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Differentiated Instruction

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Differentiated Instruction

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    1. Differentiated Instruction

    2. What is Differentiated Instruction? Please don’t forget to place your dot on the Differentiated Instruction Chart Activity #1: What is Differentiated Instruction “Welcome Poster Activity” The poster is three power point slides. The facilitator will need to assemble the poster and laminate. Materials – Dots, Assembled Poster As participants walk in the training, there will be a chart prepared with a 0-10 rating scale: 0= At Bat 5= Hitting the Ball 10= Homerun Participants will be asked to indicate their knowledge of differentiated instruction by placing a dot along the continuum. The purpose of this activity is to complete a pre-assessment with the participants regarding their knowledge of differentiated instruction. It begins the discussion that students have varying background knowledge, and not all students are alike. Activity #1: What is Differentiated Instruction “Welcome Poster Activity” The poster is three power point slides. The facilitator will need to assemble the poster and laminate. Materials – Dots, Assembled Poster As participants walk in the training, there will be a chart prepared with a 0-10 rating scale: 0= At Bat 5= Hitting the Ball 10= Homerun Participants will be asked to indicate their knowledge of differentiated instruction by placing a dot along the continuum. The purpose of this activity is to complete a pre-assessment with the participants regarding their knowledge of differentiated instruction. It begins the discussion that students have varying background knowledge, and not all students are alike.

    3. 3 Agenda Key Principles of Differentiated Instruction The Heart of Differentiation: What, Why, How, Who Steps to Differentiation Instructional Strategies Management Strategies

    4. 4 Outcomes – Participants will… Define key principles of Differentiated Instruction and Universal Design for Learning Identify characteristics of the varied levels of learners Identify strategies and tools used to assess learners in a differentiated classroom Identify strategies used in a differentiated classroom Identify and practice the design factors of tiered assignments

    5. 5 One Size Doesn’t Fit All We have used the analogy of "one size doesn't fit all" for years in education. We know students are different from one another in height, size, shape, hair & eye color, background, and experience. As with clothing we would not buy or make the same garment for all learners (even school uniforms). Although they may look the same, they are sized and adjusted and accessorized for the wearer because they would not fit, suit, or be comfortable for all. We are not trying to totally change teacher’s lessons. Not everything is meant to be “differentiated” or tiered. These are options of delivery. Fair and equal are not the same. Need to talk to kids about everyone’s needs. Fair is not always the same assignment. We as teachers already are differentiating in our classrooms. We are setting out to differentiate based on assessment of students. We have used the analogy of "one size doesn't fit all" for years in education. We know students are different from one another in height, size, shape, hair & eye color, background, and experience. As with clothing we would not buy or make the same garment for all learners (even school uniforms). Although they may look the same, they are sized and adjusted and accessorized for the wearer because they would not fit, suit, or be comfortable for all. We are not trying to totally change teacher’s lessons. Not everything is meant to be “differentiated” or tiered. These are options of delivery. Fair and equal are not the same. Need to talk to kids about everyone’s needs. Fair is not always the same assignment. We as teachers already are differentiating in our classrooms. We are setting out to differentiate based on assessment of students.

    6. 6 One Size Doesn’t Fit All: Four Square Listen to the directions for each square Complete the task Let’s discuss Handout #1: Activity # 2: Square Activity Sheet: Give participants directions as to how to complete the activity. 1. Have participants label the top left hand box as number one, the top right as number two, etc. They will be completing four different tasks and recording their answers in the appropriate square. Tell them that there will be time at the end to discuss their answers. 2.Top Left: Directions to an unknown vacation spot assesses their Learning Profiles (ask participants to raise their hand to show which option they chose.) 3.Top Right: Favorite hobby/activity assess their Interest (call on participants based on whoever was wearing glasses, blue, etc.) 4. Bottom Left: Solving a math problem assesses their knowledge of order of operations (the trainer counts to 3, and asks participants to shout out answer, springboard off of someone’s correct answer) 2+ 8x5 -12 =30 5. Bottom Right: One fact about diverse learners assesses the prior knowledge (all participants should report out…do a whip around the room, if don’t want to share, say “pass” if someone said your answer, “say “pass.”) 6. Group- discussion: why are we using this opening activity to begin our work on differentiated instruction? Informal assessment guides day to day instruction and helps you determine where/when differentiation should be taking place in classroom. Give example of math problem. If everyone knows this, why would I spend time teaching it? There is too much we need to do in the classroom to teach students something they already know! Our goal is to move students from where they are to where they need to be in relation to the standards and school district’s curriculum. 7. Discuss the role of coaches and tie in baseball example about preparing for game (batting practice, catching , etc.) but everyone is preparing for the same game.Handout #1: Activity # 2: Square Activity Sheet: Give participants directions as to how to complete the activity. 1. Have participants label the top left hand box as number one, the top right as number two, etc. They will be completing four different tasks and recording their answers in the appropriate square. Tell them that there will be time at the end to discuss their answers. 2.Top Left: Directions to an unknown vacation spot assesses their Learning Profiles (ask participants to raise their hand to show which option they chose.) 3.Top Right: Favorite hobby/activity assess their Interest (call on participants based on whoever was wearing glasses, blue, etc.) 4. Bottom Left: Solving a math problem assesses their knowledge of order of operations (the trainer counts to 3, and asks participants to shout out answer, springboard off of someone’s correct answer) 2+ 8x5 -12 =30 5. Bottom Right: One fact about diverse learners assesses the prior knowledge (all participants should report out…do a whip around the room, if don’t want to share, say “pass” if someone said your answer, “say “pass.”) 6. Group- discussion: why are we using this opening activity to begin our work on differentiated instruction? Informal assessment guides day to day instruction and helps you determine where/when differentiation should be taking place in classroom. Give example of math problem. If everyone knows this, why would I spend time teaching it? There is too much we need to do in the classroom to teach students something they already know! Our goal is to move students from where they are to where they need to be in relation to the standards and school district’s curriculum. 7. Discuss the role of coaches and tie in baseball example about preparing for game (batting practice, catching , etc.) but everyone is preparing for the same game.

    7. 7 What it is/What it’s not Essential Questions: Activity # 3: Materials Needed: post-its, chart(s) What differentiated instruction is and is not? Why is differentiated instruction important? What are the components of differentiation? Participants will be given two colored post-its (one for What it is and one for What it is not ) with the instructions to write three statements on each post-it that tells what differentiated instruction is and is not. Then participants will share their ideas with their table mates. The table groups will discuss each participants ideas and come to consensus by identifying 3 prevailing ideas on each post-it. The post-its will be displayed on charts at the front of the room. Participants will have the opportunity to switch post-its from one chart to the other during the transitional times throughout the day as they hear clarifying information. Facilitators will debrief at the end of the day. Essential Questions: Activity # 3: Materials Needed: post-its, chart(s) What differentiated instruction is and is not? Why is differentiated instruction important? What are the components of differentiation? Participants will be given two colored post-its (one for What it is and one for What it is not ) with the instructions to write three statements on each post-it that tells what differentiated instruction is and is not. Then participants will share their ideas with their table mates. The table groups will discuss each participants ideas and come to consensus by identifying 3 prevailing ideas on each post-it. The post-its will be displayed on charts at the front of the room. Participants will have the opportunity to switch post-its from one chart to the other during the transitional times throughout the day as they hear clarifying information. Facilitators will debrief at the end of the day.

    8. Handout #2: Differentiated Instruction Decision Making Process As you begin to think of differentiating instruction in your own classroom you may wonder how am I ever going to do this with MY students? They are already grouped (homogeneous) or there are too many students to group them effectively (heterogeneous classroom). There is a lot of discussions in the field of education that make cases for one type of classroom learning over the other. No one situation is going to work 100% of the time. That’s where differentiated instruction comes into play. Differentiated instruction is based on student needs. When there is a need to break students into groups, you do it. When you can deliver effective instruction to the large group, you do it. Differentiating instruction doesn’t happen everyday in every classroom. It requires professional decision making based on assessment. Differentiated Instruction focuses on the students strengths Must have information on your students – what is their prior knowledge? Ability? Interest? Talents? Given the Curriculum that should be aligned with the PA Standards and Assessment Anchors and the students within our classrooms, we must determine their level of performance. We must have information on our students- what is their prior knowledge? Ability? Interest? Talents? Where do you expect each student to perform? Not changing the standard, finding targeted ways of meeting the standard. In order to scaffold instruction so students can meet accepted levels of performance, teachers can differentiate instruction by differentiating: Content: What concepts and skills will be taught? Process: is the “How”, What activities will be used to teach the concepts and skills; What does the flow of instruction look like…movement from small group to whole class to partner pairs etc.? Product: How will students demonstrate what they know? There is a need to continually review the data; analyzing individual as well as class data to inform instructional decision making to link to next concept, lesson or unit so that the differentiated instruction decision making process can reoccur anew Handout #2: Differentiated Instruction Decision Making Process As you begin to think of differentiating instruction in your own classroom you may wonder how am I ever going to do this with MY students? They are already grouped (homogeneous) or there are too many students to group them effectively (heterogeneous classroom). There is a lot of discussions in the field of education that make cases for one type of classroom learning over the other. No one situation is going to work 100% of the time. That’s where differentiated instruction comes into play. Differentiated instruction is based on student needs. When there is a need to break students into groups, you do it. When you can deliver effective instruction to the large group, you do it. Differentiating instruction doesn’t happen everyday in every classroom. It requires professional decision making based on assessment. Differentiated Instruction focuses on the students strengths Must have information on your students – what is their prior knowledge? Ability? Interest? Talents? Given the Curriculum that should be aligned with the PA Standards and Assessment Anchors and the students within our classrooms, we must determine their level of performance. We must have information on our students- what is their prior knowledge? Ability? Interest? Talents? Where do you expect each student to perform? Not changing the standard, finding targeted ways of meeting the standard. In order to scaffold instruction so students can meet accepted levels of performance, teachers can differentiate instruction by differentiating: Content: What concepts and skills will be taught? Process: is the “How”, What activities will be used to teach the concepts and skills; What does the flow of instruction look like…movement from small group to whole class to partner pairs etc.? Product: How will students demonstrate what they know? There is a need to continually review the data; analyzing individual as well as class data to inform instructional decision making to link to next concept, lesson or unit so that the differentiated instruction decision making process can reoccur anew

    9. 9 One Size Doesn’t Fit All Self-Assessment ASCD  A Visit to a Differentiated Classroom Video Series: Carol Ann Tomlinson, 2001 Video: First grade class Beginning to prepare class for the need for differentiation through the use of a self- assessment tool Students begin to assess themselves through the use of a tool, to begin the discussion that everyone in the class are not all fantastic at the same things. Some of us are good at some things, and others are good at other things. As a result, different students may be working on different tasks and activities. This discussion sets the stage for beginning dialogue for creating a climate for competition with oneself…not others. Beginning the community of learners.Video: First grade class Beginning to prepare class for the need for differentiation through the use of a self- assessment tool Students begin to assess themselves through the use of a tool, to begin the discussion that everyone in the class are not all fantastic at the same things. Some of us are good at some things, and others are good at other things. As a result, different students may be working on different tasks and activities. This discussion sets the stage for beginning dialogue for creating a climate for competition with oneself…not others. Beginning the community of learners.

    10. 10 Handout #3: Activity #4: Self-Assessment Chart: In the video this tool was used in a primary grade to teach students to address their common strengths and differences, but also to begin the conversation that the students within the classroom may be doing different things at different times according to their needs. This self-assessment tool provided students the opportunity for them to measure growth in their progress on concepts and skills, to acknowledge that each student within the classroom was achieving in skill development according to their own timetable. 1.On document camera, the trainer will model the use of the self assessment tool using this example of skills: Being on Time, Meeting Deadlines, Disseminating Information, Using Active Listening, Responding to Questions, Modeling Lessons, Maintaining Paperwork. 2. Have the participants individually complete their own and then share with a partner the value of using a tool of this nature with their students to begin the conversation of differentiating instruction in the classroom. 3. Discuss the feasibility of use in elementary v. secondary settings. Debrief.Handout #3: Activity #4: Self-Assessment Chart: In the video this tool was used in a primary grade to teach students to address their common strengths and differences, but also to begin the conversation that the students within the classroom may be doing different things at different times according to their needs. This self-assessment tool provided students the opportunity for them to measure growth in their progress on concepts and skills, to acknowledge that each student within the classroom was achieving in skill development according to their own timetable. 1.On document camera, the trainer will model the use of the self assessment tool using this example of skills: Being on Time, Meeting Deadlines, Disseminating Information, Using Active Listening, Responding to Questions, Modeling Lessons, Maintaining Paperwork. 2. Have the participants individually complete their own and then share with a partner the value of using a tool of this nature with their students to begin the conversation of differentiating instruction in the classroom. 3. Discuss the feasibility of use in elementary v. secondary settings. Debrief.

    11. 11 Differentiation seeks to…. “...provide varied learning options in a classroom to make curriculum and instruction the best possible fit for learners who, though they have many things in common, differ in some important ways from one another.” (Tomlinson, 1998) According to Carol Tomlinson, University of Virginia, who many consider to be an expert in the field of differentiation, one size doesn’t fit all…but rather differentiated teaching provides students with diverse needs, abilities, strengths, experiences and interests access to the curriculum through a variety of curricular and instructional approaches.According to Carol Tomlinson, University of Virginia, who many consider to be an expert in the field of differentiation, one size doesn’t fit all…but rather differentiated teaching provides students with diverse needs, abilities, strengths, experiences and interests access to the curriculum through a variety of curricular and instructional approaches.

    12. 12 Part I: Differentiating Instruction This slide shows what will be covered in the next section.This slide shows what will be covered in the next section.

    13. 13 Respectful tasks Meaningful tasks Teachers/Students collaborate Teacher honors student differences Content critical Flexible grouping Key Principles Here we define terminology of Differentiated Instruction Respectful & Meaningful Tasks: Why make kids go through the procedure of learning something they already know. Get to know your kids before deciding what they can/can’t do. It is not about giving “more or less” work but really matching task (complexity) with learner’s needs… Flexible Grouping: How many groups? What are we talking about? Depends on learning objective and how you are differentiating (interest, readiness, learning profile) Take baby steps. Move into it slowly. Focus on flexible part of grouping. Groups do not stay the same! Kids move in and out and should! Importance of making a valid effort to differentiate by interest sometimes. This is a goal for January in-service. Hard to separate between flexible grouping and tiered assignments. They are intertwined. Teachers/Students are collaborators: Teacher assumes the role of facilitator within the classroom and students are part of process and thereby develop ownership. Guiding questions provide a framework to take kids where they need to be. Kids become more astute about their own learning and become more aware of how they learn. Teacher…honors students, appreciates differences and builds upon student differences: The teacher acknowledges that each student is unique and has varying prior knowledge and learning preferences. If this is true, we see respect/engaging tasks, flexible grouping, etc. What matters is the subject matter: This is still standards-based. It is a different approach so that more students can achieve proficiency because we are better able to judge where they are, what they need, and how we are going to get them there (to the standard). Learning experiences are based on student’s prior knowledge, readiness, language, preferences in learning and interest.Here we define terminology of Differentiated Instruction Respectful & Meaningful Tasks: Why make kids go through the procedure of learning something they already know. Get to know your kids before deciding what they can/can’t do. It is not about giving “more or less” work but really matching task (complexity) with learner’s needs… Flexible Grouping: How many groups? What are we talking about? Depends on learning objective and how you are differentiating (interest, readiness, learning profile) Take baby steps. Move into it slowly. Focus on flexible part of grouping. Groups do not stay the same! Kids move in and out and should! Importance of making a valid effort to differentiate by interest sometimes. This is a goal for January in-service. Hard to separate between flexible grouping and tiered assignments. They are intertwined. Teachers/Students are collaborators: Teacher assumes the role of facilitator within the classroom and students are part of process and thereby develop ownership. Guiding questions provide a framework to take kids where they need to be. Kids become more astute about their own learning and become more aware of how they learn. Teacher…honors students, appreciates differences and builds upon student differences: The teacher acknowledges that each student is unique and has varying prior knowledge and learning preferences. If this is true, we see respect/engaging tasks, flexible grouping, etc. What matters is the subject matter: This is still standards-based. It is a different approach so that more students can achieve proficiency because we are better able to judge where they are, what they need, and how we are going to get them there (to the standard). Learning experiences are based on student’s prior knowledge, readiness, language, preferences in learning and interest.

    14. 14 Readiness Interest Learning profile Process Product Content Key Principles We’ve already discussed these in previous slides but the notion is that these are based on assessments, will change throughout school year, based on unit we teach. Can reference 4 Square activity at beginning of session. Students Vary: Readiness: How many times have we heard or said ourselves that “Joe” isn’t ready for this skill that we are about to begin teaching? With standards, PSSA testing, and accountability, those types of discussions won’t be very productive. Instead, we need to determine where Joe is in relation to the skill you are teaching….what is his current performance level? Interest: Interest refers to the student’s affinity, curiosity or passion for a topic. There will be opportunities to differentiate instruction for the learners in your classroom based on their interest. Perhaps it is when you do a project or when students are working on a general concept that they can infuse their own interests to make it more applicable/meaningful to them. Learning Profile: how students best take in information. All students need to have some structure to their learning. Routines and procedures are so important for them. However, providing verbal directions with written ones…allowing kids time to work with manipulatives or with a partner to discuss their findings allows students time to process the information and make it make sense for themselves. Teachers Vary: As teachers…we can take three different approaches when differentiating instruction. The first two ways provide students with ways to make sense of the content we are teaching. “Process” gives students the opportunity to practice with the new learning….they could be working at the board, working with a partner, reading through additional materials, but the activities are based on the objective and will move students systematically through the content so they are successful with the new learning. Process refers to the activities to ensure that students use key skills to make sense of the information. Product – Many of you probably already differentiate products. Allowing students to show you what they now know and are able to do. Just always keep in mind that their demonstration of the learning should be directly related to the objective you set. Content is what student are to learn. Content is really the last thing we want to vary because we want to keep kids working on the same content objectives/standards. Changing the objective or content means changing our expectations for student learning. There certainly are times when this is necessary….but those time should be few and far between. If we provide students with ample practice, different paths to get to the same end point, etc. we should not need to change our target.We’ve already discussed these in previous slides but the notion is that these are based on assessments, will change throughout school year, based on unit we teach. Can reference 4 Square activity at beginning of session. Students Vary: Readiness: How many times have we heard or said ourselves that “Joe” isn’t ready for this skill that we are about to begin teaching? With standards, PSSA testing, and accountability, those types of discussions won’t be very productive. Instead, we need to determine where Joe is in relation to the skill you are teaching….what is his current performance level? Interest: Interest refers to the student’s affinity, curiosity or passion for a topic. There will be opportunities to differentiate instruction for the learners in your classroom based on their interest. Perhaps it is when you do a project or when students are working on a general concept that they can infuse their own interests to make it more applicable/meaningful to them. Learning Profile: how students best take in information. All students need to have some structure to their learning. Routines and procedures are so important for them. However, providing verbal directions with written ones…allowing kids time to work with manipulatives or with a partner to discuss their findings allows students time to process the information and make it make sense for themselves. Teachers Vary: As teachers…we can take three different approaches when differentiating instruction. The first two ways provide students with ways to make sense of the content we are teaching. “Process” gives students the opportunity to practice with the new learning….they could be working at the board, working with a partner, reading through additional materials, but the activities are based on the objective and will move students systematically through the content so they are successful with the new learning. Process refers to the activities to ensure that students use key skills to make sense of the information. Product – Many of you probably already differentiate products. Allowing students to show you what they now know and are able to do. Just always keep in mind that their demonstration of the learning should be directly related to the objective you set. Content is what student are to learn. Content is really the last thing we want to vary because we want to keep kids working on the same content objectives/standards. Changing the objective or content means changing our expectations for student learning. There certainly are times when this is necessary….but those time should be few and far between. If we provide students with ample practice, different paths to get to the same end point, etc. we should not need to change our target.

    15. 15 Key Principles ASCD Differentiating Instruction Video Series Creating Multiple Paths for Learning Carol Ann Tomlinson, 1997 Handout #4: Activity # 5: Principles of Differentiated Instruction: In this video, the 8th grade science teacher is differentiating instruction according to readiness and process (activity). 1.Trainers should direct the participants to view the video and complete the first column ,the Proof of Documentation. 2.If the group is large, trainers may opt to divide the group into sections and having each section be responsible for a pre-determined number of principles. 3.Debrief the activity. 4. Then have the participants individually complete the second column, and share responses with a partner. The second column has participants concentrate on whether they are implementing the principle currently in their classroom and if not, what steps could they take to begin implementation.Handout #4: Activity # 5: Principles of Differentiated Instruction: In this video, the 8th grade science teacher is differentiating instruction according to readiness and process (activity). 1.Trainers should direct the participants to view the video and complete the first column ,the Proof of Documentation. 2.If the group is large, trainers may opt to divide the group into sections and having each section be responsible for a pre-determined number of principles. 3.Debrief the activity. 4. Then have the participants individually complete the second column, and share responses with a partner. The second column has participants concentrate on whether they are implementing the principle currently in their classroom and if not, what steps could they take to begin implementation.

    16. 16 Differentiation Instruction Links for Universal Design for Learning Tailors teaching and learning to the needs of each student Universal Design originated as a concept in the field of architecture. Universal Design tries to ensure that buildings and all public spaces are accessible to all including those with mobility concerns. Universal Design for Learning focuses on student’s strengths and learning capacity and offers full opportunity to benefit from instruction (Turnbull, 2004) Universal Design originated as a concept in the field of architecture. Universal Design tries to ensure that buildings and all public spaces are accessible to all including those with mobility concerns. Universal Design for Learning focuses on student’s strengths and learning capacity and offers full opportunity to benefit from instruction (Turnbull, 2004)

    17. 17 Universal Design for Learning During planning stage of instruction design: Curriculum Instruction Evaluations Using the success of designing buildings that were accessible to all, Universal Design of Learning (UDL) focus on making learning accessible to all. From the beginning of the planning stage of instruction, UDL anticipates the needs of all students, those with disabilities; those with ELL; and those with different learning profiles in the design of curriculum, instruction and evaluations to benefit all students and accommodates those needs from the outset. Once the service or support is provided that helps the student fully access the subject matter and instruction, the student with the disability benefits, but also everyone in the environment benefits also….e.g. curb cuts in the sidewalk, multiple avenues to “cut” and “paste” a document (Control + X Tab, Control + V Tab vs. Scroll to Click to Edit, Scroll Down to Cut etc) UDL assumes that students vary widely even if they are the same age, in the same grade and are in the same class.Using the success of designing buildings that were accessible to all, Universal Design of Learning (UDL) focus on making learning accessible to all. From the beginning of the planning stage of instruction, UDL anticipates the needs of all students, those with disabilities; those with ELL; and those with different learning profiles in the design of curriculum, instruction and evaluations to benefit all students and accommodates those needs from the outset. Once the service or support is provided that helps the student fully access the subject matter and instruction, the student with the disability benefits, but also everyone in the environment benefits also….e.g. curb cuts in the sidewalk, multiple avenues to “cut” and “paste” a document (Control + X Tab, Control + V Tab vs. Scroll to Click to Edit, Scroll Down to Cut etc) UDL assumes that students vary widely even if they are the same age, in the same grade and are in the same class.

    18. 18 Universal Design for Learning Curriculum Class climate Physical Access Delivery methods Information resources Interaction Feedback Assessment Accommodations How do I teach the curriculum so that teaching is consistent with each student’s way of learning? UDL requires that we consider: Class climate: adopt high values with respect to both diversity and inclusiveness Physical Assess, usability and safety: assure that activities, materials and equipment are physically accessible by all students Delivery methods: use multiple accessible instructional methods such as lectures, collaborative learning, hands-on- activities, software Information Resources: make sure all materials are available in various forms; books have accompanying books on tape and CD Interaction: Encourage effective interactions between students and students and the instructor and assure that the communication methods are accessible to all participants. Feedback: provide specific feedback on a regular basis- allow student to hand in parts of large projects for feedback before the final project is due Assessment: regularly access student’s progress using multiple, accessible, accessible methods and tools to adjust instruction accordingly Accommodation – plan for accommodations for students who need more beyond the “typical” need (Burgstahler, S. 2005) How do I teach the curriculum so that teaching is consistent with each student’s way of learning? UDL requires that we consider: Class climate: adopt high values with respect to both diversity and inclusiveness Physical Assess, usability and safety: assure that activities, materials and equipment are physically accessible by all students Delivery methods: use multiple accessible instructional methods such as lectures, collaborative learning, hands-on- activities, software Information Resources: make sure all materials are available in various forms; books have accompanying books on tape and CD Interaction: Encourage effective interactions between students and students and the instructor and assure that the communication methods are accessible to all participants. Feedback: provide specific feedback on a regular basis- allow student to hand in parts of large projects for feedback before the final project is due Assessment: regularly access student’s progress using multiple, accessible, accessible methods and tools to adjust instruction accordingly Accommodation – plan for accommodations for students who need more beyond the “typical” need (Burgstahler, S. 2005)

    19. 19 Universal Design for Learning Principles Recognition Learning: Presentation Strategic Learning: Performance Affective Learning: Engagement The principles of Differentiated Instruction align with the premise of UDL. Differentiated instruction always keeps the focuses on the students’ needs and maximizes students’ strengths when designing, assessing, implementing and evaluating the instructional sequence. The first UDL principle centers on supporting students through a variety of methods of presentation. Differentiated instruction can support this through providing multiple examples, multiple media and formats, when differentiating process in order to help them identify patterns. For example- presenting large and small models, simple and more complex examples, a wide range of tools presenting instructional content digitally etc.) The second UDL principle centers on supporting prior background knowledge of student in order to scaffold instruction. Differentiated instruction can support this through flexible models of skilled performance. Throughout the differentiated instructional sequence, level of performance are continually measured through on-going assessment and students are continually demonstrating knowledge of information learned. The last UDL principle focuses on affective learning and the importance of continually engaging the learner in the instructional activity. Differentiated instruction supports effectively through the use of meaningful, engaging and respectful tasks, provided within a flexible instruction framework. As a result, teachers can adjust the level of difficulty of the task, adjust the level of difficulty of the material, choose the tools, and scaffold the instruction as needed. The principles of Differentiated Instruction align with the premise of UDL. Differentiated instruction always keeps the focuses on the students’ needs and maximizes students’ strengths when designing, assessing, implementing and evaluating the instructional sequence. The first UDL principle centers on supporting students through a variety of methods of presentation. Differentiated instruction can support this through providing multiple examples, multiple media and formats, when differentiating process in order to help them identify patterns. For example- presenting large and small models, simple and more complex examples, a wide range of tools presenting instructional content digitally etc.) The second UDL principle centers on supporting prior background knowledge of student in order to scaffold instruction. Differentiated instruction can support this through flexible models of skilled performance. Throughout the differentiated instructional sequence, level of performance are continually measured through on-going assessment and students are continually demonstrating knowledge of information learned. The last UDL principle focuses on affective learning and the importance of continually engaging the learner in the instructional activity. Differentiated instruction supports effectively through the use of meaningful, engaging and respectful tasks, provided within a flexible instruction framework. As a result, teachers can adjust the level of difficulty of the task, adjust the level of difficulty of the material, choose the tools, and scaffold the instruction as needed.

    20. 20 In A Nutshell... Differentiated Instruction provides options to: Take in information Make sense of ideas Demonstrate Knowledge Universal Design for Learning ensures this through the design of the curricula This really represents a lesson plan….First the teacher provides instructional time for students on the content through guided practice, student engagement, modeling, explanation and opportunities for practice . Next, activities are developed and used with the student so they can process the information and make sense of ideas(guided practice). Finally the students demonstrate their learning. We should always end each day with a demonstration of learning so we know where to begin our instruction the next day.…(product) UDL calls for the design of the curricula with the needs of all students in mind, so that methods, materials, and assessment are usable by all. (Hall National Center on Accessing the General Curriculum, Ideas that Work, Hall, Strangman, Meyer)This really represents a lesson plan….First the teacher provides instructional time for students on the content through guided practice, student engagement, modeling, explanation and opportunities for practice . Next, activities are developed and used with the student so they can process the information and make sense of ideas(guided practice). Finally the students demonstrate their learning. We should always end each day with a demonstration of learning so we know where to begin our instruction the next day.…(product) UDL calls for the design of the curricula with the needs of all students in mind, so that methods, materials, and assessment are usable by all. (Hall National Center on Accessing the General Curriculum, Ideas that Work, Hall, Strangman, Meyer)

    21. 21 In a Nutshell… Differentiated Instruction : Is valuable at every level and subject area Helps students become successful learners Stretches students in the learning process Differentiation can occur at every level and with every subject area, but it is not an individual lesson plan for each child. We want to be strategic in our delivery of instruction. There will be times when differentiating instruction is the strategy that will meet the students’ needs and other times when other instructional strategies may be more appropriate. Differentiated Instruction is another “tool” in our “toolbox”. We need to determine when to use the tool and the reason why we are using it. Differentiated Instruction supports students to become successful learners because we meet them at their starting point and stretch them to grow through meaningful and respectful tasks. We want to challenge students, and all tasks should require that the students at least understand and be able to apply the meaning of the ideas at hand. Differentiation can occur at every level and with every subject area, but it is not an individual lesson plan for each child. We want to be strategic in our delivery of instruction. There will be times when differentiating instruction is the strategy that will meet the students’ needs and other times when other instructional strategies may be more appropriate. Differentiated Instruction is another “tool” in our “toolbox”. We need to determine when to use the tool and the reason why we are using it. Differentiated Instruction supports students to become successful learners because we meet them at their starting point and stretch them to grow through meaningful and respectful tasks. We want to challenge students, and all tasks should require that the students at least understand and be able to apply the meaning of the ideas at hand.

    22. 22 Mrs. Jones Activity Read through Sample Lesson 1 and 2 Answer the questions that follow each lesson Be ready to discuss your findings Handout #5: Activity # 6: Mrs. Jones Example and Non-example The teacher in a differentiated classroom wants to ensure that his/her lessons are designed and delivered according to the skills that are necessary for differentiation. So far, you learned the skills that are required in order to differentiate a lesson. Now we are going to review two differentiated lessons plans and determine if they exhibit all of the necessary components. Let's reflect on Sample Lesson 1: Does Mrs. Jones know what she wants ALL of her students to know and be able to do? Yes! Mrs. Jones lists four objectives that she wants all of her students to accomplish as a result of these tasks. Has Mrs. Jones matched the learner needs to the tasks/assignments? Mrs. Jones has created various groups for students to engage in instructional activities that may appeal to the students' interests or learning preferences. However, she does not state how she chose the tasks for each area – if she did any pre-assessments to determine where the students are relative to the objectives. Do the tasks that Mrs. Jones designed allow each of the students to work towards meeting the objectives? Mrs. Jones generated four groups with four different tasks. Each group/task addresses ONE of the objectives. It is not evident how all students will learn the information that is presented in the three areas for which they are not required to complete the tasks Discuss the answers to Sample Lesson 2. It is an example of differentiated instruction because all students are working towards the same objectives and are being held accountable for the learning. Handout #5: Activity # 6: Mrs. Jones Example and Non-example The teacher in a differentiated classroom wants to ensure that his/her lessons are designed and delivered according to the skills that are necessary for differentiation. So far, you learned the skills that are required in order to differentiate a lesson. Now we are going to review two differentiated lessons plans and determine if they exhibit all of the necessary components. Let's reflect on Sample Lesson 1:

    23. 23 The next group of slides will speak to the heart of differentiation: the what, why, how and who.The next group of slides will speak to the heart of differentiation: the what, why, how and who.

    24. 24 Process: The activities that are designed so that the student can learn the content. These activities should allow opportunities for students to make sense of the ideas and information that have been presented to them. Product: The extent to which the student can demonstrate what he/she is able to do and what he/she knows. Some product possibilities might include presenting a photo-essay, compiling a booklet or brochure, writing a poem, designing a structure, conducting a demonstration, formulating and defending a theory, generating charts or diagrams to explain ideas. Content: What the student should know and be able to do as a result of the instructional process. This information can be found in the standards, eligible content, and curriculum guides.Process: The activities that are designed so that the student can learn the content. These activities should allow opportunities for students to make sense of the ideas and information that have been presented to them. Product: The extent to which the student can demonstrate what he/she is able to do and what he/she knows. Some product possibilities might include presenting a photo-essay, compiling a booklet or brochure, writing a poem, designing a structure, conducting a demonstration, formulating and defending a theory, generating charts or diagrams to explain ideas. Content: What the student should know and be able to do as a result of the instructional process. This information can be found in the standards, eligible content, and curriculum guides.

    25. 25 Differentiate “Why”… Classrooms today include students with a wide range of disabilities (Mathes, et al, 2003) Differentiated Instruction maximizes students’ learning by meeting each student where they are and taking them forward (Hall 2002) Why is differentiated instruction important? 1.Today’s classrooms include students with a wide range of academic abilities often with a span of two grade levels and two below (Mathes, 2003) Differentiated instruction allows teachers to vary their instructional approaches and provides them the techniques to make adaptations to groups of diverse students in their classrooms. 2.Teachers often cope with the academic diversity in their classrooms by “teaching to the middle.” (Fuchs & Fuchs, Mathes, & Simmons 1997, Gerber & Semmel 1984) 3. Differentiated Instruction maximizes students’ learning and academic growth by meeting each student where he or she is and taking them forward and in assisting in the learning process. (Hall 2002) 4. Differentiation provides all students with access to the general education curriculum. Why is differentiated instruction important? 1.Today’s classrooms include students with a wide range of academic abilities often with a span of two grade levels and two below (Mathes, 2003) Differentiated instruction allows teachers to vary their instructional approaches and provides them the techniques to make adaptations to groups of diverse students in their classrooms. 2.Teachers often cope with the academic diversity in their classrooms by “teaching to the middle.” (Fuchs & Fuchs, Mathes, & Simmons 1997, Gerber & Semmel 1984) 3. Differentiated Instruction maximizes students’ learning and academic growth by meeting each student where he or she is and taking them forward and in assisting in the learning process. (Hall 2002) 4. Differentiation provides all students with access to the general education curriculum.

    26. 26 Differentiate “How”… Determine standards and lesson objective Examine established benchmarks Review and analyze assessment data Create the instructional activity Document student progress Differentiated instruction - assessment drives the instruction. Effective instructional design starts with the objective/standard then the creation of assessment…making sure what you teach is determined by where you want the students to end. Keeping the end in mind right from the start. Determine where you want students to be in relation to the chosen standard(s) or lesson objective. Examine established benchmarks. Review assessment to support instructional decisions. In a differentiated classroom, assessment is ongoing and diagnostic. The goal is to provide the teacher with day to day data on student’s readiness for particular learning objectives and skills. Assessment also alerts the teacher to which students have mastered the content presented and which students might need some re-teaching or remediation. Create the instructional activity varying the tasks and activities according to student’s: current level of performance on selected content learning profiles interests Document student progress Differentiated instruction - assessment drives the instruction. Effective instructional design starts with the objective/standard then the creation of assessment…making sure what you teach is determined by where you want the students to end. Keeping the end in mind right from the start. Determine where you want students to be in relation to the chosen standard(s) or lesson objective. Examine established benchmarks. Review assessment to support instructional decisions. In a differentiated classroom, assessment is ongoing and diagnostic. The goal is to provide the teacher with day to day data on student’s readiness for particular learning objectives and skills. Assessment also alerts the teacher to which students have mastered the content presented and which students might need some re-teaching or remediation. Create the instructional activity varying the tasks and activities according to student’s: current level of performance on selected content learning profiles interests Document student progress

    27. 27 Differentiate “How”… Instructional Groupings Whole Group Instruction Small Group Instruction – Same Ability Small Group Instruction- Mixed Ability Student Pairs One on One Differentiated Instruction is a blend of whole group, small group and independent instruction. Targeted instruction can be infused into each of these instructional groupings. Each instructional grouping format should be used for a specific purpose. When determining which grouping format to select, consider the purpose prior to selecting the format. For example, there are times when it is more efficient and effective to provide the same information to all of the students as a whole group at the same time… introduction of new concepts, to build prior knowledge, to conduct a class discussion etc. Differentiated Instruction is a blend of whole group, small group and independent instruction. Targeted instruction can be infused into each of these instructional groupings. Each instructional grouping format should be used for a specific purpose. When determining which grouping format to select, consider the purpose prior to selecting the format. For example, there are times when it is more efficient and effective to provide the same information to all of the students as a whole group at the same time… introduction of new concepts, to build prior knowledge, to conduct a class discussion etc.

    28. 28 Differentiate “How”… Flow of Instruction Which formats are used in your school on a frequent basis? For what purposes are they used? Handout #6: Activity # 7: Flow of Instruction Activity Using the handout, trainers will ask partner pairs to discuss and answer the following questions: Which instructional grouping formats are used in your school on a frequent basis? For what purposes are they used?Handout #6: Activity # 7: Flow of Instruction Activity Using the handout, trainers will ask partner pairs to discuss and answer the following questions: Which instructional grouping formats are used in your school on a frequent basis? For what purposes are they used?

    29. 29 Differentiate “How”… Flow of Instruction Whole Group Shared learning experiences Inclusion of all Whole group instruction: Provides teachers and students the opportunity to engage in shared learning experiences. Since every student in the classroom is included in the learning experience, this format enhances a sense of community for students through discussions and review. The purpose of this instructional grouping may be to introduce initial concepts, provide the same content and/or same materials to all of the students at the same time, or to build world or prior knowledge to the students. Several activities may include discussions, review, speaking performances, modeling, read alouds. In a differentiated classroom whole group instruction activities may be used for pre-assessment activities (readiness, interest), introduction of concepts, planning, sharing, and wrap-up of explorations. Whole group instruction: Provides teachers and students the opportunity to engage in shared learning experiences. Since every student in the classroom is included in the learning experience, this format enhances a sense of community for students through discussions and review. The purpose of this instructional grouping may be to introduce initial concepts, provide the same content and/or same materials to all of the students at the same time, or to build world or prior knowledge to the students. Several activities may include discussions, review, speaking performances, modeling, read alouds. In a differentiated classroom whole group instruction activities may be used for pre-assessment activities (readiness, interest), introduction of concepts, planning, sharing, and wrap-up of explorations.

    30. 30 Differentiate “How”… Flow of Instruction Small Group – Same Ability Meets individual needs Students can express what they know Students can receive feedback Groups vary in membership Often used for reading and math Small Group – Mixed Ability Promotes Student Choice Responds to Students Interests Addresses Learners Social Needs Small group instruction- same ability: This instructional format meets individual student needs. By targeting instruction to students with the same ability in small groups, the teacher can provide more practice on skill development, provide reinforcement, target instruction on a skill, and differentiate material for targeted instruction. The purpose is to provide small group instruction targeted to specific student needs. Small Group: Mixed Ability: This instructional format allows for student choice and to group according to student interest. This format promotes language interactions for ELL and students with disabilities included in the regular education classroom. The purpose for small group- mixed ability groupings is to allow students the opportunity to extend and practice what they are learning in the content areas. Learning centers /station activities support small group- mixed ability instructional groupings as the instructional activities provide opportunities for students to extend their knowledge on critical skills and concepts. In a differentiated classroom small group activities can be focused also for planning, directed teaching of targeted instruction, and investigation. Small group instruction- same ability: This instructional format meets individual student needs. By targeting instruction to students with the same ability in small groups, the teacher can provide more practice on skill development, provide reinforcement, target instruction on a skill, and differentiate material for targeted instruction. The purpose is to provide small group instruction targeted to specific student needs. Small Group: Mixed Ability: This instructional format allows for student choice and to group according to student interest. This format promotes language interactions for ELL and students with disabilities included in the regular education classroom. The purpose for small group- mixed ability groupings is to allow students the opportunity to extend and practice what they are learning in the content areas. Learning centers /station activities support small group- mixed ability instructional groupings as the instructional activities provide opportunities for students to extend their knowledge on critical skills and concepts. In a differentiated classroom small group activities can be focused also for planning, directed teaching of targeted instruction, and investigation.

    31. 31 Differentiate “How”… Flow of Instruction Student Pairs Addresses Learners Social Needs Responds to Individual Student Needs Engages All Students One-to-One Most intensive instruction Meets individual needs Student Pairs: This instructional format allows for all students to be engaged in the activity at the same time. The teacher can differentiate material according to the instructional reading level of the lowest functioning pair, while all students work on the material at the same time (e.g. Peer Assisted Learning Strategies developed at Vanderbilt University by Fuchs & Fuchs- fluency building program). Student partners/pairs function well at learning centers, practice and review activities, and for peer tutoring activities. One-to-One Instructional Grouping: This instructional grouping provides the most intensive instruction. Instruction is targeted to the needs of the individual student. Teachers in differentiated instruction classrooms may also use this instructional grouping to assess the student to determine levels of performance, to identify and establish goals with each student, to progress monitor, to conference with a student or to implement intensive reading and math intervention programs.Student Pairs: This instructional format allows for all students to be engaged in the activity at the same time. The teacher can differentiate material according to the instructional reading level of the lowest functioning pair, while all students work on the material at the same time (e.g. Peer Assisted Learning Strategies developed at Vanderbilt University by Fuchs & Fuchs- fluency building program). Student partners/pairs function well at learning centers, practice and review activities, and for peer tutoring activities. One-to-One Instructional Grouping: This instructional grouping provides the most intensive instruction. Instruction is targeted to the needs of the individual student. Teachers in differentiated instruction classrooms may also use this instructional grouping to assess the student to determine levels of performance, to identify and establish goals with each student, to progress monitor, to conference with a student or to implement intensive reading and math intervention programs.

    32. 32 Differentiate “How”… Flow of Instruction Independent Work Allows for generalization and maintenance of concepts Provides opportunities for students to explore curricular topics of interest in depth In a differentiated classroom, individualized activities allow teachers options to offer acceleration and enrichment experiences to students who have already mastered curricular content and objectives in a certain area. These options offer opportunities for students to increase knowledge in a particular curricular topic (e.g., independent study) and to practice and apply learned skills. In a differentiated classroom, individualized activities allow teachers options to offer acceleration and enrichment experiences to students who have already mastered curricular content and objectives in a certain area. These options offer opportunities for students to increase knowledge in a particular curricular topic (e.g., independent study) and to practice and apply learned skills.

    33. Handout #7: Flow of Instruction Differentiation is a combination of whole-class, small group, partner pair and one-to-one instruction. As noted, there are times within the classroom that it is more effective and efficient to share information with the whole class, small group, partner pairs and to conduct one-to one instruction. According to Carole Ann Tomlinson, the sequence of instruction in a differentiated classroom can be depicted by a series of wavy lines, with students coming together as a whole group to begin a lesson or unit of study, moving into small groups to engage in a learning task, coming back to share information and then based upon assessment, may be formed into another flexible group to engage in another learning experience, coming together again to share and receive information as a whole class. This pattern may continue until the unit has been completed. Tomlinson, 1995Handout #7: Flow of Instruction Differentiation is a combination of whole-class, small group, partner pair and one-to-one instruction. As noted, there are times within the classroom that it is more effective and efficient to share information with the whole class, small group, partner pairs and to conduct one-to one instruction. According to Carole Ann Tomlinson, the sequence of instruction in a differentiated classroom can be depicted by a series of wavy lines, with students coming together as a whole group to begin a lesson or unit of study, moving into small groups to engage in a learning task, coming back to share information and then based upon assessment, may be formed into another flexible group to engage in another learning experience, coming together again to share and receive information as a whole class. This pattern may continue until the unit has been completed. Tomlinson, 1995

    34. 34 One of the ways to explore differentiation is through the lens of the learner and the range of needs they bring to the learning environment. These learners can be categorized into three levels: concrete/emerging, grade level, and advanced.One of the ways to explore differentiation is through the lens of the learner and the range of needs they bring to the learning environment. These learners can be categorized into three levels: concrete/emerging, grade level, and advanced.

    35. 35 Differentiate “Who”… Concrete/Emerging Level Learners Students need: More opportunities for direct instruction More opportunities for practice More concrete activities and/or products Activities that link to prior knowledge Students need: Activities with fewer steps To make up gaps in their learning so they can move ahead Multiple opportunities for practice in various learning modalities Activities using a variety of materials at the their margin of challenge in order to obtain the optimum level of motivation, while engaging them in respectful and meaningful work. Examples of what this might look like in classroom – Lists, more examples, step-by-step instructions, additional directions, guided notes, more time, outlines, manipulatives, study guides Ask participants what they have used with students who are at the concrete/emerging level Have to be careful to recognize that we want concrete learners to do higher level thinking and problem solving. We just need to give them structured, supportive opportunities. Students need: Activities with fewer steps To make up gaps in their learning so they can move ahead Multiple opportunities for practice in various learning modalities Activities using a variety of materials at the their margin of challenge in order to obtain the optimum level of motivation, while engaging them in respectful and meaningful work. Examples of what this might look like in classroom – Lists, more examples, step-by-step instructions, additional directions, guided notes, more time, outlines, manipulatives, study guides Ask participants what they have used with students who are at the concrete/emerging level Have to be careful to recognize that we want concrete learners to do higher level thinking and problem solving. We just need to give them structured, supportive opportunities.

    36. 36 Differentiate “Who”… Grade Level Learners Students need: Some concrete information Some abstract concepts Appropriate pacing of instruction Guided practice Most typically the group of learners who we develop our instruction for/around When we tier an assignment, we begin with this group in mind and then add more structure for concrete learners and more complexity for advanced learners.Most typically the group of learners who we develop our instruction for/around When we tier an assignment, we begin with this group in mind and then add more structure for concrete learners and more complexity for advanced learners.

    37. 37 Differentiate “Who”… Advanced Level Learners Students need: Skill development that challenges and extends learning Activities and products Complex Open-ended Abstract Multi-faceted Advanced level learners need to be supported in developing their skills and abilities. They need learning experiences designed to fit them, similar to the concrete and the grade level learner. To skip practice with previously mastered skills and understandings; advanced learners need to be challenged on skill development at their current level of performance Activities and products that are quite complex, open-ended, abstract and multifaceted, drawing on advanced reading materials A brisk pace of work, or perhaps a slower pace to allow for greater depth of exploration of a topic As students are appropriately challenged, be aware that the task might have to be scaffolded for them – support system needs to be in place Can refer back to square activity and the math problem. CAUTION:For some, this might be difficult because sometimes we just give kids MORE. In a differentiated classroom, curriculum compacting allows teachers options to offer acceleration and enrichment experiences to students who have already mastered curricular content and objectives in a certain area. These options offer opportunities for students to increase knowledge in a particular curricular topic (e.g.; independent study) and to practice and apply learned skills. Curriculum compacting is an efficient instructional strategy to implement with advanced learners. We are not just giving 5 more questions/vocab words/math problems; we are actually changing the complexity by asking kids to analyze, compare and contrast, explain (Think Bloom’s taxonomy) Advanced level learners need to be supported in developing their skills and abilities. They need learning experiences designed to fit them, similar to the concrete and the grade level learner. To skip practice with previously mastered skills and understandings; advanced learners need to be challenged on skill development at their current level of performance Activities and products that are quite complex, open-ended, abstract and multifaceted, drawing on advanced reading materials A brisk pace of work, or perhaps a slower pace to allow for greater depth of exploration of a topic As students are appropriately challenged, be aware that the task might have to be scaffolded for them – support system needs to be in place Can refer back to square activity and the math problem. CAUTION:For some, this might be difficult because sometimes we just give kids MORE. In a differentiated classroom, curriculum compacting allows teachers options to offer acceleration and enrichment experiences to students who have already mastered curricular content and objectives in a certain area. These options offer opportunities for students to increase knowledge in a particular curricular topic (e.g.; independent study) and to practice and apply learned skills. Curriculum compacting is an efficient instructional strategy to implement with advanced learners. We are not just giving 5 more questions/vocab words/math problems; we are actually changing the complexity by asking kids to analyze, compare and contrast, explain (Think Bloom’s taxonomy)

    38. Handout #8: Accommodating All Students Several key points should be kept in mind as you accommodate the different levels of learners and range of needs within your classroom. The curriculum, which is aligned with the PA standards identifies the essential learning and key skills for ALL learners. As we move to the right of the triangle, some of the learners (grade level and advanced) will be engaged in enriching activities and content material, acceleration activities (through curriculum compacting activities) and perhaps be working on parallel activities to focus on advanced concepts and skills (independent study, orbital studies -explained in glossary). For students with a GIEP, they may be pursuing individualized goals that extend beyond the essential learning and key skills. As we move to the left of the triangle, some of the learners (grade level and emerging) will be engaged in activities to support their needs; activities that teach learning strategies (visual organizers, study guides, aids), utilize effective teaching principles (cues, preteach, reteach), and techniques that support adapting activities and content materials. As students’ support needs increase, accommodations are made to serve them more appropriately. For students with an IEP, their goals are individualized to maximize participation in the general curriculum with appropriate supplementary aids and services. Handout #8: Accommodating All Students Several key points should be kept in mind as you accommodate the different levels of learners and range of needs within your classroom. The curriculum, which is aligned with the PA standards identifies the essential learning and key skills for ALL learners. As we move to the right of the triangle, some of the learners (grade level and advanced) will be engaged in enriching activities and content material, acceleration activities (through curriculum compacting activities) and perhaps be working on parallel activities to focus on advanced concepts and skills (independent study, orbital studies -explained in glossary). For students with a GIEP, they may be pursuing individualized goals that extend beyond the essential learning and key skills. As we move to the left of the triangle, some of the learners (grade level and emerging) will be engaged in activities to support their needs; activities that teach learning strategies (visual organizers, study guides, aids), utilize effective teaching principles (cues, preteach, reteach), and techniques that support adapting activities and content materials. As students’ support needs increase, accommodations are made to serve them more appropriately. For students with an IEP, their goals are individualized to maximize participation in the general curriculum with appropriate supplementary aids and services.

    39. 39 Handout #9: Activity # 8: Addressing Levels of Learner Needs Activity Sheet Using the Activity Sheet, have participants consider a lesson or unit that they recently taught, identify which learners would be in each group, and the modifications they made to accommodate the varied learners. Perhaps have them share with a partner and then ask a few to share with the larger group… if time permits, challenge them to think of an appropriate assessment that would help them identify the learners for their unit/lesson.Handout #9: Activity # 8: Addressing Levels of Learner Needs Activity Sheet Using the Activity Sheet, have participants consider a lesson or unit that they recently taught, identify which learners would be in each group, and the modifications they made to accommodate the varied learners. Perhaps have them share with a partner and then ask a few to share with the larger group… if time permits, challenge them to think of an appropriate assessment that would help them identify the learners for their unit/lesson.

    40. 40 We have examined the principles of differentiated instruction and the implications for universal design for learning implementation in supporting student outcomes. Then, we had identified learners’ needs according to different levels and evaluated what modifications we made to accommodate their learning. Now we are going to go into greater depth into how to differentiate instruction in response to these identified learners’ needs. We have examined the principles of differentiated instruction and the implications for universal design for learning implementation in supporting student outcomes. Then, we had identified learners’ needs according to different levels and evaluated what modifications we made to accommodate their learning. Now we are going to go into greater depth into how to differentiate instruction in response to these identified learners’ needs.

    41. 41 Part III Steps to Differentiation: A Process that begins with ASSESSMENT Given the curriculum is aligned with the assessment anchors and standards, the first decision factor the teacher needs to consider is “What do I want students to know?” “What are the essential concepts, guiding principles, or essential questions? Knowing the endpoint and the objective (Identify the standard. What is it that I want my students to learn?) Examine the established benchmarks to guide the review and analysis of assessment data to provide information that drives the instructional program. In a differentiated classroom assessing student level of learning is an on-going process to match the students’ needs to the task, objective and standard. Develop the task/activity: (What we want students to know and be able to do) Conduct on-going progress monitoring to support flexible grouping of students Given the curriculum is aligned with the assessment anchors and standards, the first decision factor the teacher needs to consider is “What do I want students to know?” “What are the essential concepts, guiding principles, or essential questions? Knowing the endpoint and the objective (Identify the standard. What is it that I want my students to learn?) Examine the established benchmarks to guide the review and analysis of assessment data to provide information that drives the instructional program. In a differentiated classroom assessing student level of learning is an on-going process to match the students’ needs to the task, objective and standard. Develop the task/activity: (What we want students to know and be able to do) Conduct on-going progress monitoring to support flexible grouping of students

    42. 42 The circle “At What Level of Proficiency” is saying that we are holding kids to a standard but at what LEVEL are they? And how do we adjust our teaching strategies depending on where they are. This takes out the “Yes, they can. No, they can’t” discussion. Rather it focuses on How to move them to greater understanding. The finish line of the race is the same; the starting point and route may be differentThe circle “At What Level of Proficiency” is saying that we are holding kids to a standard but at what LEVEL are they? And how do we adjust our teaching strategies depending on where they are. This takes out the “Yes, they can. No, they can’t” discussion. Rather it focuses on How to move them to greater understanding. The finish line of the race is the same; the starting point and route may be different

    43. 43 Assessing In Order to Differentiate Assess the Student Level of proficiency Level of awareness Additional support needs Assess the Task/Objective Prerequisite skills General knowledge Activities to support needs We are often pretty good at assessing the kids (formally and informally) but many times we do not assess the task. Task /Objective: Assessing before the task is critical in Differentiated Instruction We need to think about prerequisites for task -What proficiency level skills does this require? Who would do well with it and - What prerequisite knowledge is needed/helpful? What we want to accomplish with this task - How can the activities accommodate additional support needs? Student input is important too. It may be helpful for participants to think back to the Level of Learners Activity and think about the activities they used with their students as you work through the assessment of the task/objectiveWe are often pretty good at assessing the kids (formally and informally) but many times we do not assess the task. Task /Objective: Assessing before the task is critical in Differentiated Instruction We need to think about prerequisites for task -What proficiency level skills does this require? Who would do well with it and - What prerequisite knowledge is needed/helpful? What we want to accomplish with this task - How can the activities accommodate additional support needs? Student input is important too. It may be helpful for participants to think back to the Level of Learners Activity and think about the activities they used with their students as you work through the assessment of the task/objective

    44. 44 Assessing In Order to Differentiate Assess the Student Output strengths Relevancy Assess the Task/Objective Are there other ways to demonstrate learning? Assess the best way student receives information and how they respond to it. Does this matter? Output strengths means products/performance: Are you providing ways to demonstrate knowledge? Assessing group? Assessing cooperative performance as well as individual achievement? Relevancy: Is it relevant for the student? What really are the key concepts? Can go back to the notion of respectful tasks. Assess the Task/Objective: Have I considered multiple formats for demonstrating learning? Traditional tests Papers Group work Presentations Portfolios Use of technology Am I testing in the same way I am teaching? Am I arranging for accommodations in evaluationOutput strengths means products/performance: Are you providing ways to demonstrate knowledge? Assessing group? Assessing cooperative performance as well as individual achievement? Relevancy: Is it relevant for the student? What really are the key concepts? Can go back to the notion of respectful tasks. Assess the Task/Objective: Have I considered multiple formats for demonstrating learning? Traditional tests Papers Group work Presentations Portfolios Use of technology Am I testing in the same way I am teaching? Am I arranging for accommodations in evaluation

    45. 45 When to Assess… Before Instruction The Student as a Learner The Student’s Prior Knowledge or Experience During Instruction Develop Competencies Gain New Information After Instruction Recall what was learned Assess what they now know We have different reasons for assessing students at different points of our instruction. When we assess before instruction, we are determining the best fit between instruction and the students’ needs. Depending on what you do with the results of the assessment, will have an impact on when you actually assess them prior to instruction. For instance, if you want find out what students know about a topic and what they want to learn about it, you would assess them as an opening “activity” to the unit IF you have already planned the unit. During instruction you want to have a solid understanding as to who is grasping the concepts and who needs additional help. You never want students to practice incorrectly with new information. It’s critical that they are successful during practice. After instruction assessment let’s you know what students learned and also how well you taught the information. It can give you a starting point for those essential skills that students need to know. On-going progress monitoring is essential to know where tomorrow’s instruction should begin. Refer to Handout # 10: Informal Assessment StrategiesWe have different reasons for assessing students at different points of our instruction. When we assess before instruction, we are determining the best fit between instruction and the students’ needs. Depending on what you do with the results of the assessment, will have an impact on when you actually assess them prior to instruction. For instance, if you want find out what students know about a topic and what they want to learn about it, you would assess them as an opening “activity” to the unit IF you have already planned the unit. During instruction you want to have a solid understanding as to who is grasping the concepts and who needs additional help. You never want students to practice incorrectly with new information. It’s critical that they are successful during practice. After instruction assessment let’s you know what students learned and also how well you taught the information. It can give you a starting point for those essential skills that students need to know. On-going progress monitoring is essential to know where tomorrow’s instruction should begin. Refer to Handout # 10: Informal Assessment Strategies

    46. 46 Another visual tool to illustrate methods for differentiation is shown here. This model aligns with the effective instruction model of “I do, We do, You do.” If the teacher determines that the learning is new for ALL students, the input should remain the same so that all students are learning the same information through the same methods and materials. Teachers can vary any or all parts of a lesson based on student needs.For instance, a teacher was teaching his primary math students how to regroup for multi-digit subtraction problems. He began with a whole–group lesson using blocks and a graphic organizer to illustrate the steps needed to solve the problems. As the teacher was doing the guided practice portion of the lesson, he noticed that a group of students was proficient at solving problems and the students were ready to apply their skills to word problems. To meet the needs of all learners, he varied the tasks that the students completed for independent practice by assigning all application problems to the advanced learners while the other students completed a worksheet with only two application problems. The focus of the worksheet was to show proficiency at regrouping for multi-digit subtraction problems, whereas the focus of the advanced learner task was to apply knowledge of regrouping to solve the word problems. Same input: whole group lesson using blocks and graphic organizer and same guided practice problems Varied output: worksheet with numerical problems for emerging and on–level learners and worksheet with application problems for advanced learners. A teacher may determine, through assessment, that students have a wide range of knowledge of the topic or that students are at different readiness levels. At that point differentiation in the way students take in the information or enhance their understanding of the information may be necessary. Mrs. O’Neil knows that she has a wide range of reading levels in her ninth–grade English class. The next piece of literature that the students will read is The Crucible. In addition to the play, Mrs. O’Neil found a prose version of the book. The advanced learners in the class read The Crucible. The grade level learners read the prose version of the book, and the emerging learners listened to the prose version on tape. Mrs. O’Neil guided students through discussions of essential concepts and literary elements in order to make sense of the reading in each literary style. Because all students took the same quiz, the assessment of what students knew and were able to do (the output) remained the same for everyone. Varied input: book on tape (emerging), prose version (grade level), The Crucible (advanced level) Same output: quiz Sometimes a teacher determines the need to vary both the instruction (input) and the assessment (output). Consider Mr. Hutchinson’s science unit on endangered animals. With the assistance of the media specialist, he determined what materials and information were available on specific endangered animals. Using a list of endangered animals supplied by Mr. Hutchinson, students completed a form to prioritize their top three choices for the endangered animal that they wanted to research. Since some of the students in the class were not on grade level with their reading skills, Mr. Hutchinson matched the student selections and assignments based on the available research materials. Mr. Hutchinson also designed a structured note–taking format for those students who have difficulty gleaning essential information from text. Grade–level students had the choice of using either the structured format or their preferred note-taking style. Advanced students were asked to take notes using their own note–taking strategy. During the research process, Mr. Hutchinson conducted mini-lessons based on the essential information that he wanted ALL students to know about endangered animals. He assisted students in relating the criteria to their individual research topics. Students were given a choice of three formats to show that they understood the essential concepts about endangered animals as they applied to the specific animal they studied. Students could then develop a public service announcement for radio or television, an informational brochure, or a comic book about his/her animal. All students were assessed using the same rubric to ensure that the same essential concepts were mastered. Varied input: endangered animal assignments, note–taking formats Varied output: choice of public service announcement, informational brochure, comic book   Another visual tool to illustrate methods for differentiation is shown here. This model aligns with the effective instruction model of “I do, We do, You do.” If the teacher determines that the learning is new for ALL students, the input should remain the same so that all students are learning the same information through the same methods and materials. Teachers can vary any or all parts of a lesson based on student needs.For instance, a teacher was teaching his primary math students how to regroup for multi-digit subtraction problems. He began with a whole–group lesson using blocks and a graphic organizer to illustrate the steps needed to solve the problems. As the teacher was doing the guided practice portion of the lesson, he noticed that a group of students was proficient at solving problems and the students were ready to apply their skills to word problems. To meet the needs of all learners, he varied the tasks that the students completed for independent practice by assigning all application problems to the advanced learners while the other students completed a worksheet with only two application problems. The focus of the worksheet was to show proficiency at regrouping for multi-digit subtraction problems, whereas the focus of the advanced learner task was to apply knowledge of regrouping to solve the word problems. Same input: whole group lesson using blocks and graphic organizer and same guided practice problemsVaried output: worksheet with numerical problems for emerging and on–level learners and worksheet with application problems for advanced learners. A teacher may determine, through assessment, that students have a wide range of knowledge of the topic or that students are at different readiness levels. At that point differentiation in the way students take in the information or enhance their understanding of the information may be necessary. Mrs. O’Neil knows that she has a wide range of reading levels in her ninth–grade English class. The next piece of literature that the students will read is The Crucible. In addition to the play, Mrs. O’Neil found a prose version of the book. The advanced learners in the class read The Crucible. The grade level learners read the prose version of the book, and the emerging learners listened to the prose version on tape. Mrs. O’Neil guided students through discussions of essential concepts and literary elements in order to make sense of the reading in each literary style. Because all students took the same quiz, the assessment of what students knew and were able to do (the output) remained the same for everyone. Varied input: book on tape (emerging), prose version (grade level), The Crucible (advanced level)Same output: quiz Sometimes a teacher determines the need to vary both the instruction (input) and the assessment (output). Consider Mr. Hutchinson’s science unit on endangered animals. With the assistance of the media specialist, he determined what materials and information were available on specific endangered animals. Using a list of endangered animals supplied by Mr. Hutchinson, students completed a form to prioritize their top three choices for the endangered animal that they wanted to research. Since some of the students in the class were not on grade level with their reading skills, Mr. Hutchinson matched the student selections and assignments based on the available research materials. Mr. Hutchinson also designed a structured note–taking format for those students who have difficulty gleaning essential information from text. Grade–level students had the choice of using either the structured format or their preferred note-taking style. Advanced students were asked to take notes using their own note–taking strategy. During the research process, Mr. Hutchinson conducted mini-lessons based on the essential information that he wanted ALL students to know about endangered animals. He assisted students in relating the criteria to their individual research topics. Students were given a choice of three formats to show that they understood the essential concepts about endangered animals as they applied to the specific animal they studied. Students could then develop a public service announcement for radio or television, an informational brochure, or a comic book about his/her animal. All students were assessed using the same rubric to ensure that the same essential concepts were mastered. Varied input: endangered animal assignments, note–taking formatsVaried output: choice of public service announcement, informational brochure, comic book  

    47. 47 Instructional and Management Strategies A strategy is a set of plans and skills used in order to gain success or achieve an aim. A variety of student learning characteristics are displayed in any classroom. Teachers should select differentiation strategies based on the curriculum taught and the needs of students in the classroom. Teachers need a repertoire of effective teaching strategies to reach the full range of diverse learners in the classroom and to be able to maximizes student strengths.A variety of student learning characteristics are displayed in any classroom. Teachers should select differentiation strategies based on the curriculum taught and the needs of students in the classroom. Teachers need a repertoire of effective teaching strategies to reach the full range of diverse learners in the classroom and to be able to maximizes student strengths.

    48. 48 Instructional and Management Strategies How to select strategies: What are the students’ goals and outcomes? What are the students’ learning needs? How can the strategy be aligned to goals, outcomes, and needs? Process for Selecting Strategies First decide the focus of your instruction and then identify instructional goals and learning outcomes that are linked to standards Next consider what the students in the classroom needs are in learning the new content or skills. Choose a strategy aligned with the instructional goals and learning outcomes that will support students in learning the curriculum that is being taught. Questions to Ask: Does this strategy facilitate active participation? Can this strategy be used with different curriculum levels? Can this strategy be used with diverse learners? What instructional groupings can I use this strategy with? Does this strategy accelerate learning? Does this strategy assist the student in organizing information? What content areas can I use this strategy? Process for Selecting Strategies First decide the focus of your instruction and then identify instructional goals and learning outcomes that are linked to standards Next consider what the students in the classroom needs are in learning the new content or skills. Choose a strategy aligned with the instructional goals and learning outcomes that will support students in learning the curriculum that is being taught. Questions to Ask: Does this strategy facilitate active participation? Can this strategy be used with different curriculum levels? Can this strategy be used with diverse learners? What instructional groupings can I use this strategy with? Does this strategy accelerate learning? Does this strategy assist the student in organizing information? What content areas can I use this strategy?

    49. 49 Instructional and Management Strategies Explicitly teach strategies I Do Do You Do I DO, WE DO, WE DO, WE DO, WE DO, WE DO, WE DO, YOU DO Explain why the strategy is important. Explicitly model the steps in the strategy. Model how to use the strategy in the context of the current lesson, unit or project. Explain when this strategy is useful in other situations. Provide guided practice with your students using the strategy through several activities. Provide activities in which your students can continue to use the strategy until mastery. I DO, WE DO, WE DO, WE DO, WE DO, WE DO, WE DO, YOU DO Explain why the strategy is important. Explicitly model the steps in the strategy. Model how to use the strategy in the context of the current lesson, unit or project. Explain when this strategy is useful in other situations. Provide guided practice with your students using the strategy through several activities. Provide activities in which your students can continue to use the strategy until mastery.

    50. Instructional and Management Strategies Jig Saw Activity: Each strategy is written on a different color of paper Home group 3 different colors Each person read one strategy Expert group Same color Design a visual organizer Return to home group Teach strategy to home members Jig Saw Activity: Activity # 9 Materials Needed: Packets of strategies printed on 3 different colored sheets of paper to be handed to home team leader. Chart paper and markers. This activity is designed to be completed in 20 minutes. Three strategies that can be used to differentiate instruction will be introduced here: Learning Centers Curriculum Compacting Differentiated Lecture 2. A description of each strategy, procedure for implementation and tips for use will be written on a separate document. Copy the description of each strategy on a separate colored sheet of paper: 3.Participants will be divided into home teams consisting of three members, each member taking responsibility to read one of the strategies. 4.After reading their strategy, each home team member will pair with another participant who has the same colored sheet (same strategy) to become an expert pair. Together they discuss the strategy and design a visual organizer to scaffold their learning. 5.Now each member of the expert team returns to their home team to teach their strategy to the original team members. Jig Saw Activity: Activity # 9 Materials Needed: Packets of strategies printed on 3 different colored sheets of paper to be handed to home team leader. Chart paper and markers. This activity is designed to be completed in 20 minutes. Three strategies that can be used to differentiate instruction will be introduced here: Learning Centers Curriculum Compacting Differentiated Lecture 2. A description of each strategy, procedure for implementation and tips for use will be written on a separate document. Copy the description of each strategy on a separate colored sheet of paper: 3.Participants will be divided into home teams consisting of three members, each member taking responsibility to read one of the strategies. 4.After reading their strategy, each home team member will pair with another participant who has the same colored sheet (same strategy) to become an expert pair. Together they discuss the strategy and design a visual organizer to scaffold their learning. 5.Now each member of the expert team returns to their home team to teach their strategy to the original team members.

    51. 51 Instructional and Management Strategies Anchoring Tiered Assignments Learning Centers Cubing Compacting Differentiated Lecture Flexible Grouping Interest Centers or Interest Groups We have included in your handouts packet, two resources for you: Handout #11: Instructional and Management Strategies for Differentiation Handout #12: Differentiated Instruction Glossary Also we included another resource packet entitled “Strategies to Support Differentiation Booklet” that has numerous strategies with a description and suggestions for use. Today we will be investigating in depth the strategy highlighted in pink “Tiered Assignments.”We have included in your handouts packet, two resources for you: Handout #11: Instructional and Management Strategies for Differentiation Handout #12: Differentiated Instruction Glossary Also we included another resource packet entitled “Strategies to Support Differentiation Booklet” that has numerous strategies with a description and suggestions for use. Today we will be investigating in depth the strategy highlighted in pink “Tiered Assignments.”

    52. 52 Differentiating the Curriculum Differentiating the curriculum means separating the curriculum into three levels: Core ideas that ALL students will learn Interesting ideas, but not essential Specialized knowledge (trivia), few will learn Concentrating on designing activities that ensure that students “get” the core information. Differentiating the curriculum means: Not attempting to teach everything Carefully selecting what is important for students to learn, and focus instruction on it.\ Identifying the core ideas of a unit Identifying the core questions that reflect essential understanding of core ideas Identifying essential new concepts students should learn Targeting the best ways to make the organization of this information self evident to students Edwin Ellis, 2002Differentiating the curriculum means separating the curriculum into three levels: Core ideas that ALL students will learn Interesting ideas, but not essential Specialized knowledge (trivia), few will learn Concentrating on designing activities that ensure that students “get” the core information. Differentiating the curriculum means: Not attempting to teach everything Carefully selecting what is important for students to learn, and focus instruction on it.\ Identifying the core ideas of a unit Identifying the core questions that reflect essential understanding of core ideas Identifying essential new concepts students should learn Targeting the best ways to make the organization of this information self evident to students Edwin Ellis, 2002

    53. 53 Developing a Tiered Assignment Identify unit/lesson Identify essential questions or objectives Student outcomes Student skill levels Student output Develop/review lesson activity For which level of learner(s) Adjust COMPLEXITY for each level of learners A tiered assignment is just one strategy to use to differentiate instruction. We are all very familiar with designing instructional activities for students to process the information we are teaching them. Tiered assignments are variations of one activity. First, you design one activity and then adjust it based on student needs. Identify unit/lessons best suited for tiered assignments/differentiated instruction Base this on assessment or prior knowledge of unit/lessons. What are the essential questions or objectives? What should all students know by the end of the lesson/unit? What do you know about the students’ skill levels? How will students demonstrate knowledge? Develop/review lesson activity For which level of learner(s) is the activity appropriate? Adjust the COMPLEXITY of the activity for other learners. A tiered assignment is just one strategy to use to differentiate instruction. We are all very familiar with designing instructional activities for students to process the information we are teaching them. Tiered assignments are variations of one activity. First, you design one activity and then adjust it based on student needs. Identify unit/lessons best suited for tiered assignments/differentiated instruction Base this on assessment or prior knowledge of unit/lessons. What are the essential questions or objectives? What should all students know by the end of the lesson/unit? What do you know about the students’ skill levels? How will students demonstrate knowledge? Develop/review lesson activity For which level of learner(s) is the activity appropriate? Adjust the COMPLEXITY of the activity for other learners.

    54. 54 Implementing a Tiered Assignment Assignments should be… Accompanied by directions Respectful Adjusted for varying levels Designed to meet the lesson objective Determine product Traditional versus alternate Teacher in role of facilitator Handout # 13: Activity # 10: Tiered Assignments Trainer’s Directions for Persuasive Writing Tiered Assignments Since the teacher may be directly working with 1 or more groups, directions and examples are necessary for all groups! When we “adjust” the activity/assignment this could be done with the complexity, abstractness, number of steps, concreteness, etc. Share the following information about tiered assignments: According to Carole Tomlinson Tiered lessons important when a teacher wants to work with students at different learner levels, but wants to impart the same concepts and skills By keeping the focus of the activity the same, the teacher can maximize the likelihood that each student learns the key concepts and skills and each student is taught at his margin of challenge Some guidelines for planning: Select the essential concept or skill that will be the focus of the lesson /unit Identify the students for whom you are teaching ….assess, assess, assess (readiness, interest, talents) Create one activity that focuses on the specific skill you are targeting (or choose one that has worked for you in the past) Think about or draw a ladder: top rung represents the advanced learner, center rung is the grade level, bottom rung is the emerging learner Think about the student this activity will challenge. “Clone” the activity along the ladder to provide different versions at different degrees of difficulty Match a version of the task to the level of the student. Then read an example from Carole Tomlinson’s book: Ms. Lighter’s class: Grade 8: Ozone. Source: Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD. pg. 84 Show video clip here! After showing the video clip follow the Trainer’s Directions to complete the task with the participants.Handout # 13: Activity # 10: Tiered Assignments Trainer’s Directions for Persuasive Writing Tiered Assignments Since the teacher may be directly working with 1 or more groups, directions and examples are necessary for all groups! When we “adjust” the activity/assignment this could be done with the complexity, abstractness, number of steps, concreteness, etc. Share the following information about tiered assignments: According to Carole Tomlinson Tiered lessons important when a teacher wants to work with students at different learner levels, but wants to impart the same concepts and skills By keeping the focus of the activity the same, the teacher can maximize the likelihood that each student learns the key concepts and skills and each student is taught at his margin of challenge Some guidelines for planning: Select the essential concept or skill that will be the focus of the lesson /unit Identify the students for whom you are teaching ….assess, assess, assess (readiness, interest, talents) Create one activity that focuses on the specific skill you are targeting (or choose one that has worked for you in the past) Think about or draw a ladder: top rung represents the advanced learner, center rung is the grade level, bottom rung is the emerging learner Think about the student this activity will challenge. “Clone” the activity along the ladder to provide different versions at different degrees of difficulty Match a version of the task to the level of the student. Then read an example from Carole Tomlinson’s book: Ms. Lighter’s class: Grade 8: Ozone. Source: Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD. pg. 84 Show video clip here! After showing the video clip follow the Trainer’s Directions to complete the task with the participants.

    55. Tiered Assignment in Action Differentiating Content According to Student Readiness Level This is an example of a tiered lesson being implemented during a fifth grade math lesson on fractions. Struggling students work on whole/part relationships. Students who have mastered previous content work on equivalent fractions. Advanced students work on mixed numbers and improper fractions. This is an example of a tiered lesson being implemented during a fifth grade math lesson on fractions. Struggling students work on whole/part relationships. Students who have mastered previous content work on equivalent fractions. Advanced students work on mixed numbers and improper fractions.

    56. 56 As you begin…. Examine your philosophy about individual needs Start small Grow slowly – but grow! Envision how an activity will look Step back and reflect Teachers are as different as students. Some teachers will embrace the concept of differentiation and others will need to take smaller steps in the beginning of the process. Although there is no one right way to begin to differentiate instruction, there are some helpful guidelines. Reflect frequently on the match or mismatch between your philosophy regarding individual needs and the practice within your classroom. Start small: prepare the students and parents for a differentiated classroom Talk often with students regarding classroom procedures – why in place, how differentiating is working, what are the procedures and routines that everyone must follow to promote a successful environment Grow Slowly: Begin small changes beyond comfort growth. Try to not duplicate what has already been accomplished, but don’t try to do too much too fast either. Try one subject, one time per day, one curricular element (content, process, product or learning environment). Think how the activity will look: Consider management routines – directions, movement throughout the room, completion of work routines Teach routines explicitly, monitor, adjust and revise Assess how things are going Step Back and Reflect Build a support system within the school Co-teaching Study groups Plan and share material According to Carole Tomlinson (1995, 1999) Teachers are as different as students. Some teachers will embrace the concept of differentiation and others will need to take smaller steps in the beginning of the process. Although there is no one right way to begin to differentiate instruction, there are some helpful guidelines. Reflect frequently on the match or mismatch between your philosophy regarding individual needs and the practice within your classroom. Start small: prepare the students and parents for a differentiated classroom Talk often with students regarding classroom procedures – why in place, how differentiating is working, what are the procedures and routines that everyone must follow to promote a successful environment Grow Slowly: Begin small changes beyond comfort growth. Try to not duplicate what has already been accomplished, but don’t try to do too much too fast either. Try one subject, one time per day, one curricular element (content, process, product or learning environment). Think how the activity will look: Consider management routines – directions, movement throughout the room, completion of work routines Teach routines explicitly, monitor, adjust and revise Assess how things are going Step Back and Reflect Build a support system within the school Co-teaching Study groups Plan and share material According to Carole Tomlinson (1995, 1999)

    57. 57 What It Is/What It’s Not Differentiated Instruction IS: Using assessment data to plan instruction and group students Teaching targeted small groups Using flexible grouping (changing group membership based on student progress, interests, and needs) Matching instructional materials to student ability Tailoring instruction to address student needs Differentiated Instruction Is NOT: Using only whole class instruction Using small groups that never change Using the same reading text with all students Using the same independent seatwork assignments for the entire class Activity # 11: Refer to beginning of the day. Refer to the chart at the front of the room to see a sampling of the post-its that are below the column “What It Is?” Then have the participants take a moment to revisit this list.Activity # 11: Refer to beginning of the day. Refer to the chart at the front of the room to see a sampling of the post-its that are below the column “What It Is?” Then have the participants take a moment to revisit this list.

    58. “Fair does not mean that every child gets the same treatment, but that every child gets what he or she needs.” Richard D. Lavoie

    59. 59 Contacts This training was developed collaboratively as part of Response to Intervention and Inclusive Practices Train-the-Trainer Materials Carol Good cgood@pattan.net Debbie Brown dbrown@pattan.net

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