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Introduction to Differentiated Instruction

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Title: Introduction to Differentiated Instruction Author: Srothwell Last modified by: Erie 1 Staff-Mobile Labs Created Date: 8/2/2005 2:03:48 PM Document presentation ... – PowerPoint PPT presentation

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Title: Introduction to Differentiated Instruction


1
Introduction to Differentiated Instruction
  • Erie 1 BOCES
  • Presented by Monica Burgio Daigler

2
Introduce Group
  • Tell us your name.
  • What level you teach?
  • What is your goal(s) for todays workshop?

3
We have to know where we want to end up before
we start out Carol Ann Tomlinson
  • Essential Questions
  • What is differentiated Instruction and what does
    it look like in the science classroom?
  • Why should I differentiate my instruction?
  • How can I differentiate my instruction?

4
What is Differentiated Instruction?
  • (Diagnosticpairshare)

5
First and Last name
Auditory, Visual, or Kinesthetic?
Analytical, Creative, Practical?
3-4 Words That Describe Me
Some of My Interests
Multiple Intelligence Preference
Array Inventory
Leave this last line blank!
6
What are your strengths?
First and Last name
Auditory, Visual, or Kinesthetic?
Analytical, Creative, Practical?
3-4 Words That Describe Me
Some of My Interests
Multiple Intelligence Preference
Array Inventory
Leave this last line blank!
7
  • It's not how smart you are,   it's how you are
    smart!"Howard Gardner Interview, "Common
    Miracles" ABC 1993

8
Discussion about Learning Styles
  • What are your strengths?
  • Do you teach to your strengths?
  • What are YOUR weaknesses?
  • Could that be their strength?

9
Differentiated Instruction is
  • Custom-designing instruction based on student
    needs.
  • Modifying the content, process activities, or
    products developed by the students (learning
    environment can also be modified to provide a
    facilitative setting for effective instruction)
  • Learners are assessed on their readiness levels,
    learning profile (multiple intelligence styles),
    and interest. These qualities are the driving
    factors in determining how to deliver appropriate
    instruction as all learners are unique.

10
Differentiated Instruction
  • What it is What it is NOT
  • (see chart)

11
Why Differentiated Instruction?
  • Brain research confirms what experienced teachers
    have always known
  • No two children are alike.
  • No two children learn in the identical way.
  • An enriched environment for one student is not
    necessarily enriched for another
  • In the classroom, we should teach children to
    think for themselves

12
Students Retain
  • 10 of what they READ
  • 20 of what they HEAR
  • 30 of what they SEE
  • 50 of what they SEE AND HEAR
  • 70 of what they SAY
  • 90 of what they SAY AND DO
  • Rief, Sandra F. How to Reach and Teach ADD/ADHD
    Children Practical Techniques, Strategies, and
    Interventions for Helping Children with Attention
    Problems and Hyperactivity. The Center for
    Applied Research in Education, 1993, p. 53

13
Flow Chart
14
Role of the Teacher
15
Flow Chart
16
Differentiated Content
  • Input what the students learn
  • Use of multiple texts
  • Use of varied resources
  • Compact curriculum
  • Learning contracts

17
Content Science
  • What students are to learn and the materials or
    mechanisms through which this is accomplished.
  • Example If the classroom objective is for all
    students to identify parts of a cell, some
    students may learn to label five major parts,
    while others may learn to label more parts and
    define the function of each part
  • Can structure with personal goals

18
Real-life Instructional Strategies
  • Learning contracts are an agreement between the
    teacher and the student regarding how a student
    will complete tasks. This offers certain freedoms
    and choices on how a student learns the content.
    For example, the teacher and student could
    develop a contract at the beginning of a unit
    which includes independent study topics and
    assignments.
  • DeGuia, M. (2004). Differentiating the learning
    environment. In  B. Hoffman (Ed.), Encyclopedia
    of Educational Technology.

19
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20
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21
Flow Chart
22
Differentiated Process
  • How students make sense of content
  • Interactive journals
  • Tiered assignments
  • Learning centers
  • Cubing
  • Anchor activities

23
Process Science
  • What key skills students use to make sense out of
    essential ideas and information.
  • Example One student may explore a learning
    center, while another student collects
    information from the web

24
Real-life Instructional Strategies
  • Tiered activities
  • include offering students
  • options in completing questions, tasks, and so
    on, of various ability levels. This ensures that
    students explore ideas at a level that builds on
    their prior knowledge and stimulates realistic
    growth. For example, students working in
    cooperative groups can choose to complete
    questions (A,B, or C) on a specific task with
    which they feel most comfortable.
  • DeGuia, M. (2004). Differentiating the learning
    environment. In  B. Hoffman (Ed.), Encyclopedia
    of Educational Technology.

25
Some Anchor Activities
  • Read
  • School Library Media Center
  • Learning Packets
  • Journaling
  • Learning/Interest Centers
  • Listening Centers
  • Research Questions or Projects
  • Commercial Kits and Materials

26
What are the benefits in using an anchor activity? Brainstorm good times to use anchor activities. Think about transition times.
What might be the concerns or problems to using an anchor activity? Brainstorm how you will overcome the concerns to using anchor activities.
27
Cubing is a strategy that requires students to
think on multiple levels. Things to remember You
must have more than one cube. Cubes can be
differentiated by student readiness, interest, or
learning profile. Each side of the cube should
have a command such as describe, compare,
analyze, etc., and a prompting question or
statement underneath.
28
Flow Chart
29
Differentiated Product
  • Output how students demonstrate what they know
    and are able to do
  • Product presentation uses varied modes of
    expression, materials, technologies
  • Advanced assignments that require higher order
    thinking skills
  • Evaluation by self and others
  • Authentic assessment

30
Product Science
  • What vehicles students use to demonstrate and
    extend what they know.
  • Example For example, to demonstrate
    understanding of the food chain, some students
    may create a three-dimensional diagram, while
    others create a PowerPoint presentation.

31
Differentiating Products for Struggling Learners
  • Put directions on audio or video
  • Read The Words,
  • Embed on teacher page or class wiki
  • Prepare, or help students prepare a timeline or
    contract
  • Learning Contracts???
  • Provide resources
  • Delicious, Diigo
  • Rubrics that reflect individual needs
  • Rubistar

32
Flow Chart
33
Example
Flexible grouping Pairing Red, Yellow, Green
Cups Choice Boards
34
Where Do I Start?
  • Five low prep strategies
  • Organize kids so that each students is in one
    large group and two partner pairings (learning
    styles)
  • Display a daily/weekly agenda
  • Ask for exit cards
  • Use Graphic Organizers
  • Use a learning center
  • Create a tiered assignment

35
How Do I Keep Going?
  • Five High Prep Strategies
  • Learning Contracts
  • Create activities for different learning styles
  • Commit to using technology
  • Create centers allowing for movement
  • Use Multiple forms of assessment

36
How to Differentiate InstructionThe Bottom Line
  • Differentiated instruction is about using
    teaching strategies that connect with individual
    student's learning strategies.
  • The ultimate goal is to provide a learning
    environment that will maximize the potential for
    student success.
  • The important thing to remember is to hold on to
    the effective teaching strategies that lead
    students to positive learning outcomes and to
    make adjustments when necessary.
  • It's about being flexible and open to change.
  • It's also about taking risks and trying teaching
    and learning strategies that you would have
    otherwise ignored.

37
Develop your own differentiated lesson (Be
prepared to share)
  • By using one or more of the resources provided
  • Educational Websites
  • Reference Charts/ Packets
  • Books (DI)
  • You may
  • Choose a sample lesson to modify
  • OR
  • Choose a lesson you have taught that you wish to
    improve

38
Discussion
  • Describe your lesson.
  • Why did you choose to modify this lesson?
  • How did you differentiated this lesson (what was
    modified content, process or product)?
  • Was the students readiness, learning style, or
    interest considered? If so, how?

39
Contact Information
  • Monica Burgio Daigler
  • Instructional Resource Services
  • Erie 1 BOCES
  • 355 Harlem Road
  • West Seneca, NY 14224
  • Phone (716) 821-7054
  • E-mail mdaigler_at_e1b.org
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