Differentiated Instruction: One Size Does Not Fit ALL

1. Differentiated Instruction:One Size Does Not Fit ALL Overview Facilitated By Sara Fridley Region 3 Education Service Agency sara.fridley@k12.sd.us

2. Workshop Outcomes • Increased understanding of what Differentiated Instruction IS & IS NOT • Add to our Instructional Strategies Toolbox

3. “If students don't learn the way we teach them, we must teach them the way they learn.” - Marcia Tate, Developing Minds Inc., Conyers, GA

4. Differentiation IS NOT . . . • The same as an IEP for every student • Just another way to group kids • Expecting less of struggling learners than of typical learners • A substitute for specialized services • Chaotic • New

5. 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

6. Shift Happens

7. Essential Questions • Who are the students in our classrooms? • What diversity impacts and influences curriculum and instruction?

8. ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Maturity Readiness Autistic Physically Disabled Multiple Handicapped English Language Learners Social Status Economic Status Diversity in the Classroom

9. Do You Know Your Students? • Getting to know your students is the key to making DI work • Variations • Interest Surveys (students & parents) • Graphing How I’m Smart • Profile Poster • Mystery Bag • Bio Match

10. How well do YOU know the people around you? • 3 Facts & a Fib • Write 3 facts about yourself • Write 1 fib about yourself • Circulate & talk to 5 people • If they do not correctly identify the fib, they must sign your postcard This activity works great with students as a review of content/knowledge. It does require some follow-up with the teacher to make sure the fibs are all clearly identified.

11. Begin With the Brain

12. Brain Principles • The brain is a complex adaptive system. • The brain is social. • The search for meaning is innate. • The search for meaning occurs through patterning. • Emotions are critical to patterning. • Every brain simultaneously perceives and creates parts.

13. More Brain Principles • Learning involves both focused attention and peripheral perception. • Learning always involves conscious and unconscious processes. • Multiple ways of organizing memory. • Learning is developmental. • Complex learning is enhanced by challenge and inhibited by threat. • Every brain is uniquely organized.

14. The Body, Movement, and the Brain • Movement (large motor) increases the flow of oxygen to the brain • Stimulates internal memory triggers • Standing up • Stretching • Changing location for a new concept (outside, library, lunchroom, sitting on the floor) • Koosh balls, bean bags, “fidgets”

15. Strategy Ideas • Stations (centers, etc.) • These work for EVERY age group • Movement during a short quiz • Post questions on bright paper around room • Students walk around to each “station” • Create human histograms

16. Time, Time, and More Time • Time is a four-letter word!! • Prep time • Need more time • Time on task • Opportune times for learning • Attention span is impossible to control • 10-15 minutes maximum • Less for younger students

17. Time On Task . . . • “Change gears” every 15 minutes • Break up an activity into parts • Pause activity to move/reflect/question/review • Calling on students at random • Not just the kids with their hands up!

19. Need More Time . . . • Adequate practice & reflection take TIME!!! • Reflection solidifies understanding of concept • Practice needs to come in more than one format • Problem/Question of the Day • Sometimes the “fluff” is the best learning experience • Integrate other content areas • Studying grammar? Use social studies or science concepts in your sample sentences!

20. 20 – 2 – 20 Rule . . . • Re-explain within 20 minutes • Review & apply within 2 days • Reflect & re-apply within 20 days

21. Opportune Learning Times . . . • Hold reasonable expectations • Some kids aren’t “there” developmentally • Downtime is real • Time of day matters • Not the same for big kids & little kids • Time during class or lesson matters • First & Last

22. Involve the Senses • See • Hear • Taste • Smell • Touch

23. The Role of Music • Stimulates the brain & increases attentiveness • Right side for creativity • Activates thinking parts of the brain • Creates a sound curtain to isolate groups • Effects emotions, heart rate, mood, mental images of listener • Embeds learning faster • Alphabet song • http://www.school-house-rock.com/Prea.html

24. Smell & Taste Trigger Memory. . . • Common Trigger Smells • Fresh air • Peppermint • Lavender • Lemon • Cinnamon • Chocolate • Can trigger both positive & negative memory • Use common sense & check on allergies

25. Time For a Break

26. Color Increases Understanding • Using color for key concepts can increase memory retention up to 25%

27. Experiment

28. Memorize the Pattern30 seconds

29. Memorize the Pattern30 seconds

30. Teach in Color • Color Code • Key Concepts • Colored Pens • Color with Sunshine • Painted Essay • Colored Acetate • Number chart • Sliding mask • Highlighting tape

31. A Quick Start • “Color Code” key concepts • Easy in modern classrooms • White boards, Smart Boards, & computer software • Key terms in all content areas • Math (parts of equations) • Language arts (parts of speech, important vocabulary, editing) • Correct “with sunshine” • Students do their own color coding • Highlighting Tape • Colored pens/pencils/highlighters

32. Word Walls in Color CALEB GATTEGNO

33. Correct “With Sunshine” • Use yellow highlighter to identify incorrect answers • Give student option to correct and receive partial (or whole) credit • Key to success – require students to explain in writing what they did wrong and how they corrected the problem

34. Use Colored Pens/Pencils • In writing for peer editing • Each member of group gets a different color • Can instantly see if everyone has contributed • Option – students use colored pen for their own editing/revising • For language study • Color code the different tenses • Color code the verb endings (world languages) • Color code roots/prefixes/suffixes

35. Je skie Tu skies Il/elle/on skie Nous skions Vous skiez Ils/elles skient Skier(to ski)

36. The Painted Essay

37. Peripherals • Post key concepts or terms on walls • Use bright colored paper • At test time . . . • Leave it up in same place • Cover the concept with the same color paper • Memory trigger for visual learners • They can “picture” the words.

38. Enhancing Memory • Memory storage is stimulated by • Novelty • Emotion (fear, excitement) • Personal Connections

39. Learning/encoding Storage Retrieval Sensory Short term Immediate Active working Long term Phases & Categories of Memory

40. What Are Memory Barriers? • Lack of sleep • Dehydration • Lack of focus/concentration • Lack of appropriate cues • Distortion of information

41. TEACHER: Donald, what is the chemical formula for water? DONALD: H I J K L M N O. TEACHER: What are you talking about? DONALD: Yesterday you said it's H to O.

42. Characteristics of Memory • Sensory • The more of the 5 senses stimulated, the easier it will be to recall • Intensity • Stands out in our memories • Emotional • Both positive & negative • Survival • Emotional & psychological as well as physical

43. More Characteristics of Memory • Personal Importance • Easier to remember things that have a personal impact • Repetition • More often we recall info, the better we get at recalling on demand • Pattern . . . • First & Last • The brain most easily remembers things from beginning & end of sessions

44. Use the 5 senses Movement Time Chunk information Make connections between old and new knowledge Find the patterns Frequent understanding checks Practice Reflection Interest Intent Memory Strategy Ideas

45. Dots on Grids A B D C

46. Time For Lunch

47. Simple Learning Styles • Auditory • Learns best from listening • Visual • Learns best from seeing • Kinesthetic/Tactile • Learns best from doing

48. Why Visual Literacy? • Over 80% of today’s students are visual learners! • Average youth today • By age 18 - 22,000 hours watching TV • By age 14 has seen 12,000 murders on network TV programming!!!! • By 18 – 12,500 hours in school • Average vocabulary of 14-year-olds is shrinking • In 1950 – 25,000 words • In 1999 – 10,000 words

49. Visual Learner • Images go directly to long-term memory in brain • Humans process visuals 60,000 times faster than text • Words processed sequentially • Keyboard • Images processed simultaneously • Camera

50. perimeter area