Differentiated Instruction

75 minutes!? Are you kidding me?

Are you a cat herder? Or cat owner?

Your walk- aways?

Effective teachers focus on both content and students

It’s not an “add-on,” it’s a build-on

“Thinking about Two Kinds of Classes” Complete the ﬁrst column Share / explain to an elbow partner

“Empty vessel” / differences equal Student problems Teacher Provides the answers Time Fixed Curriculum Mastery of facts Whole class, single pace & only Instruction summative assessments

Using your non-dominant hand: Write your name at the bottom left corner Recreate the following image from memory

You’ve got 30 seconds

How’d ya do?

Using your non-dominant hand, write the following number from memory

17766024365911

You’ve got 30 seconds

“Currently, students are required to adapt . . . to the prevalent teaching practices, instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” Marie Carbo, Educating Everybody’s Children

Let’s try again but use your dominant hand and think of . . .

Declaration of Independence

Minutes / hours / days

Emergencies

• Declaration of Independence • Minutes / hours / days • Emergencies

1776 60-24-365 911

How’d ya do?

DI is not . . .

just another way to group kids

just another way to group kids expecting less of struggling learners

just another way to group kids expecting less of struggling learners a substitute for specialized services

just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic

just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new

just another way to group kids expecting less of struggling learners a substitute for specialized services chaotic new just one more thing

. . . one size ﬁts all

DI is . . .

different styles of content, process, product

different styles of content, process, product respectful of all learners

different styles of content, process, product respectful of all learners proactive

different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction

different styles of content, process, product respectful of all learners proactive a blend of whole class, small group, and individual instruction focused on students

the foundation of your “house”

Definition?

Definition? “A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs” Carol Ann Tomlinson

Ya got something simpler!?

“. . . an appropriate teacher response to learners’ needs.”

So . . . make connections between the content and students’ human needs

The opposite? “You can have any color you want . . . ”

. . . as long as it’s black.” Henry Ford

Underlying assumptions?

Accommodating multiple learning needs within regular units

Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued

Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued No “fuzzy” curriculum or busy work

Multiple forms of assessment

Multiple forms of assessment Flexible grouping

Multiple forms of assessment Flexible grouping No silver bullets

So what’s it look like?

Content • Multiple options for delivering appropriate information Process • Multiple options for making sense of that information Product • Multiple options for expressing what students know

Excuse me?

• Stuff you want kids to understand • Ways a kid messes with stuff • Ways kids prove they know your stuff

Can ya’ be more speciﬁc?

Options for ﬂexible use What looks familiar? Or “doable?”

Adapt content • Different starting points for different kids • Varied resources / multimedia / integrate technology • Exit cards

Adapt process • Tiered assignments by “readiness” • Flexible grouping • Graphic organizers • Modify environment / allow movement

Provide “ﬁdgets”

Paper clips Painter’s tape Pipe cleaners Stress balls Fake grass under desks

Lava lamp Fish tank Mobile

People maps / molecules / systems

People maps / molecules / systems Quiet zone

People maps / molecules / systems Quiet zone Rocking chair

Adapt product • Culminating performance tasks • RAFTs / WebQuests • Varied assessment types • Encourage choices

What does all this really mean?

Know your kids!

“The biggest mistake . . . in teaching has been to treat all children as if they are variants of the same individual and thus to feel justiﬁed in teaching them all the same subjects in the same way.” Howard Gardner

Who’s the smart one?

William Shakespeare Stephen King Oprah Winfrey GreenDay Steven Hawkins Dixie Chicks Jacques Cousteau Frank Lloyd Wright Mahatma Gandhi Albert Einstein Tiger Woods John Elway Martin Luther King, Jr. Pablo Picasso Forrest Gump George Washington Carver

How are kids different?

• Biology • Privilege • Position for learning • Preferences

Three low prep strategies • Ask for exit cards • Use graphic organizers • Use ﬁdgets

One high prep strategy • Use tiered assignments

More resources? Browse to: • www.socialstudiescentral.com/?q=DI

“Thinking About Two Kinds of Classes” • Complete the right column

“Problem solver” / differences are Student the basis for planning Teacher Provides the questions Time Related to student needs Curriculum Mastery of ideas Varied structure, varied pace, Instruction multiple assessment types

“Our task is not to provide an education for the kind of kids we used to have, or want to have, or the kind that exists in our dreams.

Our task is to provide an education for the kind of kids we do have.” Mary Kay Utecht

Glenn Wiebe glennw@essdack.org www.socialstudiescentral.com Tech integration questions? Social studies issues? I would love to hear from you! View other presentations at: slideshare.net/glennw98

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Differentiated Instruction

by Glenn Wiebe

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