Differentiating Instruction for the Classroom

1. Differentiating Instruction for the Classroom Kathryn Shaw Instructional Coach Rincon High School

2. The FIVE COMPONENTS OF DIFFERENTIATED INSTRUCTION • Pre-Assessment-Individual Differences • Environment • Content • Process • Product/Assessment

3. Learning Styles Life Maps Skill Checklists Graffiti Facts Life Timeline Journals Reading Assessments Development Portfolio Interest Surveys Multiple Intelligence Surveys Socio-cultural perspectives and dimensions Linguistic and language development profiles Differentiating Pre-Assessments and Noting Individual Differences

4. So…What to do? First-Get to Know Your Students • Learning styles • Multiple Intelligences • Interests

5. What’s Your Learning Style? Puppy (abstract random) Beach Ball (concrete random) Clipboard (concrete sequential) Microscope (abstract sequential) Gregory & Chapman

6. Which Intelligence is your Strength/Weakness? 3 Main Categories of Gardner’s Multiple Intelligences I. Language Related II. Object Related III. Personal Related Verbal/Linguistic Logical/Mathematical Intrapersonal Musical/Rhythmic Visual Spatial Interpersonal Bodily/Kinesthetic Naturalist

7. Seating Mobility Heat Lighting Sound Time of Day Culturally and linguistically responsive visuals Teacher oriented Student interest driven Multi-sensory Text-driven Use of fine arts Displays of student work Touch-rich artifacts Differentiating Environment

8. Tiered Lessons Learning Contracts Learning Centers Independent Study Varied Texts Simulations/Role Play Collaborative Grouping Peer Tutoring Varied Demonstrations Varied Lectures and Discussions Varied Cultural Perspectives or Points of View Differentiating Content

9. The standard is not negotiable, but the road to it is.

10. How We Teach Makes A Difference!

11. Differentiated Instruction suggests… Teachers can challenge all learners by… • Providing materials and tasks on the standard at varied levels of difficulty • With varying degrees of scaffolding • Through multiple instructional groups • With time variations

12. Tiered Lesson Planning Tiered instruction is a differentiation strategy where all students focus on essential understandings and skills, but at different levels of complexity.

13. Differentiating Process:Instructional Strategies • Multiple Intelligence activities • Learning Centers • Taped materials or videos • Learning contracts • Varied time allotments • Computer programs • Interest centers • Collaborative/varied groupings including primary language peer interactions • I-search papers

14. FLEXIBLE GROUPING • Planned arrangement of student groups based upon assessed strengths, interests, and/or needs • Groups are flexible…membership in groups changes constantly throughout the year; groups are continually created and modified based upon instructional needs. • Teachers generally organize groups based upon assessment of student’s needs, strengths, and/or interests.

15. Student could become interested in the topic, but learning style does not match teaching style. Remember most of us teach the way we learn. Individual lesson plans (ILPs) based on Learning Styles, Multiple Intelligences, and/or interests.

16. When a student is unmotivated, wants to be entertained rather than work: • Provide choice • Pursuit of special interest area • Personal goal setting • Develop leadership skills to promote self-confidence.

17. Three Types of Assessment Pre-Assessment Formative Assessment Summative Assessment

18. Formative Assessment What it isn’t…. Are there any questions? Are you all with me? Am I going too fast? This is a -4X, isn’t it? Who can tell me?

19. What it is: Think-pair-share Slate/white boards Learning partners Pair-share-squared Quick-writes

20. Successful Assessments are Varied and They are Done Over Time Assessments are often snapshots-in-time, inferences of mastery, not absolute declarations of exact mastery When we assess students through more than one format, we see different sides to their understanding.

21. Enrichment Activities (Bloom’s) Varied Homework Varied Journal Prompts Varied Quizzes/Tests Different Rubrics Choice on tests Varied checklists Negotiated criteria Multiple intelligence assessment Assignment options Varied Research Projects, I-search DifferentiatingProducts and Assessments

22. Social Studies Assignment Content Objective: Compare and contrast the economies of the North and South just before the Civil War Tier 1: (exceeds)Write an essay that details which side had a better prospect for victory based on their pre war economies Tier 2: (meets)Write a comparative essay Tier 3: (approaches) Complete a Venn diagram

23. Math Assignment Content Objective: Design a word problem that involves calculating an area Tier 1: (Exceeds) Calculate the area of the west wall of the classroom and determine how many gallons of paint you will need to completely cover it. Tier 2: (Meets)Write the word problem in a paragraph form Tier 3: (Approaches) Draw a diagram and explain the problem orally

24. Bibliography • Coil, Carolyn. Teaching Tools for the 21st Century. Pieces of Learning, 2005 • Gregory, Gayle; Chapman, Carolyn. Differentiated Instructional Strategies. Corwin Press, Inc; Sage Publications,2002 • Gregory, Gayle, Kuzmich, Lin. Differentiated Literacy Strategies. Corwin Press, Inc: Sage Publications, 2005 • Wormelli, Rick. Fair Isn’t Always Equal. Stenhouse Publishers, Portland, Maine, 2006