Differentiated Instruction (DI) :

1. multiple options for processing information adaptable instruction Differentiated Instruction (DI): A Model of Teaching variety heterogenous classroom diverse learners

3. Synthesis of Varying Reports on Differentiated Instruction (Hall, 2002) Differentiated Instruction: Recognize students varying prior knowledge, learning style, interests, talents, and readiness, and to react responsively; a process to approach teaching and learning for students of differing abilities in the same class (Hall, 2002) Features of Differentiated Instruction Readings • 3 elements of the curriculum • that must be differentiated • Content • Process • Product • 5 guidelines that make differentiation possible for teachers • Clarify key concepts and generalizations • Use assessment as a teaching tool • Emphasize critical and creative thinking in lesson design • Engage all learners with varying tasks • Provide a balance between teacher-assigned and student-selected tasks Application to general education classrooms Ch. 1: p.4-6 Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching • Model began in the general education classroom (for gifted students) • Now with diverse classrooms, differentiated instruction has been applied at all levels for all students with differing abilities Evidence of Effectiveness • 5 student needs at heart of responsive teaching (ch.2) • 5 teacher responses that engage students in learning (ch.3) • 6 classroom elements for a differentiated classroom (ch.4) • 5 characteristics of curriculum and instruction that help students learn (ch.5) An Advance organizer

4. A few people associated with Differentiated Instruction • Carol Ann Tomlinson • http://www.caroltomlinson.com/book.html • Gayle Gregory • Book Titles (a few) • Differentiated Instructional Strategies: One Size Doesn’t Fit All • Activities for the Differentiated Classroom: Math Grades 6-8 • Differentiated Literacy Strategies for Student Growth and Achievement in Grades K-6 • Marilee Sprenger • Book titles: • Becoming a Whiz At Brain-Based Teaching: How to Make Every Year Your Best Year • Differentiation through Learning Styles and Memory (April, 2008) • How to Teach So Students Remember

5. Content Assist students in gaining access to the curriculum Align tasks to learning objectives Broad-based instructional content (concepts, principles, and skills) Process Flexible grouping (whole class, small group, pairing) Classroom management Products Initial and on-going assessment (pre-assessment, formal or informal) Active and engaging tasks Interesting and engaging tasks Varied student responses 3 elements of the curriculum for differentiation all students - differing abilities adjust curriculum & instruction

6. 5 student needs at heart of responsive teaching (ch. 2) Challenge Affirmation Contribution Power Purpose 5 teacher responses that engage students in learning (ch. 3) Persistence Investment Invitation Reflection opportunity 6 classroom elements for a differentiated classroom (ch. 4) Classroom environment Study students’ cultures Convey status Commend creativity Make room for all kinds of learners Help students know about one another Celebrate success Communication Guidelines for classroom operation Classroom routines Support systems Shared Responsibility in the classroom 5 characteristics of curriculum and instruction that help students learn (ch. 5) Important Scaffolded Focused Engaging Demanding Chapter 6: Additional Strategies for an engaged curriculum Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching Cogs of Differentiation Figure 1.2, p.11

7. UDL (Universal Design for Learning) promotes Flexibility • Consider the needs of all students • Design curriculum, instruction, and evaluation with flexibility so each student benefits • Why UD a.k.a. UDL? • Traditional ways are barriers for some children • E.g. Textbooks, whole-class lectures, written papers, examinations • Instructional materials & activities make the content information accessible to all children through technology and adapted instruction. • Universal design features ensure accessibility for people with disabilities, but they also benefit all people • Instructional materials (how instructional materials present content) • Text, graphics, pictures, audio, video) • Instruction (how educators deliver content) • Lectures, ppt presentations, role playing, computer- mediated instruction, graphic organizers> advance organizers, concept maps • Assessment (how students provide evidence of learning) • Plays, skits, reports, exams, portfolios, drawings, performances, oral reports, video-taped reports, etc. • http://www.cast.org/research/udl/index.html (video on UDL) > UDL at a Glance

8. Distinguishing between UDL and the Traditional Approach • Traditional approach • Student group create a map containing political, topographical, and resources in the selected state of study. • Traditional approach • The teacher provides a brief lecture on the home state. She reminds students of previous studies of land and resources, and the impact of natural resources on population growth, political and land use issues. • Teacher divides the students into working groups to complete their research, map-making, note-taking, and presentation • UDL approach • Students map the political, topographical and natural resources of a selected state, compare patterns across the maps, and present results to demonstrate understandings of the state and resources • UDL approach • Avoid limiting presentation style. There may be students who do not respond, comprehend, or attend well to a lecture style. Consider the use of media with the presentation, concept maps, or graphics to enhance and illustrate concepts and topics that are introduced and reviewed. • When opening the lesson, consider frequent questions, statements of clarification, and solicit student participation. • Consider assigning students to working groups by mixed abilities (heterogeneous grouping) for complementary skills • Provide demonstrations of performance expectations

9. UDL • Multiple Means of Representation • Present information and content in different ways • The “what” of learning • Multiple Means of Expression • Different ways that students may express what they know • The “how” of learning • Multiple Means of Engagement • Stimulate interest and motivation for learning • The “why” of learning • What are the 4 major areas of the UDL Curriculum? • Goals • Materials • Methods • Assessment