By: Jennifer Brown Sarah Kenyon Lisa Kolman Melanie Tyrrell.

By: Jennifer BrownSarah Kenyon

Lisa KolmanMelanie Tyrrell

In reading, there are three main characteristics that guide differentiation:

1.Readiness: skills and understanding of the topic2.Interest: tasks that ignite curiosity or passion in

a student3.Learning profile: the assignment encourages

students work in a preferred manner. In this chapter we took a look at the basics of

differentiating instruction based on these three traits.

Differentiated Instruction: Strategies for Teachers

http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instruction/1%20DI%20Strategies.htm

This website is an excellent source for teachings looking in create a differentiated classroom. It lists all of the DI strategies we have studied, gives examples of them, as well as links to additional information about each one. It also provides links to additional differentiated instruction websites and lesson ideas to implement in the classroom.

Reading Rockets: Teaching kids to read and helping those who struggle

http://www.readingrockets.org/audience/teachers

Reading Rockets has a mountain of information for teachers about differentiated instruction and best practice ideas to implement when working with struggling readers. It also gives classroom strategies, FAQ, research on reading, and a list of children’s books and authors. It even has links for parents and other professionals, as well as a Spanish section.

Differentiated Instruction

http://www.uhseport.net/published/k/sh/kshaw/collection/1

This link is to an electronic portfolio created on differentiated instruction. It has several links to helpful resources for teachers. There are web quests, how to integrate technology, graphic organizers, classroom management techniques, and reading strategies just to name a few.

Learning and Succeeding in a Caring Environment

http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf

This is a link to a pdf file that appears to be of a presentation on creating a differentiated classroom. It lists teaching strategies, ideas for centers and projects, and even incorporates the multiple intelligences. While the document is long, 36 pages, the amount of information is worth reading through since it has a lot of useful strategies that would be helpful to any teacher.

Strategy Bank

http://wvde.state.wv.us/strategybank/

This website is provided by the West Virginia Department of Education and is just what it’s name implies, a bank of strategies. It gives strategies for activating prior knowledge, vocabulary development, building comprehension, summarization techniques, writing across the content areas, getting to know your students, and using technology in the classroom. Each category has tips to use in the classroom as well as links to more information.

Lauria, J. (2010). Differentiation through learning-styles responsive strategies. Kappa Delta Pi Publications, 47(1), 24-29.

http://0-vnweb.hwwilsonweb.com.library.svsu.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.44

Bowgren, L, & sever, K. (2010). Three steps to differentiation. Journal of Staff Development, 31(2), 44-47.


Smith, S.R. (2009). A dynamic ecological framework for differentiating the primary curriculum. Gifted and Talented International, 24(2), 9-20.


In Jennifer Lauria’s article, Differentiation through learning styles responsive strategies the major goal is to help all students find the learning style that works for them. The article suggests creating learning style prescription so the student is successful both in the home and school environment. This prescription could be used in the classroom as well as at home during homework time. The article also found that students who studied according to their learning styles achieved statistically higher achievement-test scores than peers who were not provided home prescriptions. As the author pointed out that this is a long process and it takes time, commitment and sometimes a change in current teaching practices to allow this to take place.

In order for teachers to implement differentiation through learning styles they must look at The Dunn and Dunn Learning-Style Model. This model looks at five different strands of learning style elements. The article suggests it’s important to use this model and other learning style assessments to first find the learning style of the child you are working with. The Dunn and Dunn Learning Style Model contain the elements below.

Environmental Elements◦ Sound◦ Light◦ Temperature◦ Seating design

Emotional Elements

◦ Motivation◦ Conformity/Responsibility◦ Task Persistence◦ Structure

Sociological Elements

◦ Alone◦ Pair◦ Peer◦ Group◦ Authority◦ Variety

Physiological Elements◦ Perceptual Elements◦ Intake◦ Time of day◦ Mobility

Some suggestions that the article pointed out when working with learning styles include;

Share experiences with your students when you were a young learner and struggles that you encountered.

Implement only a few strategies at a time that work for your students, being

sure that you do not overwhelm them. Read aloud books that talk about learning styles and how children learn

differently Use different type of learning style assessments to find out what learning styles

students have and share the results with their families Implement different practices in your classroom that will work for all students

that have different learning styles. There are always barriers and challenges when trying to reach all students. By

embracing learning styles responsive instruction and taking the time to identify your students’ individual learn style strengths and preferences. This instructional model has great potential to change the lives of struggling students.

This article comes from the aspect of preparing teachers to incorporate differentiation instruction into their classroom by having professional development that is also differentiated. This process has 3 components which include “I do” “We do” and “You do”. These job embedded professional learning opportunities unlock the potential of all adult learners. By experiencing the power of differentiation in their own learning, teachers will be better equipped to transfer differentiated support to their students.

As teachers we are often required to do professional development throughout the school year. As the article suggest that if teachers start to use a differentiated model than they will become better coaches and equipped to help their own students in their classroom The three components are listed and described below.

“I Do” Teacher leader demonstrates new learning

through traditional workshops Teachers make connections between new

learning and district initiative and cement the purpose of any new professional development

Teachers become aware of expectations and process for reaching them

“We Do” One to one coaching provides the meat of

differentiation Each learner is allowed many tried and times to

achieve self-sufficiency with learning Work with coaches in a push in, co plan and co

teach to develop individual action research plans for all classrooms.

Build emotional connections where colleagues become equal partners for effective learning paths.

“You Do” The teachers make a final shift and accept

ownership of their learning. Colleague to colleague support results in deep

learning for both involved The coaching and peer observation is

continuously taking place to answer questions as they arise.

This article suggests that the increase in the diversity of the students that attend school shows a greater need for differentiated instruction. It proposes that this could be used not only for struggling students, but ELL learners and gifted and talented learners. It suggests that the curriculum and pedagogy of teachers must also be differentiated for the students to be successful in the school environment. It gives an example of an Australian primary school are regularly using individualize instruction and this has increased the student achievement. The article also talks about how even though science has shown that meeting children’s individual needs works, many classrooms are still primarily using whole group instruction. The article refers to using an ecological systems view which the development of a child within their environment as a part of a system of related components influencing each other. This complex model has a holistic view that reflects individuality, with complex interconnectedness between mind, body, spirit, and social relationships. With this model in mind it is important for teachers to understand the connections and how it impacts a child’s learning.

Recognize that teaching and learning should be flexible

Individual student needs can be as complex and diverse as the teacher and student population contained within the general classroom.

Some individualized approaches include ability grouping, cooperative learning, contracts and tasks based on multiple intelligences or Bloom’s Taxonomy

Today’s classrooms are composed of students with many different backgrounds, experiences and needs that educators must be aware of.

Effective teaching and learning that is meaningful is built on prior understanding and essential to future learning.

Cubing◦ Split children up into groups based on readiness ◦ Create cubes that challenge each group appropriately◦ Develop 6 questions per cube and use as many cubes as necessary to

address the varying abilities of the class

Example: Foundational to TransformationalTopics for Cube 1:

What is the name of this letter?What sound does this letter make?Write the letter in the air.

Topics for Cube 2: What is a word that starts with this letter?Write a word that starts with this letter?Draw a picture of a word that starts with this letter.

Students must master the foundational aspects like names and sounds of letters before they are ready to move to more complex things like creating words using a specified letter.

http://www.mathsisfun.com/geometry/cube-model.html

Flexible Grouping:This strategy works for all of the Readiness Spectrums

like foundational to transformational, concrete to operational, slow to fast, etc.

◦ 3 types of grouping Heterogeneous Groups: Mixed ability levels allows

students to learn from each other. Homogenous Groups: Same or similar ability levels

allow for students to learn at the pace that is appropriate for them and on topics that are necessary in order for a subject to be mastered

Interest Groups: Students can be grouped according to things they are interested in

Varying Questions◦ Throughout discussions, worksheets, tests, etc. the

teacher varies the questions he/she asks each child based on the readiness of that child. Teacher directs questions at some students but opens up

the floor for everyone to answer. Teacher uses appropriate wait time before accepting

answers. Teacher should ask open-ended questions when

possible/appropriate. Allow students to discuss their answers with a neighbor. “Adjust the complexity, abstractness, degree of mental

leap required, time constraints, connections required between topics based on learning profile of the student being asked a question. “

(Tomlinson pg. 104)

Tomlinson (1999) proposed that in a DI classroom: The teacher is clear in what matters about the subject matter. The teacher understands, appreciates and builds upon

student differences. Assessment and instruction are inseparable. The teacher adjusts content, process, and product in response

to student readiness, interests, and learning profile. All students participate in respectful work. Students and teachers are collaborators in learning. Educational goals are maximum growth and individual

success. Flexibility is the hallmark of a differentiated classroom.

In order to incorporate a differentiated lesson and prepare a curriculum that is of high quality, the teacher must understand that the curriculum can be divided into three specific and interrelated components:A. Content: what the student should know or understand and as a result

of this learning should be able to do.B. Process: refers to the activities, lessons, and interactions that occur

during the school day to help make sense of the content being presented.

C. Product: are the result of the “sense-making activities” (or process), and may be used as an assessment instrument to assure the student has learned the desired curriculum.

This is according to “How to Use Differentiate Instruction by Barbara Garting, Nikki Murdick, Marcia Imbeau, and Darlene Perner

Schumm (1994) suggested that teachers should plan some of the adaptations prior to lesson planning by first reflecting on five “points of entry”:1. The topic2. The students3. The classroom context4. The teacher5. The appropriate instructional practices

Schumm (1994) developed the Planning Pyramid as a means of assisting teachers in the adaptation of content area textbooks. Their work is invaluable to teachers working with students who are learning material at different speeds, who are functioning at different academic levels, who have varying levels of academic readiness, who have diverse learning preferences, and who have a wide range of interests.

The Planning Pyramid has two dimensions: the five “points” of the pyramid (four at the base and one at the top), and the three vertical tiers. The apex of the pyramid, the fifth factor is the student.

AnticipatorySet

Learning Activity

Rehearsal Activity

Learning Activity

EvaluationActivity

What some will Learn:

What most will Learn:

What all should learn (Goal):

AdaptationsContentProductProcessEnvironment

You are ready to started planning your own lessons targeted at the grade level you teach!

Here is a website that gives great D.I. Lessons for preschool and kindergarten.

http://earlyreadingfirst.spps.org/Instructiona_Planning.html

By: Jennifer Brown Sarah Kenyon Lisa Kolman Melanie Tyrrell.

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