DIFFERENTIATED INSTRUCTION:

DIFFERENTIATED INSTRUCTION:

REACHING ALL CHILDREN

IN THE CLASSROOMTempest G. Leake

Our ObjectivesUnderstand the model for

Differentiated Instruction

Discover strategies to differentiate a lesson based on student interest

Create a differentiated lesson and discuss building a differentiated classroom

“Differentiated instruction is a teaching philosophy

based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning

preferences, and interests.”Carol Ann Tomlinson

What is Differentiated Instruction?

Challenges• I Long to return to the Good Old Days• I thought I was differentiating• I teach the way I was taught• I don’t know how• I have too much content to cover• I’m good at lecturing• I can’t see how I would grade all those

different assignmentsKathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.

Challenges8. I thought differentiation was for the elementary

school9. I subscribe to ability grouping10. I have real logistic issues11. I want my classroom under control12. I don’t know how to measure my student’s

learning styles13. I have neither the time nor the funding for all thatKathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.

Challenges14. I’ve been teaching this way for years and it

works15.There’s no support for it at my school16.My district requires me to follow a prescribed

text17.Parents expect lecture format in high school

for college prep18.The bottom line – if they are learning, you are

teaching Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.

What We Expect From You

Characteristics of Successful Teachers of Differentiated

Instruction

Characteristics of Successful Teachers of Differentiated Instruction:

• Rick Wormeli: “Meet Me in the Middle”

Risk Taking – “We should not be afraid to innovate, experiment,

confront, dump “sacred” lessons, or reach out to others in an effort to

improve our practice.”



Empathetic – “Try to experience the lesson from the perspective of your student.”



Organized – “Organization helps us be

more creative, flexible, impulsive and confident.”



Tenacious – “They set rigorous goals and show students how to

reach them. They know that hard work is motivating as long

as students consider it important.”



Fleet of Foot – “Teachers who use differentiated

instruction effectively take whatever steps are

necessary to make ideas clear to their students.”



Resourceful – “Such teachers have an ever-ending repertoire of

instructional strategies. They are aware of the differences in learners and they know how to engage them.

They never stop looking for new ideas….”



Able to Collaborate – “They know they make better decisions in

collaboration with others than they would if they acted alone.”

Think 7 to Differentiate InstructionBy addressing student You can differentiate the

ContentReadiness

Process

Product

Learning Profile

Interests/Passion

Learning Environment

Based on the student’sReadinessHow students performin your class, such as their reading ability, pace of learning, dependence on the teacher,or independence, ….

InterestsPassionsWhat does the student enjoy?

Learning ProfileWhat learning preference does the student have?

Auditory, visual, kinesthetic? Multiple Intelligence preference(s)?

Content: What students learn

We might differentiate the

Process/Activities: Six Thinking Hats®Strategies through which students process, or make sense of, understandings

and skills

Products: Multiple Intelligences/SMART Choices – Tic Tac Toe MenuHow students demonstrate and extend what they have learned

Learning Environment: Varied resources and flexible grouping structures

PRIOR KNOWLEDGE/READINESS:The Value of Pre-Assessment...

Textbook PretestStudent/Teacher Conference - as short as a 5 minute talkK-N-W Chart - What do I Know, Need to know & Want to knowJournal - Write what you know about...List - If I say ... What does it make you think of?Concept Map...Student Reflection

~You can’t figure out what to teach ’em if you don’t know ’em!

STRATEGIES

• RAFTs• Dinner Menu• Tiered Activities• Cubing• BINGO• Tic-Tac-Toe

RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying. Students learn to respond to writing prompts that require them to think about various perspectives:

•Role of the Writer: Who are you as the writer? A movie star? The President? A plant?•Audience: To whom are you writing? A senator? Yourself? A company?•Format: In what format are you writing? A diary entry? A newspaper? A love letter?•Topic: What are you writing about? Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating Independence through Student-owned Strategies. Dubuque, IA: Kendall Hunt.Dean, Deborah. 2006. Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom. Urbana, IL: NCTE.

http://www.projectcriss.com/

http://www1.ncte.org/store/books/123373.htm

R.A.F.T.(S). Prompts• Imagine that you are Goldilocks’ mother.

Explain in a note to Goldilocks the importance of using good manners as she prepares to venture out for the day.

1. Identify the:Role FormatAudience Topic2. Write a short note to Goldilocks

Entrée (Select One)• Draw a picture that shows what happens during photosynthesis.• Write two paragraphs about what happens during photosynthesis.• Create a rap that explains what happens during photosynthesis.

Dinner Menu – PhotosynthesisAppetizer (Everyone Shares)• Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) • Define respiration, in writing.• Compare photosynthesis to respiration using a Venn

Diagram.• Write a journal entry from the point of view of a green

plant.• With a partner, create and perform a skit that shows the

differences between photosynthesis and respiration.

Dessert (Optional)• Create a test to assess the teacher’s knowledge of

photosynthesis.

Tiered ActivitiesTiered Instruction features: Whole group introduction and initial instruction Identification of developmental differences Ladder Analogy (bottom – up; challenge/complexity) Increase or Decrease the:

Abstraction/Challenge Levels (ie. application, analysis & synthesis) Extent of Support Complexity of:

outcomes resources (reading levels, types of text [on-line, magazine, etc…], based on

prior-knowledge levels) processes (way in which students obtain information) products (M.I. products)

Tiered Assignment~ Middle School Unit: Dinosaurs

Objective: In their study of dinosaurs, the students will be able to research and identify various theories of dinosaur extinction.

Task 1 - After researching and identifying various theories of dinosaur extinction, students will be able to create their own theory and draw a picture or diagram illustrating that theory.

Task 2 - After researching and identifying various theories of dinosaur extinction, students will be able to create a visual representation of their theory (i.e. diorama, timeline, or three dimensional model).

Task 3 - After researching and identifying various theories of dinosaur extinction, students will be able to create a visual representation of their theory and defend their theory during a class debate.

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Student Choice Boards

• Enable students to choose learning activities that are designed by the teacher

• Can be used in any subject area and enhanced with nonlinguistic representation

WRITING B I N G O

Recipe

Thank you note

Letter to the editor

Movie, theater, or concert review

Rules for a game

Invitation

E-mail request for information

Letter to a relative or friend

Short story

Skit or scene

Interview

Newspaper articleFREE:

Your Choice:

Advertisement

Public service message

Cartoon strip or movie story board

Poem

Greeting card

Text message to a friend

Proposal to improve something

Journal entries

Design for a Web page

Bookmark

Book jacket

Book review

Think Tac ToeAncient Civilizations – Grade 6

As an ancient mapmaker, you are commissioned to create a map of your land including all natural land forms, a compass rose and a scale. Also find examples of each land form in a modern civilization.

Imagine that you are an ancient citizen who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live.

Assume you are persuading others to visit your ancient civilization. Design a descriptive, accurate travel brochure. Include both natural and man-made elements that would attract tourists.

You are an ancient scribe. Write and illustrate a thorough description of a famous character from each time period being studied. Profile yourself also.

Assume the identity of a famous person from the given time period. Create a journal entry reflecting the ideas, values, and components of daily life for that person & you.

You are a famous sculptor. Create a 3D representation of a well-known leader, god, goddess, or common citizen. Include a museum exhibit card.

Written language is an essential part of everyday life. Your task is to create an alphabet. Include a translation into modern English, a written description of the language development a & a 3D artifact of the new language.

Recreate in 3D form a famous work of architecture from your time period. Compare and contrast this piece to one piece of modern day architecture. Find one example of this architecture’s presence in modern day society.

Find a way to explain and show the importance of music and the arts to your culture. Also show at least 2 examples with roots in our time.

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Charles Kyle & Kathy Reed * Illinois

Fractions Choice Board

• Learning Goals: Students will…– KNOW: Fractions show parts of a whole and

can be expressed numerically.– UNDERSTAND: Fractions represent equal

sized portions or fair shares.– Be able to DO: Use different materials to

demonstrate what the fraction looks like.

Turville, J. (2007) Differentiating by Student Interest

Insects Choice Board

• Learning Goals: Students will…– KNOW: The characteristics of insects.– UNDERSTAND: Insects have particular

characteristics and parts and are different from other kinds of bugs.

– Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects.

Turville, J. (2007) Differentiating by Student Interest

Considerations for Planning a Differentiated Lesson

• Identify the student learning target/s that ALL students must reach

• Decide WHAT you will differentiate and WHAT assessment method(s) you will use

• Decide HOW you will differentiate your instruction and assessment methods

DIFFERENTIATED INSTRUCTION:

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