Differentiation Instruction & Strategies to Support it!

1. Differentiation Instruction& Strategies to Support it! Presenter: Melanie Bailey-Bird Program Specialist- LVJUSD December 2008 Part I

2. Differentiation Instruction (DI) 1

3. What is Differentiated Instruction? • To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. • It is a PROCESS to approach teaching and learning for students of differing abilities in the same class. • The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. Yeah!

4. Differentiation Instruction (DI) “NOT” “IS” • Individualized Instruction • Different Reading Assignments • Taught Skill Practice • Tailoring the Same Suit of Clothes • One-Size-Fits-All Instruction Does NOT Reach All Learners • Student Centered • Multiple Intelligences • Learning Styles • Blend of Whole-Class, Group and Individual Instruction • Flexible and Responsive • Learners of Multiple Abilities CAN BE Educated Together • PROACTIVE

5. Differentiation Instruction (DI) 2

6. Universal Design to DIBased on Student Readiness, Interest & Learning Profile 1. Content 2. Process 3. Products 4. Learning Environment

7. Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

8. Content How can he/she access the information?How do we Plan? How to? Examples: • Determine the Ability Level of Your Students • Survey Past Records, Look at Their Cums • Align Tasks and Objectives to Learning Goals • Survey Student Interests • Interest Inventories, Interview/Conference, Respond to Open-Ended Questionnaire with Questions • What are Your Students Multiple Intelligences & Learning Styles? • What are Your Student’s Preferences and Motivators? • Instruction is Concept-Focused and Principle-Driven • Brain-Based Research • Know YOUR Students • Use Reading Materials at Varying Readability Levels • Put Text Materials on Tape • Use Spelling/Vocab. Tests at Readiness Levels of Students • Use Reading Buddies • Meet with Small Groups to Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning

9. How Do We Plan? Determine a Focus Area: Based on Research: • Four T’s • Teaching Objective • Target • Bloom’s Taxonomy • Text/Materials • Instructional Strategies • Learner Engagement • Effective Presentations • Learning Environment • All GOOD Instruction Must Have: • Active Engagement • Reading & Writing Strategies • Address the Auditory, Kinesthetic, Visual & Tactile Learners • Address Multiple Intelligences • Be Developmentally Appropriate

10. Do YOU Wing It? teaching.mrbelshaw.co.uk (Or) Do YOU Plan it!

11. Planning PyramidFramework for Planning for Diverse Student Needs & a Tool for Planning for DI The Five Points, or axes, of the Pyramid, Represent the Factors Teachers Consider When Planning Any Lesson: • Topic • Students • Classroom Context • Teacher • Appropriate Instructional Practices See Handout, or Online at Teachervision.fen.com After You Reflected About the Points of Entry: Teachers Determine What Will Be Taught? How? 1. At the Base of the Pyramid: What all students will learn? - Indentify Instructional Practices & Adaptations 2. Middle of the Pyramid: What Most, But Not All, Students Will Learn? 3. Top of Pyramid: What Some Students Will Learn?

12. Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

13. ProcessHow to process information, organize, storeretrieve & apply information? How to? Examples: • Flexible Grouping is Consistently Used • Groupings are Not Fixed, and Should Be Dynamic in Process • Teach Whole Class Introductory Discussions ,then Follow with Small Group (or) Pair Work. • Direct Instruction • Inquiry-Based Learning • Cooperative Learning • Classroom Management Benefits Students and Teachers • Organization & Routines • Use Tiered Activities • Provide Interest Centers • Develop Personal Agendas for Completion of Work • Manipulatives (or) Hands on Supports • Varying the Length of Time • Memorization • KWL • Reciprocal teaching • Graphic organizing • Scaffolding • Webbing • Self Talk • WebQuests • Guided Notes

14. Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

15. ProductsCulminating projects that ask the student to rehearse, apply, and extend what he/she has learned in a unit How to? Examples: • Initial & On-Going Assessment of Student Readiness & Growth are Essential • Authentic Assessment • Students are Active & Responsible Explorers • Vary Expectations & Requirements for Student Responses • Consider each Student’s Multiple Intelligences & Learning Styles Based on Outcomes • Give Students Options of How to Express Required Learning • Create a Puppet Show, Write a Letter, Develop Mural with Labels • Use Rubrics that Match Student’s Varied Skill Level • RubiStar.com • Allow Students to Work Alone (or) in Small Groups • Performance -Based Assessment • Student Portfolios • Knowledge Mapping

16. Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

17. Learning EnvironmentsThe way the classroom works and feels How to? Examples: • How the Classroom is Organized? • Classroom Behavior Management System is in Place • Procedures • Consequences • Positive Interventions • Places in Room Free of Distractions, and Places that Invite Student Collaboration • Materials that Reflect a Variety of Cultures & Home Settings • Clear Guidelines for Independent Work • Develop Routines • Students Understand Differences of Learners

18. Possibilities for DI, What do YOU Consider? Possibilities for Differentiation Decisions About Student Characteristics Pre-Assessment The 4 Key Areas 1. 2. 3. 4. Why?

19. Differentiation Instruction& Strategies to Support it! Presenter: Melanie Bailey-Bird Program Specialist- LVJUSD December 2008 Part II

20. Differentiation Instruction (DI) 3

21. 10 Tips for Differentiation • Meaningfulness • Currency • Practice • Reading Level • Authenticity • Active Participation • Experiences • Motivation • Realism • Challenge Eduscapes.com

22. Meaningfulness Points to Remember: Strategies: • “Students Need Work to Be Meaningful • Real Life • Interests • Learning Styles • Multiple Intelligences • Without Meaning, Some Students Become Distracted and Others Mediocre Work. • This is Where Behavior Problems Begin to Arise.” eduscapes.com • Utilize WebQuests • Create it by Using Microsoft Word/ Powerpoint Through Your Website Online, or on a Disk • A lot of Created WebQuests Online, Find One that Will Teach Your Content • Use PowerPoint as a Tool to Present Lessons • Use Pictures and Sounds to Make It More Interesting • Have Students Create Their Own Stories on PowerPoint • Have students use Microsoft Publisher and Create Their Own Brochures (or) Create Newsletters on a Specific Topic

23. Currency Points to Remember: Strategies: • “Some Students are Drawn to Activities that Connect to Local (or) World Events • Students will Excel When Working with Real, Current Events, and Activities • Provide Students with Choices That Relate to Individual Interests, while Still Connecting to Current Information and Ideas.” eduscapes.com • Design Activities from Certain Sections of News Articles. • Focus on Visuals, for Writing Prompts. • Good Sources: • News2you.com • Discover • Kidsnewsroom.org • National Geographic Kids • News Hour Extra from PBS • Time for Kids • Weekly Reader (grade prK-6) • Washington Post for Kids *Consider Different Reading Levels

24. Practice Points to Remember: Strategies: • “Some Students Do Well With a Brief Overview of a Topic, and a Single Example. • Other Students Need Lots of Practice.” eduscapes.com • Create a List of Interactive Activities Students Can Use to Practice (or) Review Specific Skills • FunBrain • National Geographic Games • Yahooligans Games • Discovery School Brain Booster • Use Resources Online for Practice: • bbctype • Starfall.com • Raz-kids.com • Softschools.com • Factdash.com • News2you.com • Design a Word Document that Uses the High-Interest Content • Yahooligans Music, Movies, Book Club • Scholastic News: Entertainment • Sports Illustrated for Kids • How Stuff Works

25. Reading Level Points to Remember: Strategies: • “In Most Classrooms, Students Read at a Wide Range of Reading Levels. • Be Sure That You’re Selecting Resources for a Variety of Levels. • Look for Websites that Provide Leveled Reading Resources.” eduscapes.com • Create an Activity and Provide Online Readings at 3 Different Reading Levels: • News2you.com • Starfall.com • Readinga-z.com • Raz-kids.com • Enchantedlearning.com • Edhelper.com • Rosetta Stone

26. Authenticity Points to Remember: Strategies: • “Students Enjoy Working with Real Facts, Numbers, and Documents. • Rather than “Watered Down” Resources Found in Workbooks, Look for the “Real Thing” Online.” • Use Real World Data eduscapes.com • Locate a Photograph, Document, (or) Piece of Data that Would Bring a Classroom Topic to Life. Some Good Sites: • American Memories Learning Page • National Archives Classroom • Steven’s Institute • Teacher Tap

27. Active Participation Points to Remember: Strategies: • “Students Need to Be Active • Many Students are Motivated by Interactive Resources that Ask Them to Create, Build, Design or Make Decisions. • They Also Like to Make Decisions and Participate in Polls and Surveys.” eduscapes.com • Online and Offline Tools: • Inspiration • Timeliner • Timeline builder • KidPix • Powerpoint • Microsoft Publisher • Create a Graph • Teacher Tap: Interactive Websites • Teacher made WebQuests

28. Experience Points to Remember: Strategies: • “Use Virtual Field Trips, When You Can’t Take Them to Far Off Places. • Remember: Some Students Lack Basic Experiences such as Visiting a City (or) a Farm. • Use the Internet to Help Students Make a Connection and Develop Prior Knowledge.” eduscapes.com • Streaming.discoveryeducation.com • Homework Spot: Field Trip • JASON Project • Journey North • Museum Spot • Teacher Tap: Field Trips and Museums • Google Earth

29. Motivation Points to Remember: Strategies: • “Some Students Need Motivation to Write, Draw, or Express themselves in Other Ways. • Sometimes Technology Can Provide Motivating Tools & Resources.” eduscapes.com • Ecards • Jan Brett • Enature cards • Teacher Tap: Electronic Postcard • Starfall.com • Microsoft Publisher • Newsletter • Brochure • Flyer • Microsoft PowerPoint • Create stories using animation and sounds

30. Realism Points to Remember: Strategies: • “Students Enjoy Sharing Their Ideas With a Real-World Audience. • Explore Ways to Provide Connections for Students.” eduscapes.com • Locate a Class and Write Emails to the Class (or) Assign for Homework • Online Projects: • KidsLearn • ePals • Kids Space Connection • Tiggly Wiggly’s Pen Pal List

31. Challenge Points to Remember: Strategies: • “Some Students Need a Challenge. • Ask Students to Think! • Such as; • Evaluating • Critiquing • Creating.” • Design an Activity that Involves Students in Critiquing Books Reviews (or) Websites created by Other Students. • Book Review Sites • Think Quest Projects

32. DI Tips I Will Apply in my Teaching

33. Differentiation Instruction (DI) 4

34. Accommodation Highlights • What’s the Difference? • Choosing Accommodations • Accommodation to Modification • Instructional Tools • Presentation Instructional Accommodation • Response Instructional Accommodation • Time & Scheduling • Setting Instructional Accommodations

35. What’s the Difference?Accommodation Vs. Modification • Makes the Work Accessible, but Doesn’t Substantially Change the Work • Graded on Work Assigned Using Grade Level Standards • Example: • Testing in a Quiet Room • Reading Directions Aloud • Reduce Amount of Work • Not Counting Spelling Errors • Subject Matter is Substantially Changed by Being Significantly Below Grade Level (or) for Testing-Changing What the Test Measures • Grades Based on Student’s Progress Towards IEP • Pass/Fail Grades • Modified Program • Examples • Have Text Read to Student • Allow Oral Responses to a Writing Test

36. Choosing Accommodations • Start with standards • Examine Students Strengths and Challenges • What Kind of Instructional Strategies Work Best (e.g., visual, tactile, auditory) • What Learning Strategies will Help Student Overcome Challenges? • Increase Access to Instruction & Assessment • What Has Been Tried in the Past? • What Works in What Situations? • What Does Student Prefer? • Practice Tests • What are the Challenges of Providing Accommodations? • Is it Allowed on State & District Assessments? • What Arrangements Need to be Made to Make Sure Student’s Preferred Accommodation can be Accommodated on Assessment Situations? • Student Self-Advocate Needs?

37. When to consider: Accommodation to Modification • What Grade Level Standards? • With Accommodations, What Standards will the Student NOT be able to Meet? • Will Changes in Expectation Affect a Student’s Performance on State Assessments? • How will it Affect Your Student’s Ability to Participate in the General Ed. Curriculum in the Future? • Will Your Student Fall Further Behind because of Missed Opportunities to Learn Grade Level Content? • What Other Strategies/ Accommodations Could be Used on Grade Level Content/Assessments?

38. Accommodation Categories: • Instructional Tools • Presentation Instructional Accommodation • Response Instructional Accommodation • Time & Scheduling • Setting Instructional Accommodations

39. Presentation Instructional Accommodation What is It? Who Benefits? • Allow Students to Access Instruction in Ways that DO NOT Require Them to Visually Read Standard Print. • Students with: • Print Disabilities • Inability to Read Standard Print Because of : • Physical • Sensory • Cognitive Disability

40. How to Use It?Presentation Instructional Accommodations • Visual • Large Print • Magnification Devices • Enlarged Computer Monitors • Closed Circuit TV • Visual Cues • Teacher Face • Pass Out Printed Material Before Class • Repeat Questions Asked by Students • Summarize Class Discussion • Sign Language • Written Notes, Outlines, & Instructions • Use Another Student’s Notes • Teacher’s Print Copy • Tactile • Braille • Nemeth Code • Tactile Graphics • Maps, Diagrams, Illustrations, Charts that are Raised Format • Auditory • Human Reader • Audio Tape • Books on Tape • Compact Disc • Audio Amplification Devices • Visual & Auditory • Screen Reader • Video Tape & Descriptive Video • Talking Materials

41. Response Instructional Accommodation What is it? Who Benefits? • Allow Students to Complete Tasks in Different Ways , to Solve, or Organize Problems • Uses: • Assistive Device • Organizer • Students with Physical, Sensory, or Learning Disabilities (e.g., Memory, Sequencing, Directionality, Alignment, & Organization)

42. How to Use It?Response Instructional Accommodation • Materials /Devices to Solve or Organize Responses • Calculation Devices • Spelling & Grammar Assistive Devices • Pocket Spell Checkers • Dictionary • Visual Organizers • Templates • Highlighters • Graph Paper • Place Markers • Photocopy Part of Text- Allow Student to Highlight and Write in Margin • Graphic Organizers • Used to Help Organize Information • Semantic Mapping Software: Inspiration • Type on Brailler (similar to typewriter/computer) • Portable Note-Taking Devices • Speak into Tape Recorder • Used to Complete Tasks Orally w/o Written Work • Write in Text or Test Booklet Instead of on Answer Sheet (e.g. bubble sheet) • Monitor Placement of Student Response on Answer Sheet • Express Response to a Scribe through Speech, Sign Language, Pointing, or by Using an Assistive Communication Device • Type on (or) Speak to Word Processor • Speech-to-Text Conversion • Voice Recognition • Touch Screen • Sticky Keys • Mouth or Headstick (Pointing Devices)

43. Time & Scheduling What is it? Who Benefits? • It Changes the Allowable Length of Time to Complete Assignments, Tests, Activities & the Way Time is Organized • Students Who Needs More Time to Complete a Task • Extra Time to Process Written Text • To Write (Student with Limited Dexterity) • Use Other Accommodations or Equipment (Audio tape, Scribe, or Assistive Technology)

44. How to Use it?Time & Scheduling • Extended Time • Keep in Mind: Disability, Type of Assignment, Accommodation • “Unlimited Time” is not Appropriate or Feasible • Used to Reduce Anxiety • Too Much Time – Lose Interest & Motivation • Multiple (or) Frequent Breaks • Be Given at Predetermined Intervals (or) After Completion of Task • Use Timers to Signal End of Break • Change Schedule (or) Order of Activities • Schedule Work at Student’s Peak Performance During the Day • Divide Long Term Assignments • Create BIG Task Assignments into Smaller Chunks • Reduces Anxiety & Fatigue • Helps Student Organize Work • Provide 2 Sets of Books for Home & School

45. Setting Instructional Accommodations What is it? Who Benefits? • It Changes the Location in Which a Student Receives Instruction (or) the Conditions of an Instructional Setting. • Students Who are Easily Distracted in Large Group Settings • Students who Need Small Group (or) Individual Settings • Change in Location for Students Who Need Frequent Breaks • Students with Physical Disabilities Who Need a More Accessible Location (or) Specific Room Conditions

46. How to Use it?Setting Instructional Accommodations • Change Location to Reduce Distractions • Sit near Teacher • Sit in front of Classroom • Don’t sit Near Pencil Sharpeners, Windows, Door • Study Carrels • Noise Buffers: Headphones, Earplugs • Change Location so Student Does Not Distract Others • Allows Opportunity to Read and Think out Loud • Reader Scribe • Involuntary Make Noises • Change Location to Increase Physical Access • Wheelchair with Specially Designed Tabletop • Keep Aisles Cleared • Don’t Leave Cupboards and Doors Open • Guide Dog • Home Hospital • Change Location to Access Special Equipment • Computer Lab • Adaptive Equipment or Furniture • Standing Work Station

47. The KEY to DIHigh Quality Curriculum & Instruction • Clarify Key Concepts & Generalizations for ALL Learners • Ensure Comprehension • Tap into Prior Knowledge • Use Assessment as a Teaching Tool to Extend vs. Merely Measure Instruction • Collect Pre & Post Baseline Data for Optimal Learning • Emphasize Critical & Creative Thinking as a GOAL in Lesson Design • Tasks Should Require Students to Apply Meaning • Engage ALL Learners • Mix up your Activities throughout a Period • Joy & Satisfaction • Provide a Balance Between Teacher-assigned & Student-selected Tasks • Allow Student Choices

48. Best Way to Begin • Frequently Reflect on the Match Between Your Classroom & Your Philosophy of Teaching & Learning • Look for Matches & Mismatches to Guide You • Create a Mental Image of what You Want Your Classroom to Look Like • Use the Image to Start Planning & Assess Changes • Talk Often with Your Students About the Classroom • “How it’s working.” • Think Carefully About Management Routines • Monitor Effectiveness • Take Time Off from Change to Regain Your Energy • Enjoy Your Growth!!

49. References Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved October 22, 2008, from http://www.cast.org/publications/ncac/ncac.diffinstruc.html Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved November 1, 2008 from http://www.teachervision.fen.com/intelligence/teaching-methods-and-management/4802.html Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain. Retrieved November 1, 2008 from, www.urbanschools.org/events.docs/Penn320062.ppt Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved November 1, 2008, from http://eduscapes.com/sessions/needs/elementary2.html Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from http://help4teachers.com/ Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS: Special Connections. Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/speccconn/main.php?cat=instrucition...

50. References –continue- Teachervision (2008). Structuring Lessons to Promote Learning from Materials. Partnership with Council for Exceptional Children. Retrieved, November 1, 2008 from, http:www.teachervision.fen.com/curriculum- planning/learning-disablilities/6731.html? Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1, 2008, from http://www.teach-nology.com/tutorials/teaching/ differentiate/print.htm Thompson, S. (2005). Instructional Tools Related to Instructional Accommodations. KS: Special Connections. Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/ specconn/main.php?cat=instruction… Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades. Retrieved October 1, 2008, from http://www.ericdigests.org/2001-2/ elementary.html Tomlinson, C. (2000). EducationalLeadership, 58, 6-11, Retrieved October 1, 2008, from http://www.jamesviledewitt.orgtfiles/ folder257/ReconcileDITomlinson.pdf