Differentiated Instruction

Differentiated Instruction Group Members: Marla Kemler Rachel Parrett Coleen Smith Joni Klopfenstein Success breeds success • Kim Miller • Michelle Olofsson • Chrissy Sinn Every child deserves a reasonable chance at success! If a student is successful 1 time per day it carries over

What is differentiated instruction? • “Differentiated Instruction is a concept that makes it possible to maximize learning for ALL students. It is a collection of instructionally intelligent strategies based on student-centered best practices that make it possible for teachers to create different pathways that respond to the needs of diverse learners.” Staff Development for Educators • Changing/differentiating the following • Content (delivering the skill and content in many ways) • Processes (many ways to make sense and meaning of the content) • Product (many ways to show what is known and what they can do)

Have you ever…. • Stood next to a student to keep their attention? • Regrouped the class according to student interest or readiness? • Given a choice among assignments based on something you knew about that student? • Let someone redo a test or project if they at first did not succeed? • If you can say yes, then you have differentiated your classroom in some form.

“Differentiated Instruction does not mean we make learning easier for students. Instead, it provides the appropriate challenge that enables students to thrive.” (Rick Wormeli)

Is fair always equal? • “Two students are seated at the back of the classroom. One of them is nearsighted and cannot see anything clearly that is more than a few feet away. He wears thick glasses to see long distances. The teacher asks both of them to read, record, and learn the information written in small print on the front board, on the opposite side of the room. In order to be equal, however, the teacher removes the nearsighted child’s glasses and asks both students to get started. The child needing glasses squints but can’t read anything on the board. Was that fair because it was equal?

Did the teacher make it harder or easier for the nearsighted child? • He/she made it easier for the child. • With the removal of the glasses, the student has an excuse: he can cop out, escape. • When we give him his glasses (his support) he is compelled to read the board and think about the content. • We did not make it easier, we made it more demanding. • Undifferentiated classes are the easy ones because the “my approach or nothing” teacher conveys to the student that they can coast or drop out if the lesson is not working for them. • In differentiated classrooms student’s are held accountable and they achieve more • From Fair Isn’t Always Equal by: Rick Wormeli

Honors diverse needs of students Engages students in learning Focuses on student growth (value added) Improves teaching methods Supports success for all students Challenges all learners Facilitates learning using the Multiple Intelligences Requires teachers to use different teaching methods Why should I use differentiated instruction?

Professional Learning Communities • Shared mission, vision, values and goals • Collaborative teams • Collective inquiry *What is happening with kids? Are we getting what we want? If not how can we change what we are doing to get there • Action orientation • Commitment to continuous improvement • Results oriented • Focused on Student LEARNING

Three Core PLC Questions • If we believe that all kids can learn… • What is it we expect them to learn? • Look at the curriculum • Cross grade alignment of curriculum objectives • Identify critical outcomes *the ones we need to spend more time on • How will we know when they have learned it? • Create common assessments • Higher level questions • Examine results together • Where are our kids high/low. What did you do that helped your kids learn that • Discuss effective teaching processes • Having the administration behind this process will make it work • Important to have time for this collaboration • How will we respond when they don’t learn? • Create tutorials • Peer tutoring and/or time for kids to start their homework and ask questions ???

“Good is sometimes the enemy of great” Staff of Paul Kane High School

Strategies • RAFTS • Vocabulary strategies • Graphic organizers for review and note taking

RAFTS • R – Role • A – Audience • F – Format • T – Topic • Can be used in all subject areas • Gives students a menu of options • There is power in choice • Tic-Tac-Toe boards

Vocabulary Strategies • Product pouch • What good does it do for our students to regurgitate the definition from the back of the book or to define a word with other words they do not know the meanings? • Make it meaningful • The goal is to get them to use the vocabulary outside of the classroom and as it applies to the context of the subject. • Do not allow students to define a word with the word in the meaning.

Graphic Organizers for review and note taking • Two-Column notes • Review Sheets • Time lines • Inspiration • 5 W and H • Venn Diagrams Know

........My Bag of tricks…..... Where to find more ideas…

Staff Survey of used Strategies (12 teachers)

Student Survey’s Student’s showed a lot of interest with hands on, differentiated lessons. If that is how they learn best we have to teach to that need.

Pictures Here Mrs. Kemler is doing a vocabulary exercise with the students on Inspiration. This is a student in Mrs. Kemler’s class working along with the demonstration to do her vocabulary exercise.

Pictures of the board in Mrs. Miller’s room where the students did a type of RAFT.

Group Meeting picture

Differentiated Instruction