Differentiated Instruction

1. Differentiated Instruction Presented By Shonel Branch-LeDuff, Prescott Middle

2. Let’s make 4 appointments • Must be with someone that is not in your department • Someone you have not spoken to today • Someone you have not worked with in the past

3. SEASONAL BUDDIES ______________________ ______________________ ________________________ _____________________

4. Four Corners Activity Math Mystery • Sunny Day • Totally understand, expert, can teach it • Sunny Cloudy Day • Think I understand, proficient, well on my way • Cloudy • Have started, learning how to do this, still need time & help • Rainy • Have not started yet, have never tried this, I need help

5. Meet Your Winter Buddy • Discuss how you could use four corners in your classroom • Share

6. Differentiated Instruction What is Differentiated Instruction? • describes a teaching approach that provides a variety of learning options to accommodate differences in how students learn • Examples of differentiation: • relate to student’s prior knowledge and experience • Address learning preferences and modality • Vary cognitive level • Appeal to personal interests

7. Why Differentiate Instruction? • To meet the learning needs of ALL students • To understand and address how your students learn • To improve test scores

8. RESEARCH Brain research suggests three broad and interrelated principles that point clearly to the need for differentiated classrooms, that is, classrooms responsive to students: • Varying language readiness levels • Varying interest • Varying learning profiles

9. RESEARCH Brain Research confirms what experienced teachers have always known: • No two children are alike • No two children learn in the same identical way • An enriched environment for one student is not necessarily enriched for another • In the classroom, children should be taught to think for themselves

10. How Can We Differentiate Instruction? • By Activity • By Content • By Product • By Student Interest • By Student Readiness • By Student Learning Style • Combinations of Above

11. Differentiated Instruction Instructional Needs • Determined by assessing what a student knows, and is able to do in relation to a learning standard • Obtained through various assessments that point to skills, concepts and/or processes that need to be further developed • Assessment sources include: - observation of classroom performance - evaluation of artifacts (work students produce) - performance-based assessments - standardized test results

12. Differentiated Instruction Learning Modalities: auditory, visual, kinesthetic, and tactile – influence how we learn. • Visual learners benefit from graphic representations • auditory learners benefit from aural representations • kinesthetic learners benefit from bodily involvement activities • tactile learners benefit from touching and feeling shapes, forms, and textures (Sprenger 1999).

13. Differentiated Instruction Learning Modalities: Teachers should routinely use: • posters • charts • models - recordings - discussion - songs: construction and physical representations - dance or physical movement • An individual’s predominant learning modality does not negate the presence of the other modalities; teachers should provide multimodal activities throughout their lessons.

14. Differentiated Instruction Cognitive Levels - Engage learners in types of thinking • Range from a single literal level to more complex abstract levels (Bloom 1984). • Are not distinct but overlap and are used simultaneously by students in learning situations (Good and Brophy 1997). • Learning activities should challenge students to use complex thinking and reasoning.

15. Differentiated Instruction Background of Experiences • Research supports teaching practices that honor the individuality of students in terms of their experience, interests, and prior knowledge. • Teachers, must help students make sense of learning by connecting new learning to what is already known.

16. Differentiated Instruction • Personal Interests - Students develop an interest in a particular topic or area for a variety of reasons. • Teachers, must allow students choices and opportunities to select learning activities capitalize on personal interests that lead students into learning and studying a topic.

17. Differentiated Instruction Teaching Strategies that lend themselves to differentiated instruction. • Cooperative Learning – Grouping arrangements that promote positive social interaction among students enhance learning.

18. Differentiated Instruction Teaching Strategies: • Learning Centers – A differentiated learning environment calls for a greater range of materials since students perform different tasks and engage in different activities. The learning center activities coincide with the task/objective(s). Learning center activities may be designed for small group, partner, or individual learning.

19. Differentiated Instruction Teaching Strategies: Individual Learning (Self-Selection/Self-Pacing) – Students should be given opportunities to work independently to practice self-reliance and show what they can do on their own.

20. Differentiated Instruction Teaching Strategies: Technology – Provides opportunity for students to explore topics, teachers can present instruction on math facts as well as more analytical, open-ended explorations of topics. Students are able to exhibit their learning.

21. Differentiated InstructionClassroom Strategies • Cooperative Learning • Brainstorming • Group Discussion • Jigsaw • Numbered Heads • Team Project • Think-Pair-Share • Carouseling • Tiered Activities

22. Differentiated InstructionMeet Your Summer Buddy Discuss the following: 1) Do you differentiate instruction? 2) How do you do this? 3) How often do you differentiate instruction?

23. WHAT IS IN YOUR TEACHING?????? • Instruction involves a proper understanding of: Development Assessment Aptitude/Learning Styles Curriculum

24. Differentiated Instruction • Assignment Cards (cooperative groups) • Facilitator – makes certain that everyone contributes and keeps the group on task. • Recorder –keeps notes n important thoughts expressed in the group. Writes final summary • Reporter – shares summary of group with large group. Speaks for the group, not just a personal view • Materials Manager – picks up, distribute, collects, turns in, or puts away materials • Time Keeper – keeps track of time and reminds group how much time is left. • Checker – checks for accuracy and clarity of thinking during discussions. May also check written work and keeps track of group point scores. • Double Bubble (Science)

25. Differentiated Instruction Discuss how these activities can be applied to your content area. Share one idea with the group

26. 3-2-1 PROCESSING • List 3 Key Ideas • 2 Interesting Points • 1 Question

27. Differentiated InstructionResources • http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml • Handbook on Differentiated Instruction forMiddle and High Schools, Sheryn Spencer Northey (2005) • The Differentiated Classroom: Responding tothe Needs of All Learners, Carol Ann Tomlinson(1999)