This document provides an overview of differentiated instruction strategies presented by educational consultants. It defines differentiated instruction as a set of teaching decisions that bring learning within reach of each student by providing varied learning options tailored to student needs. The document discusses how differentiated instruction is not one-size-fits-all and involves ongoing assessment to make learning meaningful through flexible content, processes, and products. Examples of differentiated instruction strategies are provided, such as graphic organizers, think-pair-share, and response cards to actively engage students.

1. Differentiated Instruction Presented by: Tina Howes Christine Lewis Educational Consultants

2. Bell Ringer Ask your neighbor to tell you all he/she knows about differentiating instruction.

3. Figure Drawing Exercise Directions: You are to follow exactly the directions that will be given to you. You must remain silent during the exercise. You may not ask to have directions repeated or discuss with each other. Do not put pencil to the paper until the leader has given the set of instructions and finished with “ Do it now”.

4. Objectives… Explain the rationale behind DI Develop and extend vocabulary related to DI Develop comfort with key principles of differentiating content, process and products through interest levels, readiness and learning styles of students Implement one or more instructional strategies that support differentiation.

5. 10 Types of Irregular Learners in the Regular Ed. Classroom 1. 2. 3. 4. 5. 6. 7. 8. 9. 10

6. Lecture Bingo Activity Free Space

7. What is it? A set of decisions that the educator makes to bring learning within the reach of each student! Provides varied learning options in the classroom Serves diverse learners who have different ways of learning Tailors curriculum, instruction and assessment so that academic success is achieved for each learner

8. Differentiated Instruction Discussion http://video.ascd.org/services/player/bcpid22879163001?bctid=22917242001

9. What Differentiated Instruction IS Proactive Rooted in assessment Provides multiple approaches to content, process, and product Student centered Blend of whole-class, group, and individual instruction

10. Viewing 2 Classes Traditional Differences are acted upon when problematic Assessment is used to see who got it A single definition of excellence exists Differentiated Differences are the basis of planning Assessment is ongoing and diagnostic to make learning meaningful Excellence is defined in large by individual growth from day 1

11. Viewing 2 Classes Traditional Time is inflexible Single text teaching Teacher directs student behavior District mandates class standards for grading Differentiated Time is determined by student need Multiple materials are available at different levels Students work together and with teacher to solve problems Students and teacher collaborate to establish rubrics and goals

12. Viewing 2 Classes Traditional Single assessment is used Single interpretation of ideas and events is encouraged Covering information Differentiated Multiple types of assessment and responding are used Multiple perspectives on ideas are routinely sought Making meaning out of important facts and ideas

13. What it isn’t … Rocket Science!!!!!! ( It’s just good teaching!) To improve and enhance skills you already have!

14. What differentiated instruction ISN’T An approach designed primarily to meet the needs of students with disabilities Adaptations that are “added” to pre-developed lessons Changing pieces of the lesson for one or two students A new approach to teaching and learning Paula Kluth, 2000

15. DI IS NOT A barrage of activities tied loosely to a theme or topic An IEP for ALL More work for the capable and less for struggling learners Ability tracking in Sheep’s Clothing An educational atmosphere that many teachers have experienced

16. Definition of “Fair” What does “fair” mean? “ Fair” doesn’t mean that everyone always gets the same It means everyone gets what he or she needs

17. Values we Need Value meaningful choices Value learning how to learn…the HOW is as important as the WHAT Value the ritual AND the variety Value open-endedness Value principal as a resource

18. I am clear about what matters in subject matter I understand, appreciate and build upon student differences Assessment and instruction are inseparable I adjust content, process and product in response to students’ readiness, interests and learning profile All students participate in respectful work My students and I are collaborators in learning I emphasize maximum growth and individual success Flexibility is the hallmark of my classroom Principles of a DI Classroom

19. Why is it important? 1 2. 3. Increasing diversity among students in our classrooms Increased accountability for student learning At –risk learners NCLB Gaskin and…because…

20. Differentiated Instruction Is Part Of: Co-Teaching Inclusion RTII SAS

21. Multi-tier Model National Association of State Directors of Special Education, Inc. (2006)

22. Characteristics of Effective Classrooms High levels of: Student Cooperation Task Involvement Success

23. Categories of Instructional Strategies that Affect Student Achievement … Cooperative Learning ____ Identifying similarities and differences ____ Question, cues and advance organizers ____ Reinforcing effort and providing recognition____ Generating and testing hypothesis ____ Setting objectives and providing feedback ____ Homework and practice ____ Summarizing and notetaking ____ Nonlinguistic representations ____

24. Categories of Instruction that Affect Student Achievement … Identifying similarities and differences Summarizing and note-taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues, and advance organizers Robert Marzano’s Classroom Instruction That Works

25. Some Interesting Facts Students are not attentive to what is being said in a lecture 40% of the time. Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes. Meyer & Jones, 1993

26. Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction

27. Teachers can differentiate … Content Process Product According to student’s… Readiness Interests Learning Profile Through a range of instructional strategies such as… Taped material, literature circles, indep.study, learning contracts, tiered lessons and products, interest centers, varied homework, small group instruction, flexible grouping, anchor activities, Think Tac Toe, Think-Pair-Share, etc.

28. Jigsaw Activity

29. Differentiated Instruction Doesn’t one size fit all?

30. “ Graphing Me”

31. Flow of Instruction A differentiated classroom is marked by repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small group exploration, sense-making, extension, and production.

32. Whole Class Differentiation or Small Group Differentiation

33. Whole Group Versus Small Group Whole group components should focus on grade level skills and concepts Small group instruction should focus on scaffolding skills and strategies that support the core instruction Intervention should be provided for students 2 or more grade levels below instruction in an additional time segment

34. Flow of Instruction 1 Teacher and whole class begin exploration of a topic or concept 2 Students engage in further study using varied materials based on readiness and learning style 3 Students and teacher come together to share information and pose questions 4 Students work on varied assigned tasks designed to help them make sense of key ideas at varied levels of complexity and varied pacing 5 The whole class reviews key ideas and extends their study through sharing 6 In small groups selected by students , they apply key principals to solve teacher-generated problems related to their study 7 The whole class is introduced to the skills needed later to make a presentation 8 Students self-select interest areas through which they extend their understanding 9 The whole class listens to individual study plans and establishes baseline criteria for success .

35. Catetgories of Instruction that Affect Student Achievement … Cooperative Learning Setting objectives and providing feedback Summarizing and note taking Questions, cues and advance organizers Identifying similarities and differences Generating and testing hypotheses Reinforcing effort and providing recognition Nonlinguistic representations Homework and practice

36. Let’s look at some strategies…

37. Comprehension Cognitive Strategy: Anticipation Guide Teacher prepares several declarative statements about a topic. Before reading, students discuss the statements, agreeing or disagreeing with them and supporting their views with reasons. The teacher remains a neutral facilitator; encouraging debate and asking probing questions that require students to think carefully about their views. After reading, students discuss the statements again, revising their responses in light of what they learned. Herber & Herber, 1993

38. Sample Anticipation Guide Statement Agree/ Disagree Were you correct? Yes/No Evidence Cooperative Learning is an effective instructional strategy Students should only be placed in groups according to their interests

39. Tips for Effective Scaffolding Anticipate student errors Conduct teacher guided practice Provide feedback Recognize when it is appropriate to fade scaffolds

40. Types of Scaffolding Prompts : specific devices that can be employed for learning an overall cognitive strategy-something that students can refer to for assistance while working on the larger task. (graphic organizers, cue cards, checklists) Think Alouds : teacher’s direct modeling of the strategy, including self-talk, that enables students to begin experiencing the strategy as a authentic set of behaviors/actions that can be learned to used to their advantage.

41. Types Active Engagement Group responses Paired partner responses Individual responses – oral Individual responses – written Physical responses - Anita Archer

42. Frequent responses are elicited. (Verbal Responses) Choral Responses The teacher asks a question, provides thinking time, and signals for all students to say the answer. Partner Responses The teacher assigns students a partner placing lower performing students with middle performing students. The teacher asks a question, provides thinking time, asks partners to discuss their ideas, and then has a number of students share their ideas with the class. Team Responses The teacher establishes teams of four by combining two partnerships. The teacher poses a question. Students share with team members until all agree on an answer. One member of each team reports to class. Individual Responses a. Partner First. Teacher poses a question. All students think of the answer. The teacher asks partners to share answers and then calls on an individual. b. Whip Around or Pass. (Example procedure.)

43. Frequent responses are elicited. Verbal Responses - ( Example). Whip Around or Pass This strategy is best used when there are many possible answers to a question. Ask the question. Give students thinking time. Start at any location in the room. Have students quickly give answers going up and down the rows without commenting. Students are allowed to pass if they do not have a response or someone has already shared the same idea.

44. Frequent responses are elicited. (Written Responses) Written Responses During the lesson, the teacher requests that students write answers on: paper, post-its, graphic organizer, transparency, or slate. Response Cards Students hold up a card indicating the answer to teacher’s question.

45. Frequent responses are elicited. Written Responses (Example) Response cards Have students write possible responses on cards or paper or provide them with prepared cards. Examples: Simple responses: Yes, No; Agree, Disagree; True, False; a, b, c, d Graphemes: sh, wh, ch, th Punctuation Marks: . ? ! , Math Operations: + - X Types of Rocks: Igneous, metamorphic, sedimentary Vocabulary Terms: perimeter, area Ask a question. Have students select best response and hold it under their chin. Then ask students to hold up response card. Carefully monitor responses and provide feedback.

46. Processing Strategy: Clock Partners Students are given a graphic with slots for ten to twelve “appointments.” At each slot, two students record each other’s name. Whenever the teacher announces a time for students to process learning, a partnership is identified and students meet with their partner. This sign in period takes about 4-5 min. and provides an efficient way for students to interact over weeks.

47. Student Generated Questions Student-Generated Questions based on Headings and Subheadings Class Option: Class reads the heading/subheading. Students verbally generate questions with their partner. Students suggest questions based on the heading or subheading. Teacher records questions on board/overhead/smartboard. Class reads section of text (silent reading, partner reading, choral reading, cloze reading). Teacher and students discuss answers to the student generated questions. Partner Option: Partners read the heading/subheading. The partners write down one to three questions. Partner #1 reads section and Partner #2 follows along. Partners answer their questions in writing or verbally. Partners reverse reading roles.

48. FACEBOOK My Friends Photo Album My Favorites

49. Processing Strategy: Tell-Help-Check Tell: Partner 1 turns to partner 2 and recall information without using notes. Help: Partner 2 listens carefully and asks questions and gives hints about missing or incorrect information. Check: Both partners consult notes to confirm accuracy. A. Archer

50. Review Strategy: I Have …, Who Has …..? Materials Cards containing questions related to the learned skill and the answers. Process Distribute cards to students. Read one card and say, Who has ________?” All students check their answer cards to see if they have the correct answer. If a student thinks he/she has an answer, she stands and reads “I have ________, The student then asks “Who has _____?” from their card.

51. Students complete an “Exit Task” Examples: Write down the BIG IDEA of today. Write down two things you could tell your parent that you learned. Write down how the skill we practiced today could be used in the future. Record three vocabulary terms that we used today and their meanings.

52. Video Segment Differentiation Strategies Observed Questions/Suggestions http://intranet.iu17.org/Technology/bestpractices/videos.php?page=234

53. How do teachers make it work? Examine your philosophy about individual needs Start small Grow slowly, but grow Be clear about what matters in a subject Envision how an activity will look

54. How do teachers make it work? Understand, appreciate and build upon differences Remember that assessment and instruction are inseparable Adjust content, process and product in response to a student’s readiness, interests, and learning profile Step back and reflect

55. Let’s Practice: Differentiation Scenario Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective. Objective: Students will identify the main idea and relevant details of The Scarlett Letter.

56. Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He is hyperactive and does not apply himself. He has exhibited strong reading skills, but does not always complete work. Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years. Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.

57. Summary statements about learning (Ron Brandt) 1. People learn what is personally meaningful to them 2.People learn when they accept challenging but achievable goals 3. Learning is developmental 4. Individuals learn differently 5 People construct new knowledge by building on their current knowledge…

58. Learning continued… 6. Much learning occurs through social interaction 7. People need feedback to learn 8. Successful learning involves use of strategies – which themselves are learned 9. A positive emotional climate strengthens learning 10. Learning is influenced by the total environment

59. Thank you!