differentiated inbstruction

1. Differentiated learning
Addressing Different Learning Styles and
Preferences

2. Agenda:
1. What is differentiated learning?
2. Different learning Styles and
Preferences
3. How do we Differentiate
Learning?

3. When Differentiating Instruction, The Three
Most Important Questions to Continually Ask
Yourself...
What do I want
my students to
know, understand,
and be able to do?
What will I do
instructionally to
get my students
to learn this?
How will my
students show
what they know?

4. Why differentiate?
• No two children are alike
• No two children learn in the identical way
• To provide access to the curriculum for all
students
• One size does not fit all

5. Why is differentiating instruction a
form of Intervention?
• Intervention must take a broader view than that of
simply supplying repetitious skill practice.
• To succeed in math, students need a solid
conceptual base, ways to model their thinking,
and a repertoire of strategies.
• Differentiation is preventative.
• Meeting the needs of struggling students is
effective teaching.

6. What is differentiation?
• Meeting students where they are:
Abilities
Interests
Learning styles
• The recognition of students’ varying background
knowledge
• Instruction that appeals to students’ differences

7. Ways Teachers Can Differentiate
Content
Process
Product
Knowledge
and skills
Varying learning
activities or
strategies
Varying
complexity/choice
(tiered assignments)

8. First Steps: Preparing for Differentiation
• Identify standard(s): learning goals and outcomes
• Diagnose the difference in readiness, interests
and learning styles of each student through various
tools:
Entrance tasks
Exit Slips
Observation
Assessments

9. Use data to inform instruction
• Reteaching to whole group?
• Guided group; pairs practice?
• Workstations and guided group?
• One-on-one instruction?

10. Using MAP Data
Class by RIT – Class by Goal

11. Differentiation Strategies
•Curriculum compacting
•Independent study
•Interest centers
•Flexible grouping
•Learning contracts
•Choice boards
•Reading Counts
•Tiered lessons Elementary Secondary
•Graphic organizers
•Think-Tac-Toe Elementary Secondary
•Teacher centers
•Mini lessons
•Technology enhanced lessons
•Cubes Elementary Secondary

12. Management Suggestions
• Explain the activity and the procedures
with the whole class
• Make expectations clear – develop ground rules for:
• Behavior
• Performance
• Use rich tasks that require time and thinking – this is
not an extension of the “seat-work” concept
• Provide clear instructions, materials, responsibilities,
check points, and expectations (rubrics)

13. Create the Environment
• Physical setting-
– Use of space: create spaces to work
– Teach in different areas of the room
– Provide students access to materials they
will need for projects – markers, chart
paper, etc

14. Establish Routines
• Teach students:
– how to enter and exit the classroom
– where and when to turn in work
– how and when to ask for help
– where to go for supplies
– what to do when finished
– how to transition in and out of groups

15. Emotional Tone
• Affirmation Posters – For example
– “Fair is not everyone getting the same thing,
fair is everyone getting what they need to be
successful”
– “This is a risk-taking, mistake-making
classroom”
• Model Honor and Inspiration
• Celebrate learning from mistakes

16. Hand-out:
“A Math-Rich Physical
Classroom Environment”

17. Common
Core
Resources

18. A Closer Look at
Tiered Lessons

19. Tiered Lessons
• Adapting directions
– Simple  Detailed
– Specific  Open-Ended
– One step-at-a-time  Multi-step
• Adapting the complexity of the assignment

20. Tiered Lessons
• Adapting directions
– Simple  Detailed
– Specific  Open-Ended
– One step-at-a-time  Multi-step
• Adapting the complexity of the assignment
– Hands-On Theoretical
– Teacher-Led  Student-Led

21. Sample Lesson: “A Great Feat”
• Determine the focus standard(s).
– Grade level, domain, cluster, standard
• How can this lesson be improved for
teaching the standard(s) at your grade
level?
Differentiation Strategies for Mathematics, Shell Education

22. Creating a Lesson
• Hand-outs needed:
– Common Core Standards (K-5)
– “Instructional Priorities- Mathematics”
– Tables 1 and 2
– Observations of Mathematical Instructional
Practices

23. Creating a Lesson
1. Choose a standard at your grade level.
2. Identify your learning target(s).
3. Identify the resources needed.
4. Choose/Develop Instructional Strategies
5. How will you differentiate and assess?
6. Be ready to share with the group.

24. NWEA/MAP Resources
• Hand-outs:
– DesCartes Statements by RIT bands (skills)
– Math DesCarte: Number Sense Lesson
– Lesson Plan Template (using MAP data)
www.foridahoteachers.org
www.fortheteachers.org

25. www.nctm.or
g

28. Teachers who differentiate find…
• Greater understanding of the concepts behind the ‘rules’.
• All students experience challenge.
• Ability to apply concepts/skills to new situations and daily life.
• Students are excited.
• Students have ownership.
• Students are more independent learners.
• Students have greater mastery of content.
• Students develop/hone problem solving skills.
• Students are able to initiate their own tasks/projects.

29. Exit Slip
1. List one idea/strategy that you plan to
implement with your students next week.
2. List one idea/strategy that you would like
to research more in order to implement
with your students this semester.
3. What questions do you have about
differentiated instruction?

30. How can we continue to
support your work?
Diane Culbertson, NKCES
www.DianeCulbertson.net
Diane.Culbertson@nkces.org
Jenny Ray, KDE/NKCES
www.JennyRay.net
Jenny.Ray@kde.gov

31. Resources/References
Resources/References
• www.foridahoteachers.org
• www.fortheteachers.org
• http://www.giftedsources.com/index.htm
• http://www.tip.duke.edu/
• http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html
• http://www.diffcentral.com/index.html
• http://daretodifferentiate.wikispaces.com/
• http://www.caroltomlinson.com/
• www.commoncore.org
• Books:
– Models of Intervention in Mathematics: Reweaving the Tapestry (NCTM)
– Standards Based Activities & Assessments for the Differentiated Classroom
90 Instructional Strategies for the Classroom