To meet the diverse needs of students in the classroom Kim Chester NWGLRS AYP Consultant kchester@nwgaresa.com

1. Differentiated Instruction To meet the diverse needs of students in the classroom Kim Chester NWGLRS AYP Consultant kchester@nwgaresa.com

2. What is differentiated instruction? A way of teaching in which teachers modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students in order to maximize the learning opportunity for each student in the classroom. (Tomlinson, et al.,)

4. By Considering:

5. When You Consider… Readiness Interest Learning Style Growth Motivation Efficiency

6. Critical Classroom Components: • Classroom Management That Specifically Covers a Differentiated Classroom • Model Expectations and Reinforce • Establish Routines • Provide Frequent Monitoring • Use Nonverbal Signs • Teacher • Student • Strategies: • “6 Inch Voices” • “Ask 3 Before Me” • Plan Anchor Activities • Accelerated Reader • Problem of the Day • Vocabulary Challenge

7. Five Steps to Differentiation • Determine Readiness • Formal & Informal • Formative Assessments • Determine Interest • Interest inventories • Determine Learning Styles & Preferences • Learning style inventories • Multiple intelligence inventories • Use This Information to Design Instruction • Flexible grouping • Choices • Research based strategies • Monitor Student Progress • Formal & Informal • Formative & Summative

8. Step One:Determine Readiness Through Formative Assessment Formative Assessment takes place during the course of instruction to shape and refine ongoing teaching and learning. (Assessment Reform Group, 2002; Bell & Cowie, 2001; Black & Wiliam, 1998; OECD, 2005;Sadler, 1989; Shepard, Hammerness, Darling-Hammond, Rust, 2005, Center on Instruction Mathematics Conference December 11, 2008)

9. Types of Formative Assessments • Screenings • STEEP • Aimsweb • DIBELS • CBM • Attendance • Number of Classes Pass/Fail • Pre-Assessments • Formal & Informal Assessments • Tests • Quizzes • TOD • Fist of Five • Rubrics • Checklists • Observation • Inventories • Rating scales • Participation • Peer and self evaluation • Discussion • KWL/Graphic Organizers • Writing Prompts • Student Products/Work Samples • Response Cards

10. Are they Ready?

11. Assessment Resources • Standards Based Activities and Assessments for the Differentiaated Classroom by Coil • National Center on Student Progress Monitoring: http://www.studentprogress.org/default.asp • IRIS Center: http://iris.peabody.vanderbilt.edu/rti02_assessment/chalcycle.htm • Intervention Central: http://www.interventioncentral.com/ • Easy CBM: http://easycbm.com/ • K8Access Center: http://www.k8accesscenter.org/index.php/category/standards-assessments/ • Florida Center for Reading and Research: http://www.fcrr.org/assessment.shtm • National Center on Response to Intervention: http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm

12. Step Two: Determine Interest • Observation • Discussion • Interest inventories • Journal entries • Parent Surveys

13. Ways to Incorporate Interest Create interest within a lesson Give choice within content Give choice for the final product Use general interests Incorporate interests outside of school

14. Step Three: Determine Learning Styles & Preferences • Learning Styles: • We utilize all modalities • Knowing our area(s) of greatest strength gives us a starting point. • If you have a visual preference, find a picture, diagram or chart. You will then be more successful in listening / discussing (auditory) and applying (kinesthetic) new learning • Multiple Intelligences: • An intelligence is the ability to solve problems, or to create products… (Gardner, 1993)

15. Learning style is a biologically and developmentally imposed set of personal characteristics that make the same teaching method effective for some and ineffective for others. Every person has a learning style-it’s as individual as a signature. Rita Dunn, Jeffrey Beaudry, and Angela Klavas, “Survey of Research on Learning Styles,” Educational Leadership. Vol. 46, No. 6. March, 1989.

16. Learning Styles • Learning Styles Affect : • Our way of thinking, • How we behave • How we approach learning • The way we process information • First Step: Recognize own learning styles & preferences in order to be most effective in working with students of diversity.

17. Larning Styles: • Visual: Likes to SEE what they are learning about • charts, diagrams, pictures; use highlighters; replace words with symbols; utilize videos, computer resources; do a demonstration rather than a speech • Visual Reading: Likes to READ and WRITE what they are learning about • handouts, readings; utilize manuals, written instructions; rewrite notes, terms multiple times; take complete lecture notes; turn pictures, diagrams into words • Auditory: Likes to HEAR and TALK about what they are learning • attend lectures, ask for discussion time; form a study group; use rhyming to help you remember things; collect data through interviews and questionnaires • Kinesthetic: Likes to DO and TOUCH what they are learning about • breaks and opportunities to move physically; use games and role plays for learning and for presentations

18. V- Visual; A-Auditory; T-Tactile; K-Kinesthetic Teacher Names: ________________________ ; Grade: _______ ; Period: ______________

19. Text Chapter Review:Differentiation by Learning Modality Students are asked to read a textbook chapter, using a graphic organizer for note-taking. They then prepare a review/response using learning modality preferences. They may work in ‘learning style alike’ partnerships to prepare the response. In class, they will debrief in groups of 4 with each modality represented in each group.

20. Hop Step Mat

21. Differentiation by Learning StyleEnglish - To Kill A Mockingbird; Concept: THEME Verbal/Linguistic:Write a newsletter with several short articles about the theme Logical/Mathematical: Create a handout / directory for future students that provides a detailed explanation of the mockingbird theme, with all of the references made to mockingbirds or songbirds. Bodily/Kinesthetic: Create puzzle pieces that show how all of the references made to mockingbirds come together to provide the novel’s theme. Musical: Identify the situations in the novel that depict the mockingbird theme and select songs that could play in the background of those events during a movie or play based on the novel. Visual/Spatial: Create a collage that includes pictures and descriptions to explain the theme. Intrapersonal: Write a journal explaining your own, personal interpretation or personal connection to Lee’s theme. Interpersonal: Pretend as if our group has not read the novel and explain the mockingbirdtheme to us. Perhaps you write it out for us, perhaps you talk to a couple of us, or perhaps you address the entire class.

22. Graph- LOGICAL/MATHEMATICAL Mosaic Mural Illustrated Booklet Map Oral Report/Presentation- AUDITORY Mobile Picture Postcard Poem- VERBAL/LINGUISTIC Song- MUSICAL Poster Debate- INTERPERSONAL Time Line Radio Report Journal- INTRAPERSONAL Brochure- VISUAL READING Cartoon Concept Map/Web Crossword Puzzle Diorama Chart Collage- SPATIAL Drawing Comic Book/Strip Flowchart/Diagram- VISUAL/SPATIAL Game Model Venn Diagram Skit or Play Skit- KINESTHETIC Video Types of Products to Incorporate Learning Styles: See Standards-based Activities and Assessments for the Differentiated Classroom by Carolyn Coil

24. Learning Style & MI Web Resources: • www.citycreek.com • www.applest.com • www.learning-styles-online.com • www.uu.edu/programs/tesl/ElementarySchool/learningstylesinventory.htm • www.mitest.com • www.berghuis.co.nz/abiator/lsi/lsiframe.html • http://www.emtech.net/learning_styles.html • http://www.ldpride.net/learningstyles.MI.htm • http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm • Differentiation Through Learning Styles and Memory by Sprenger

25. There is a vast difference between simply providing the opportunity to be present, and enabling someone to participate. Dan Hobbs

26. Step Four:Use Information to Design Instruction • Flexible Grouping • Students in small groups in the classroom learned significantly more than students who were not instructed in small groups. (Lou et al., 1996) • Explicit Instruction • Think Alouds • Modeling • Extensive Practice with Teacher Feedback • Research based strategies • Cognitive Strategy Instruction • C-R-A • Peer Tutoring • Scaffolding Strategies: • Modeling • Cueing • Think alouds • Mnemonics • Cognitive strategies • Graphic organizers • Tiered Instruction • A tiered lesson addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles.

27. Flexible Grouping

28. FLEXIBLE GROUPING for the delivery of instruction is the cornerstone of appropriate differentiation for each student because students are provided the appropriate level of instruction.

29. Flexible Grouping • Allows students the opportunity to work with a wide variety of peers • Incorporates Readiness, Interest, & Learning Profile • Types of Groups: • Readiness groups for direct instruction of specific instructional needs • Teacher assigned groups to address specific instructional needs • Interest groups for motivation • Learning profile groups to impact processing • Random groups to promote engagement • Student chosen groups to increase engagement and motivation

30. Providing Choices… Menu of Activities: Photosynthesis Appetizer(everyone shares) Write a chemical equation for photosynthesis Entrée(select one) Draw a picture that shows what happens during photosynthesis Write two paragraphs about what happens during photosynthesis Create a rap or song that explains what happens during photosynthesis. Side Dishes (select at least two) • Define respiration, in writing • Compare photosynthesis to respiration using a Venn Diagram • Write a journal entry from the point of view of a green plant • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (optional) • Create a test to assess the teacher’s knowledge of photosynthesis K8Access Center

31. Differentiating instruction is not synonymous with “watering down the curriculum”. Content should be challenging for all students. • Research tells us that students learn best when their instructional level is slightly above their functioning level. Think of this in terms of complexity of thought. • Tasks that are too simple lead to boredom • Tasks that are too difficult result in frustration

32. Tiered Instruction • Planning strategy for mixed ability classrooms • Allows teachers to make slight adjustments within the same lesson or unit for different learners. • Almost any classroom activity can be tiered • Assignments, activities, centers/stations, learning contracts, assessments, materials, experiments, writing prompts, homework, etc.

33. Tiering by READINESS: • Student ability is varied across groups • Assessment critical to determine need • Tiers of varying sizes • 1- Below grade level or Struggling • Establishing pre-requisite or basic skills • 2- At grade level • Establishing skills and increasing fluency • 3- Above grade level or Advanced • More complex and increasing fluency • Consider Blooms Taxonomy • Consider Amount of Teacher Assistance • Teacher Facilitated or Teacher Directed • Students regrouped based on assessment data for following lessons

34. Consider Tiering by Varying the RESOURCES • Complexity of Content • Foundational information vs. complex or technical information • Spelling or vocabulary at student readiness • Reading materials at various readability levels • Foundational math skills addressed • Text on Tape • Video • Manipulatives • Cue Cards • Peer Assisted Learning: • Reading buddies/Cooperative learning • Hands-on support • Computer • Printed reference material vs. finding reference material • Checklist ~ Differentiating Instruction in the Regular Classroom by Heacox

35. Tiering by Interest or Learning Profile • Student characteristics determine grouping • Student ability level is varied within groups • Choices of how to complete the activity • All layers are the same size… • content is not different, process is… • 1- create a 1-3 minute simulation or reenactment • 2- create a PowerPoint or chart • 3- present a 1-3 minute oral summary

36. Consider: PRODUCT • Consider Learning Profile and Interests • Groups are based on learner preferences: • Gardner’s Multiple Intelligences • Groups show what they have learned in multiple ways • Example: • Visual • Graphic Organizers, Maps, Highlighting • Auditory • Listening Centers, Recorded Text, Partner Talk • Kinesthetic/Tactile • Role Play, Making Games, Dance ~ Differentiating Instruction in the Regular Classroom by Heacox

37. Step Five: Monitor Student Progress • Formal vs. Informal • Formal assessments are typically given a grade • Tests, quizzes, projects, Achievement Tests (TCAP) • Informal assessments typically do not have a grade that impacts the final grade • Observations, inventories, self evaluations, ticket out the door, journal entry, anecdotal records, squaring off, fist of five, KWLH, questioning, etc. • Formative vs. Summative • Formative: assessments FOR learning • Formal & informal assessments, progress monitoring, & screenings • Summative: assessments OF learning • Formal assessments

38. For Assessing Student Progress… How Close Are We? How Should We Adjust Our Aim?

40. Resources: • Best Evidence Encyclopedia (John Hopkins University): http://www.bestevidence.org/ • University of Nebraska Lincoln (Cognitive Strategies): http://www.unl.edu/csi/ • Vanderbilt University (PALS): http://kc.vanderbilt.edu/pals/about/staff.html • What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ • Classroom Instruction that Works by Marzano • Differentiating Instruction in the Regular Classroom (Grades 3-12) by Heacox • Making Differentiation a Habit by Heacox • Differentiating Instruction: A Guide for Middle and High School Teachers by Benjamin • Standards Based Activities and Assessments for the Differentiated Classroom by Coil • Differentiating the High School Classroom by Nunley • Differentiated Instruction: Better Learning Through Better Instruction (PPT from High School Summit) by Wille and Voss

41. Website Resources: • Dr. Heidi Hayes Jacobs Site has a multitude of sites listed in distinctive descriptions… Check out all 5 pages of sites! • http://curriculum21.com/index.php?path=/clearinghouse • K8 Access Center: Each brief lists a number of computer assisted instruction sites for each area. • http://www.k8accesscenter.org/index.php/category/computer-assisted-instruction/ • Social Bookmarking of Resources: • http://delicious.com/search?p=free+online+educational+games+for+children&chk=&fr=del_icio_us&lc=1&atags=&rtags=&context=all%7C%7C • Wordle: Tool for generating word clouds • http://www.wordle.net/ • GADOE: • http://gadoe.org/it.aspx?PageReq=ETCStatewide