Differentiated Instruction: Better Learning Through

Better Instruction

Presented by:Holly Wille & Dawn Voss

High School SummitDecember 11, 2007

In Today’s Presentation

Getting to know you

THAT’S ME!

Differentiated Instruction (DI): a Definition

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences….Teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.”– Carol Ann Tomlinson, Associate Professor

University of Virginia

To ensure a fair selection, you all

get the same test. You must all climb

the tree.

Key Principles of a Differentiated Classroom

The teacher is The teacher is clear about what mattersclear about what matters in subject matter. in subject matter.

The teacher understands, appreciates, and The teacher understands, appreciates, and builds upon student builds upon student differences.differences.

AssessmentAssessment and and instructioninstruction are are inseparableinseparable..

The teacher adjusts The teacher adjusts instruction instruction in response to student in response to student readiness, interestsreadiness, interests, and , and learning style.learning style.

Goals of a differentiated classroom are Goals of a differentiated classroom are maximum growthmaximum growth and and individual successindividual success..

FlexibilityFlexibility is the hallmark of a differentiated classroom. is the hallmark of a differentiated classroom.

Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

Why Differentiate Instruction? Society is changing and so should our classrooms

– Family dynamics– Technology– Values & influences

Classrooms are diverse; different learners need a variety of avenues to learn

Today’s workforce demands more

NCLB requires we increase achievement

Benefits of DI Decreases behavior problems

Stretches each student

Engages students for learning

Focuses on student rather than teacher

Creates variety

Offers choice

Today’s FocusReadiness

Growth

Interest Learning Style

Motivation EfficiencyJudy Rex presentation 2006

Turn To

How do you get to know your learners?

How do you use this information?

Are they Ready?

Readiness

Know where you want students to be

Begin where the students are

Continually assess your students

Types of Assessment Formal

– Written pre-test– Quiz– Written paragraph– Post-test

Informal– Entrance & exit tickets– Word maps– Thumbs up or down– Windshield check– Colored cups or cards– That’s me– Bell work– Journaling– Quick write– Turn to– Whip around pass– Think pair share– Over the shoulder checks– Sentence stems

Differentiation by ReadinessPE: Dribbling and Basketball

• Dribble from point A to point B in a straight line with one hand

• Switch to the other hand and repeat.

• Use either hand and develop a new floor pattern from A to B (not a straight line)

1

In and out of pylons as fast as possible

• Change hand

• Increase speed

Dribble with one hand – and a partner playing defense.

• Increase speed and use other hand

• Trade roles

Through pylons, alternating hands, & partner playing defense

• Increase speed

• Trade roles

3

4

5

Judy Rex presentation 2006

ZIGZAG –

• One hand

• Other hand

• Increased speed

• Change pattern to simulate going around opponents

2

Differentiation by ReadinessFamily & Consumer Science - equivalent measurements

Group 1

1) Study/review with the instructor using example/visual cues for measurements.

2) Match cards together-non threatening-teacher led

3) Play Old Maid or Memory Match.

Differentiation by ReadinessFamily & Consumer Science - equivalent measurements (continued)

Group 2

1) Without review sheet-take the deck and lay out all of the cards and make matches. In the end if all cards do not have a match then they can use the review sheet to find mistakes.

2) Use review sheet as needed-Play either Old Maid or Memory Match.

Differentiation by ReadinessFamily & Consumer Science - equivalent measurements (continued)

Group 3

1) No use of review sheet. Check that the deck they are using has even matches for equivalents.

2) Play Old Maid-checking other student’s matches as they lay them down.

Differentiation by ReadinessEnglish - To Kill a Mockingbird - Think Dots

LEVEL 11) Describe the setting of To Kill a Mockingbird.

2) Explain an example of person vs. person in To Kill a Mockingbird.

3) From whose point of view is the story told? What clues tell you?

4) In a Venn Diagram, compare and contrast one of the characters in To Kill a Mockingbird to a character in a different book.

5) How do the citizens of Maycomb react to Atticus’s decision to defend Tom Robinson? Write about two examples.

6) Find three examples of the following in To Kill a Mockingbird: similes, metaphors, and idioms. Create a list.

Differentiation by ReadinessEnglish - To Kill a Mockingbird - Think Dots (continued)

LEVEL 21) Describe how the setting of To Kill a Mockingbird has influenced the story so far.

2) Explain at least three types of conflict with examples in To Kill a Mockingbird.

3) In what ways would the story be different if told from another character’s point of view? Give support for your opinion. “If only ______________ had been telling the story, it would have been different…”

4) In a Venn Diagram, compare and contrast the Ewells family and the Cunninghams family to a family in another movie.

5) In a newspaper article, explain how the local reaction to Atticus’s decision to defend Tom Robinson reflects the time period in which the novel takes place. Writer the newspaper article as it would have appeared during the setting of the novel.

6) What effect do the similes, metaphors, and idioms Harper Lee uses have on a reader’s understanding of the novel? Explain your thought in a critic’s blurb.

Differentiation by ReadinessEnglish - To Kill a Mockingbird - Think Dots (continued)

LEVEL 31)Describe at least three ways the setting is reflected in the context of To Kill a

Mockingbird.

2)Explain the most significant sources of conflict in To Kill a Mockingbird.

3)In your opinion, what does the point of view tell you about Harper Lee?

4)In a Venn Diagram, compare and contrast Scout as a narrator to another narrator of a movie or story.

5)Apply the quote “What is right is not always popular. What is popular is not always right” as an epigraph to a short essay explaining Atticus Finch’s decision to defend Tom Robinson.

6)What kind of writing style does Harper Lee have? Provide examples to illustrate your point.

Differentiation by ReadinessMath - Algebra Operations - Rainbow

Red Orange Yellow Green Blue Purple

13 ( 2 + 4 ) 5 1000 - 3 x 7 2 4 + 3 ( 7 + 9 ) 10 + 3 x 4 2 6 x 2 3 85 + 9 x 2

2

10 + 20 Ö ( 2 + 3 ¥ 6) 7 + 9 ¥ ( 2 + 3 ) 6 + 5 ¥ ( 4 ¥ 2 ) 2 3 ( 4 ¥ 3 - 2 ) 2 3 ( 2 + 4 ) 2 1000 - 3 x 7 2

3

2[4+6(3¥5-4)]-3(30-3) [ (3-1) 3 + (3-1) 4 ] 2 3 [2 + 4 ( 5 + 2 ) ] 10 + 20 Ö ( 2 + 3 ¥ 6) 7 + 9 ¥ ( 2 + 3 )

4

X4X + 3Y

Evaluate ifX = 10 and Y = 7

27 - 2R - REvaluate if R = 3

4 + 3PEvaluate if P = 7

3X + 9Evaluate if X= 5

2WEvaluate if W = 10

5

X X

7% = 7 x 0.0119% = 19 x 0.01

4.2% = 4.2 x 0.01Find the pattern.

10 x 0 = 08.9 x 0 = 015/5 x 0 = 0

Find the pattern.

x + y = y + xGive one example.

x/x = 1Give one example.

6

X X X What is the P(King) in a deck of cards?

What is theP(rolling 1, 2, 5, or 6)?

What is the probability of flipping a heads?

7

X X X XIf the P(A) = 1/4 and P(B) = 1/3, then which event is

more likely to occur?

If P(have a test) = 80%, then what is

P(not have a test)?

8

X X X X X What does relative frequency mean?

QUICK WRITE (1 minute)

Think of a lesson you will teach tomorrow and jot down some ideas of how you could differentiate by readiness.

Speak their language!

“My teacher isn’t qualified to teach spelling!She spells U ‘y-o-u’. She spells BRB ‘r-e-t-u-r-n’.

She spells BFN ‘g-o-o-d-b-y-e-’…”

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

Hook student interest through relevance

Differentiation By InterestBand - Transcribing Music

Purpose: encourage enthusiasm for planning; improve rhythmic literacy; improve pitch training

Pick a song of your choice– Once comfortable with an easy, well known song, they can branch

out to country, hip-hop, punk or T.V. theme songs Select a part of the song to learn

– chorus, verse, or phrase Figure out time signature and starting pitch Transcribe pitches/rhythm Play piece once transcribed

Differentiation By InterestChemistry - Introduction - Shape Up

In your own words, define chemistry.

Create a detailed class description for a chemistry

class.

Draw a picture or diagram that

defines chemistry.

Make a chemistry connection to your life

and discuss the concepts it involves.

Choose a career that has a basis in

chemistry. Write an ad for the

classifieds of a newspaper.

Conduct a basic chemistry

demonstration and explain the big ideas it

represents.

Discuss why it might be important to take a chemistry class before

a biology class.

Flip through your text book and find

a topic you want to study and tell me why.

Choose to read page 19, 76, or 110.

Answer the analysis question

on the page of your choice.

Differentiation By InterestSocial Studies - Civil War

While studying the civil war, students read and discussed the text, looked at many primary documents, had guest speakers, and visited a battlefield.

Purpose: To look for examples and principles related to culture, conflict change and interdependence in the Civil War. They were to select a topic of real interest to them and explore it throughout the unit.

Topics of interest that applied to the student:

•music •reading •food •books •sports/recreation

•travel •mysteries •people •heroes/ villains •cartoons

•families •medicine •teenagers •humor •clothing

Differentiation by InterestSpeech - Thanksgiving - RAFT

ROLE AUDIENCE FORMAT TOPIC

Turkey The Axe Last words My last requests Horn of Other table Introduction No one knows what Plenty settings I do

Pilgrim’s Husband List of I’m preparing food Wife Complaints for how many?

Axe Other tools Speech to Time to look sharp! in the shed Inform

Cranberries Grocery shoppers Speech to I’m sweet – buy me!

Persuade

Stuffing Cook Begging You’re putting me

WHERE?????

Differentiation by InterestEnvironmental Science - Water (current events)

Discuss drought in Georgia Show news clip concerning water crisis Assign roles

– media, homeowner, small business owner, plumber, ecologist, governor

Using his/her role– Read an article and reflect on the impact using their

role’s point of view– Research advantages/consequences to possible solutions

for the water crisis Present solutions in a public forum

Differentiation by InterestClothing - Sewing - Contract

Student will contract for 4 total points: once per letter area. A = 1 point

* Unfitted Clothing Item-pants, hat, skirt, shorts, mittens, scarf etc.* Clothing item mainly dependent on one body measurement.* Basics seam and finishes

B = 2 points

* Fitted Pants or Skirt* Shirt with collar/sleeves/buttonholes zipper, etc.* Zippers/buttonholes/collars/gathers/Tucks/pleats

C = 3 points contracted

* Detailed Dress or outfit/costume* Fitted Coat or Jacket* Advancement of skills in level B.

D = 1 point (½ point each) (MUST DO)

* Repair Projects-2 Different Parts/Areas or Methods

E = 1 point or contracted for 2

* Creative Use of Textile/Craft/ Room Décor

Sentence Stems

Current events that could spark interest in my students are….

I could use these interesting current events in a lesson about….

To what extent is your learning style reflected in your teaching style?

Knowing Yourself

“As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner

and trust that you’ll conduct yourself accordingly!”

“Have some respect for my learning style!”

Learning Style Conduct surveys to collect data

– Multiple intelligences: musical, verbal/linguistic, logical interpersonal, intrapersonal, kinesthetic, visual/spatial

– Sternberg: creative, practical, analytical– Modality: visual, verbal, kinesthetic– Jung, 4MAT, Array: social interaction and personality

Use data to purposefully group students– Like grouping– Unlike grouping– Whole group

Resources for learning profiles www.e2c2.com/fileupload.asp

MI, Sternberg, modality & array interaction surveys http://www.learning-styles-online.com/

MI with graphs http://www.engr.ncsu.edu/learningstyles/ilsweb.html

global vs sequential http://www.rrcc-online.com/~psych/LSInventory.html

Sternberg’s survey http://ttc.coe.uga.edu/surveys/

MI survey & others http://www.brookhavencollege.edu/learningstyle/modality_test.html

sensory modality http://www.humanmetrics.com/cgi-win/JTypes1.htm

personality assessment http://www.cse.fau.edu/~maria/COURSES/CAP5100-UI/LearningStyles.html

4mat personality type – group dynamics

Organizing the Information

Learner Profile Card

Auditory, Visual, Kinesthetic

Modality

Multiple Intelligence Preference

Gardner

Analytical, Creative, Practical

Sternberg

Student’s Interests

Array Inventory

Test Data Lexile

Compiling the DataGr ade Algebra Trans Geometry

7 x Reflective Sensing Visual Global

8 x Active Intuitive Visual Global

7 x Active Sensing Visual Sequential

9 x Active Sensing Visual Global

9 x Active Sensing Verbal Global

8 x Active Intuitive Visual Global

7 x Active Sensing Visual Sequential

8 x Reflective Intuitive Visual Global

9 x Active Intuitive Visual Global

8 x Active Sensing Visual Global

9 x Reflective Sensing Visual Global

Organizing the Data8 x Reflective Intuitive Visual Global

8 x Active Intuitive Visual Global

8 x Active Intuitive Visual Global

8 x Reflective Intuitive Visual Global

8 x Active Sensing Visual Global

8 x Active Intuitive Visual Global

8 x Reflective Sensing Verbal Sequential

Differentiation by Learning StyleMath - Exponential Equations

Global: (Whole to Parts)– Skim chapter to explore exponential equations– Show examples of when exponentials are used– Show connection to linear equations/compound interest– Begin defining parts of linear equations

Sequential: (Parts to Whole)– Define parts of linear equation– Show possible graphs– Define parts of exponential equation– Show possible graphs– Explain differences and similarities

Differentiation by Learning Style8th Grade Careers - Job Hunting Process

Purpose: to review the job hunting process

Verbal - Compose a letter, telephone script or conversation you might have with someone searching for a job

Visual - Create a poster to show how to hunt for a job

Kinesthetic - Search online or go to local business to begin your own search for an after school job

Differentiation by Learning StyleEnglish Literature - The Pearl

Analytical - Sort and classify Steinbeck’s use of good and evil in The Pearl

Practical - Explain approximately 5-7 examples of good and evil and compare them to events in your life

Creative - Invent or design a way to portray the use of good and evil in The Pearl

Differentiation by Learning StyleLife Science - Characteristics of Life - RAFT

Role Audience Format Topic

Rock gravel road advertisement I’m not living but I matter

Mr. Putzstudents song Staying alive

Worm soil letter I’m alive and you’re not, but you need me and I need you

Candle smelly locker diary entry I may look alivebut I’m not

Differentiation by Learning StyleEnglish - To Kill A Mockingbird

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 mockingbird theme to us. Perhaps you write it out for us, perhaps you talk to a couple of us, or perhaps you address the entire class.

Check for Understanding

Thumbs up?

Thumbs down?

Thumbs sideways?

I am all over this!

THUMBS UP

Life is OK right now!

THUMBS SIDEWAYS

Would you speak my language please?

THUMBS DOWN

Things to Remember

Know your learner; Use the information

DI does not have to be a project

You don’t have to use a specific DI tool

What Differentiated Instruction…IS

Differentiated instruction is more QUALITATIVE than quantitative.

Differentiated instruction is STUDENT CENTERED.

Differentiated instruction is a BLEND of whole class, group, and individual instruction.

Judy Rex presentation 2006

IS NOT Individual instruction Just modifying grading

systems and reducing work loads

More work for the "good" students and less and different for the "poor" students

A replacement of quality curriculum

DI MUST HAVES: a model to follow Identify objectives

Determine essentials skills

Know your learner

Align lesson objectives to learner profiles

Continually assess

Decide how students will demonstrate mastery

Just Go!

For more information:

Holly Wille - Science teacherhwille@edge-cole.k12.ia.us

Dawn Voss - Math teacherdvoss@edge-cole.k12.ia.us

Edgewood-Colesburg Websitewww.edge-cole.k12.ia.us

Special Thanks To: Eileen Bergan Family/Consumer Science Melanie Gast English Mike Putz Speech Hazel Martin Careers Kim Shields Band Shirley Lindauer Counselor Kelly Egan Social Studies Melissa Yocum Art Luke Nielsen English Ed Klamfoth Administration

What is one thing you will try to use?

What are you still unsure about?

Any suggestions or ideas for us?

Exit Ticket