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 today’s 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? (Diagnostic…pair…share…)

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.

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

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

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@e1b.org