Differentiated Instruction - Kappa Delta Pi
Transcript of Differentiated Instruction - Kappa Delta Pi
Differentiated Instruction
A Kappa Delta Pi Webinar presented by
Adam Moore & Bethany Hamilton-Jones,
University of Rhode Island
Graduate Program in Special Education
March 6, 2012
Consider your teaching:
While planning instruction for your
classroom, do you place your students in
unique groups?
While delivering instruction, do you provide a
note-taking guide or graphic organizer?
When assessing students, do you consider
different levels of mastery depending on
students’ skill level?
If you answered yes,
Tiered Instruction
(Adapted from Tomlinson, 1999)
Teachers can differentiate
by:
Content- what is
taught & what the
student is expected to
learn
Tied to standards-
helpful to consider
Bloom’s Taxonomy
Content example
Represent and interpret data.
4. Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each
category, and how many more or less are in one category than in another.
The above standard gives 3 tasks: organize, represent, and
interpret data:
Some students may be at the organize step- Venn diagram;
some at the represent- use Chart Dog™ to create graph
of class pets; some at interpret-discuss chart in Weekly
Reader.
Scaffolding
Background
knowledge
Pre-teaching
skills
Small group
instruction
KWL Charts
Teachers can differentiate
by:
Process-how students access the
content/curriculum
Influenced by learner profiles
“Good fit” for content
Process Examples
Meaningful groupings
Role-plays
Learning contracts
Frayer Model of Vocabulary
Etexts with text reader
Peer-assisted learning
Flexible Grouping
Jigsaw
Teachers can differentiate
by:
Product- how the student shows
what they have learned
Tied to assessment
of standards
Product Examples
PowerPoint with voice recording
Essay with transition words and sentence starters
Word sort instead of spelling test
Portfolio instead of test
Performance of a task- measuring or science lab
Group project
RAFTs
Role
Audience
Format
Topic
Used for writing tasks–
Choice
New Approach
Writing across all content areas
http://wvde.state.wv.us/strategybank/RAFT.html
http://wvde.state.wv.us/strategybank/RAFT.html
http://wvde.state.wv.us/strategybank/RAFT.html
http://wvde.state.wv.us/strategybank/RAFT.html
According to students’:
Readiness level- skill level and
background experiences of student
Prior knowledge, reading level, math
fluency, writing ability
Can be easily assessed through
Curriculum-based Measures (CBM)
According to students’:
Interest- what engages your
students?
Use reinforcement menus,
reading interest inventories,
interviews & observations
Build in choice whenever possible
According to students’:
Learning Style- visual, auditory,
kinesthetic
Perceptual Patterns (Markova, 1996)
Use learning style surveys,
interviews, and observations
Warning!
Rome was not built in a day- or in other words- begin
slowly!
Choose wisely- which content area topics lend
themselves to differentiated instruction?
DOES NOT replace explicit instruction.
Differentiation based on a student’s IEP MUST be in
place each and every time it is appropriate!
Meet Marcus Manning…
Marcus, Grade 10
Loves to write
Has a difficult time working on his own
Requires movement to be engaged in his learning
Benefits from talking about his learning with his peers
Has good knowledge of science, but is failing because
the majority of assessment of his learning is based on
multiple choice quizzes
CONTENT CONTENT CONTENT
CONTENT PROCESS PRODUCT
-Marcus demonstrates
understanding of content
-He is interested in the
content
-Structured group work for
science textbook chapter
-Use self-monitoring
checklist for independent
work
-Incorporate hands-on
experiments into lessons
-RAFT would allow
Marcus to demonstrate his
learning through writing
(instead of quizzes)
Resources
MATH http://illuminations.nctm.org/Lessons.aspx
http://mathplayground.com/
LITERACY http://tewt.org/
http://www.cast.org/
HISTORY/SOCIA
L STUDIES
http://socialstudiescentral.com/?q=content/differentiate
d-instruction
SCIENCE http://www.k8accesscenter.org/training_resources/scien
cedifferentation.asp
http://www.scienceforamerica.com/teacher-
preparation/differentiation-in-science.html
ELEMENTARY http://staff.antioch34.com/BAnderson/diffinfo.htm
http://www.edutopia.org/stw-differentiated-instruction-
replication-tips
GENERAL
DIFFERENTIATION
INFORMATION
http://differentiationkit.wikispaces.com/
http://differentiationdaily.com/
http://www.diffcentral.com/index.html
http://www.cec.sped.org/AM/Template.cfm?Section=Sc
affolding&Template=/TaggedPage/TaggedPageDisplay.c
fm&TPLID=24&ContentID=4703
References
Bos, C.S., & Vaughn S. (2002). Strategies for teaching student with learning and behavior problems. (5th ed.). Boston: Allyn and Bacon.
Friend, M., & Bursuck, W.D. (2012). Including students with special needs. (6th ed.). Boston: Pearson.
Henley, M., Ramsey, R., & Algozzine, R. (2002). Characteristics of and strategies for teaching student with mild disabilities (4th ed.). Boston: Allyn and Bacon.
LD Online. (2012). from http://www.ldonline.org
Markova, D. (1996). The open mind. Emeryville, CA: Conari Press.
Overton, T. (2003). Assessing learners with special needs: an applied approach (4th ed.). New Jersey: Merrill Prentice Hall
Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for
Supervision and Curriculum Development.
Tomlinson, C. (1995). Deciding to differentiate instruction in middle school: One school's journey. Gifted Child
Quarterly, 39, 77-87.
Vaughn, S., Bos, C.S., & Schumm, J.S. (2006). Teaching students who are exceptional, diverse, and at risk in the general education classroom (4th ed.). Boston: Allyn and Bacon.