Differentiated Instruction

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Differentiated Instruction

• Tool Kit

One Size Does NOT Fit ALL
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Differentiation

• When a student learns faster
• Than course prescribed pace
• When a student is ready for greater depth
• Than is planned in learning sequence
• When a student has difficulty learning
• Needing access to the curriculum by
• Adapting the pace
• Adapting the scope
• Adapting the product

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Differentiation is Responding

• To Students
• Readiness
• Interests
• Learning Profile
• Need for Intervention, regular access or
• Enrichment in class/classroom
• Content
• Process
• Product

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The Student Seeks Affirmation

• I am accepted here.
• People listen to me here.
• People know how Im doing and it matters.
• My interests are acknowledged.
• My perspectives are considered.
• People believe in me here.

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The Student Seeks Contribution

• I make a difference here.
• I bring abilities that are unique and make
  contributions here.
• I help others to succeed as a whole.
• I am connected to others through mutual work and
  common goals.

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The Student Seeks Power

• What I learn is useful to me.
• I make choices that will contribute to my
  success.
• I understand how this place operates and what is
  expected of me.
• I know what quality looks like here and how to
  achieve it.
• There is dependable support here.

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The Student Seeks Purpose

• I understand what we do here.
• I see significanece in what we do here.
• What we learn reflects me and my world.
• The work absorbs me.

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The Student Seeks Challenge

• The work here complements my ability.
• The work stretches me.
• I work hard.
• I am accountable for my own growth and my
  contribution to the growth of others.
• I often accomplish things here I didnt believe
  were possible.

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The Teacher Responds with Invitation

• I have respect for who your are and who you can
  become.
• I want to know you.
• You are unique and valuable.
• I believe in you.
• I have time for you.
• I learn when I listen to you.
• This place is yours, too.
• We need you here.

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The Teacher Responds with Opportunity

• I have important things for you to do here today.
  
• I ask you to do worthy things.
• The things you are ask to do are often daunting
  or worrying-stretching you-opening new
  possibilities for you.
• The things I give you to do help you to become
  all you can be.
• You have specific roles that make us all more
  efficient and effective.

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The Teacher Responds with Investment

• I work hard to make this place work for you.
• I work to make this place reflect you.
• I enjoy thinking about what we do here.
• I love to find new paths to success.
• It is my job to help you succeed.
• I am your partner in growth.
• I will do what it takes to ensure your growth.

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The Teacher Responds with Persistence

• Youre growing, but youre not finished growing.
• When one route doesnt work, there are others we
  can find.
• Lets figure out what works best.
• There are no excuses here, but there is support.
• There is no finish line in learning.

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The Teacher Responds with Reflection

• I watch you and listen to you carefully and
  systematically.
• I make sure to use what I learn to help you learn
  better.
• I try to see things through your eyes.
• I continually ask, How is this partnership
  working?
• I continually, ask, How can I make this better?

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Curriculum/Instruction as the Vehicle-Important

• What we study is essential to the structure of
  the discipline.
• What we study provides a roadmap toward expertise
  in the discipline.
• What we study is essential to building student
  understanding.
• What we study balances knowledge, understanding,
  and skill.

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Curriculum/Instruction as the Vehicle-Focused

• Whatever we do is unambiguously aligned with the
  articulated and essential learning goals.
• Whatever we do is designed to get us where we
  need to go.
• Both the teacher and students know why were
  doing what were doing.
• Both the teacher and students know how parts of
  their work contribute to a bigger picture of
  knowledge, understanding and skill.

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Curriculum/Instruction as the Vehicle-Engaging

• Students most often find meaning in their work.
• Students most often find the work intriguing.
• Students see themselves and their world in the
  work.
• Students see value to others in the work.
• Students find the work provokes their curosity.
• Students often find themselves absorbed by the
  work.

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Curriculum/Instruction as the Vehicle-Demanding

• The work is most often a bit beyond the reach of
  each student.
• Student growth is nonnegotiable.
• Standards for work and behavior are high.
• Students are guided in working and thinking like
  professionals.
• There is no loose time.

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Curriculum/Instruction as the Vehicle-Scaffolded

• The teacher teaches for success.
• Criteria for success are clear to students.
• Criteria for classroom operation and student
  behavior are clear to students.
• Varied materials support growth of a range of
  learners.
• Varied modes of teaching support a variety of
  learners.
• Varied avenues to learning support a variety of
  learners.
• Small and large group instruction focuses on
  varied learner needs.
• Varied peer support mechanisms are consistently
  available.
• Their teacher uses modeling, organizers, and
  other strategies to point out success.

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Tool 1-Student Choice

• Differentiation by Student Choice
• Simply add a test question that asks the student
  to share something about todays subject matter
  that isnt on the test.
• Simply ask the students to submit for your
  approval an alternate way of demonstrating the
  knowledge of the subject matter being studied.

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Tool 2-Tic-Tac-Toe

• Create a TIC-TAC-TOE assignment or test
• In the center box place the part expected from
  all students
• In the other eight boxes place activities that
  differentiate by readiness, interest and learning
  profile

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Tool 3-Tiering

• Tier by adjusting to student readiness. The tiers
  would suggest a vertical lower to higher
  connotation.
• Example
• Use the knowlede of scalene, right, isosceles and
  equilateral to find examples of architecture
  using each kind of triangle and explain why each
  was chosen.
• Use the partial knowledge of an isosceles
  triangules measurements to determine the volume
  of a three-dimensional solid, of which the
  triangule is one part of its surface.
• Draw a triangule and determine its area.

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Tool 3-Tiering

• Find a way to count and show how many girls
  boys are in class today and how many girls boys
  are absent today. Have diagram to illustrate.
• Find a way to count and show how many students
  are in our class today and how many are absent.
  Have seating chart to show.
• Find a ways to count and show how many students
  are in our class today. Provide a seating chart
  and list of first names.

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Tiering the Challenge Level

• Manipulate information, not just echo it
• Extend concept to other areas
• Integrate more than one subject area
• Incorporate more facets or variables
• Apply content/skills in situations not yet
  experienced

• Analyze the action or object
• Argue against or for something taken for granted
• Deal with multiple meanings
• Work with the ethical side of a subject
• Work with more abstract concepts and models

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Tool 4-Web Quest

• WebQuest.org
• WebQuest is an inquiry-oriented lesson format in
  which most or all the information that learners
  work with comes from the web. Thousands of
  examples, all grades and disciplines.
• http//www.ohiorc.org/
• Ohio Resource Center. Thousands of examples, all
  grades disciplines.

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Tool 5-Learning Contracts

• Learning goals for a unit, topic or study
• Assessment of learner proficiency with above
  goals to determine learning needs
• A package of tasks, activities, meeting times
  with the teacher, etc.
• Directions for how student is expected to work
  during the contract time with a timeline for
  completion, how to get the work approved when it
  is finished and where to turn it in, and criteria
  for grading, etc.
• The actual tasks a student is expected to
  complete as part of his/her contract.

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Student Profiles

• Like Me and Not Like Me
• Student Interest Survey

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Anchor Activity Sheets

• FirstIt is impossible to have nothing to
  dolearning can always be extended, deepened,
  etc.
• SecondDo I have any work I need to finish? If
  no, then brainstorm and select from Anchor
  Activity Sheet List
• Examples Illustrate a story, challenge yourself
  to apply todays lesson in a way not yet
  mentioned, make up a lesson, from your teachers
  perspective that is on the same topic, go to the
  web and expand your knowledge, create a cartoon,
  encyclopedia entry or such.

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Writing Bingo

• Create a Bingo chart
• Allow student selection except center square
• Receipe, Thank You Note, Letter to Editor,
  Directions from one place to another, Interview,
  Poem, Greeting Card, Web Page, Ad, Newspaper
  article, Invitation, etc.

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Student Checklist

• Detailed outline of skills and expectations with
  scoring rubric.
• Example Word Choice correct words used, precise
  words used or variety of word used.
• Example Sentence structure complete, clear,
  length varies and readability.

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Concept Wall or Map

• Example we propose these, accept these and
  reject these principals.
• Example these are rational, these are not

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Peer Critique Guide

• Student Poems
• 1. Describe the image the poem brings to your
  mind.
• 2. What two places do you feel are the strongest
  in creating the image above?
• 3. Where do you feel word choice is most
  effective?
• 4. Name all literary devices the author used.

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Graphic Organizers

• Stars and Planets
• How alike
• How different

• Conversational Roundtable
• Each Character gives their perspective.

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Class Book Notes

• Each day a different student
• Takes notes on class
• Records important/key concepts
• Records homework/classwork

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Question/Comment

• I wonder why
• What caused
• I think
• This is similar to
• This is important because
• What I find confusing is
• I can relate because
• This reminds me of

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Access Center

• http//www.k8accesscenter.org/index.php
• Resources focus on core content areaslanguage
  arts, math, and scienceas well as on
  instructional and learning strategies
• To provide students with disabilities access to
  rigorous academic content.

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Diner Menu Lesson

• Chose 1 appetizer
• Chose 1 Entrée
• Choose at least 2 Side Dishes
• Dessert (Optional)

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RAFT Lessons

• R rolechose person from story to be
• A audience choose who writing to
• F format..what students will create such as map,
  travel poster, notes,list of dos and donts,
  etc.
• T topicList of different topics on the lesson to
  give individuality and student interest
  incorporation