what Differentiated
Instruction IS IS NOT - Add to our Instructional Strategies Toolbox
- Increased understanding of theories of multiple
intelligence/learning styles - Begin planning a differentiated lesson/unit for
your own classroom
4Essential Question
- What are we preparing students to do?
5What Differentiation IS NOT . . .
- The same as individualization
- Just another way to group kids
- Expecting less of struggling learners than of
typical learners - A substitute for specialized services
- Chaotic
- New
6What Good Differentiation IS . . .
- Varied avenues to content, process, product
- Respectful of all learners
- Proactive
- Student-centered
- A blend of whole class, small group, and
individual instruction - Based on students readiness, interests, and/or
learning profile
7Currently, students are required to adapt . . .
to the prevalent teaching practices and
instructional materials and assessment
instruments. Those who cant adapt are viewed as
being deficient in their ability to learn. -
Marie Carbo, Educating Everybodys Children
8Essential Question
- What contextual issues impact and influence
curriculum and instruction?
9Diversity in the Classroom
- ADD
- ADHD
- Gifted/Talented
- LD
- Vision Impaired
- Hearing Impaired
- Maturity
- Autistic
- Physically Disabled
- Multiple Handicapped
- English Language Learners
- Social Status
- Economic Status
103 Key Ways to Differentiate Instruction
- Process
- Activities
- Calls on students to use key skills
- Content
- What we teach students
- Materials and methods used
- Product
- How students show what they have learned
- Should also allow students to extend what they
learned
11Key 1 Adapt Process
- Students use key skills
- Blooms Taxonomy
- Multiple Intelligence Theories
- Common focus
- Vary student activities
- Teacher uses a variety of methods
12Process Differentiation Examples
- Tiered Assignments
- Layered Curriculum (Nunley)
- Learning Centers
- Interactive Journals
- Jig Saw Assignments
- Learning Logs
- Graphic Organizers
13Key 2 Adapt Content
- Refers to both materials methods
- Accommodate students different starting points
- Some students ready for more complex or abstract
levels - Some students ready for independent work
14Content Differentiation Examples
- Multiple texts
- Interest centers
- Learning contracts
- Support systems
- Audiotapes
- Mentors
- Study partners
15Key 3 Adapt Product
- Culminating learning experience that occurs after
many days or weeks of study - Demonstration and extension of what they know,
understand, and are able to do
16Product Differentiation Examples
- Variety of assessment types
- Tiered Assignments
- Independent Study
17TIME FOR A BREAK
- Questions On the Wall
- Use your envelope to write any question you might
have for the group on any curriculum design or
classroom management topic. - Make sure your name is on the flap!
18Variables to Consider
- Readiness in reading, math, beyond
- Complexity Challenge of both process product
- Pace of learning and production
- Grouping practices
- Use of assessment results to inform teaching and
learning
19Principles to Guide Differentiated Classrooms
- Focus on essentials
- Attend to student differences
- Assess often and use it to make
adjustments/modifications - Mutual respect
- Be flexible
- Doesnt happen 100 of the time!!!!
20Simple Ways to Start
- Add an interdisciplinary element to a favorite
unit - Collaborate with other teachers
- Offer students a variety of presentation options
- Apply Multiple Intelligence thinking to
group/individual projects
21A Few Fun Strategies
- Teach In Color!
- Lefties Rule!
22Color Increases Understanding
- Using color for key concepts can increase memory
retention up to 25
23Teach in Color
- Color with Sunshine
- Colored Acetate
- Number chart
- Sliding mask
- Scotopic Sensitivity Syndrome
- Highlight grammar
- Painted Essay
24The Painted Essay
25Scotopic Sensitivity Syndrome
- Contrast problems (only 1 symptom)
- Strategies
- Use dull colored paper for writing
- Use colored acetate over black text on white
paper - Use a bookmark when reading to avoid losing place
- http//www.hale.ndo.co.uk/scotopic/
- http//www.irlen.com/sss_main.htm
26Left Handed In a Right Handed World
- One person in 10 is left handed
- Hand preference is evident by age 5
- Most common items/tools are designed for right
handed people - Scissors
- Rulers
- Musical instruments
27Time For Lunch
28Multiple Intelligences
29Simple Learning Styles
- Auditory
- Learns best from listening
- Visual
- Learns best from seeing
- Kinesthetic/Tactile
- Learns best from doing
30Gardners Multiple Intelligences
- Logical/Mathematical
- Visual/Spatial
- Musical/Rhythmic
- Bodily/Kinesthetic
- Naturalist
- Interpersonal
- Intrapersonal
- Verbal/Linguistic
31Sternberg Intelligences
- Analytical
- Practical
- Creative
32Watch the ASCD Video
33TIME FOR A BREAK
- Questions On the Wall
- Share your experience expertise with your peers
- Use your index cards and share any idea for any
question on the wall
34Writing an Intelligence Preference Activity
- As a result of the lesson, students should
- Know what?
- Understand what?
- Be able to do what?
- What range of learner needs in your class relate
to the topic?
35Assignments for February
- Try a new strategy report back to the group
- Begin the planning process for a lesson using
intelligence preference - Bring your lesson materials to use
36Resources
- www.sdesa.org
- Click on Region 3, Resources, Teacher
- www.ascd.org
- http//www.thirteen.org/edonline/concept2class/
- Variety of online topics
- Assessment Curriculum Redesign
- Constructivism
- Multiple Intelligences