Differentiated InstructionThe time is now

Craig Beckett SLRC2009

The Sound of Music

Outline

1. What is differentiated instruction

2. Misconceptions

3. Why do DI

4. Creating your own differentiated products

Differentiated Instruction• Differentiated instruction is

simply providing instruction in a variety of ways to meet the needs of a variety of learners. (Nunley, xvii)

• Typically Differentiation comes in three forms:– Content (what the students learn)– Process (how the students learn)– Product (what evidence is created

by the students)

Misconceptions about DI• Takes more

time• Takes a bit

more time in planning until you get used to it, and the same or less time in implementation and marking

Misconceptions about DI• Is the latest

fad• Is effective

teaching that recognizes the learning needs and preferences of the individual

Misconceptions about DI• Requires an

IEP for every student

• Clusters students, when needed and appropriate, into three or four flexible short term groups. It is not individual instruction

Misconceptions about DI• Eliminates

explicit instruction and lectures

• Lecture and explicit instruction are improved by use of graphic and advance organizers, note-making frameworks, and other strategies to improve learning for all

Misconceptions about DI• Differentiation

requires making the curriculum easier for your students

• Differentiation is not watering down curriculum; it is “in how students learn, not in what they learn

Misconceptions about DI

• Control • KAOS

Orthodox Classroom

Differentiated Classroom

Why? Sir Ken Robinson• (a brief video clip from Sir Ken

Robinson • http://www.ted.com/index.php/

speakers/sir_ken_robinson.html)

(minute 15:00-18:00

Why? Diane Heacox

Choice“the more variety you offer students in the ways you ask them to learn and show what

they have learned, the greater the likelihood of

reaching more students.”

Diane Heacox: “Differentiating Instruction in the Regular Classroom.”

Why? Ian Carswell• Vision from the board:

– Inclusive Tech– Universal Design– DI – June 2010

• Within 5 years all students with special needs will be successfully integrated and learning within regular classroom settings (2007)

Three Products • Choice Boards:

– RAFT (role, audience, format, topic)

– Extension Menus (e.g. tic-tac-toe)

– Totally Ten

An Example RAFT• Mix and match RAFT:

– Choose an item from each column to mix and match activities.

Role Audience Format Topic

Big Bad Wolf Three Little Pigs

Personal Ad Why I got upset

Little Red Riding Hood

Grandma Song or Rap The highlight of my day

Three Little Pigs

Big Bad Wolf Letter The lesson that I learned

Grandma Little Red Riding Hood

Storyboard or Poster

What would I do differently

An Example: Extension Menu (Tic-Tac-Toe)

Write a diary for one of the main characters (including entries from beginning, middle, and end of story)(1 page typed, d.s., 12 font)

Write lyrics for a song/poem with a similar storyline and/or themes(3 stanzas min.)

Create a skit that incorporates an important section of the plot, and demonstrate theme( approx. 5 minutes)

Create a film version of an important section of the plot, and demonstrate theme(approx. 5 minutes)

*MUST DO-three paragraph report including 1)plot and setting summary, 2)character sketch, and 3)overall opinion

Write a newspaper article that reports the facts of a climactic event in the story(1 page typed in columns, with newspaper elements)

Create a piece of art that illustrates character, setting, or theme(painting, sculpture, sketch)

Design a web page that could be used as a study guide for the novel(include plot, setting, characters, theme)

Create a billboard poster for a novel promotion or potential movie version(include characters, hints of plot, theme to get people to buy/view)

An Example: Totally Ten

Totally Ten Fairy Tale Projects • Score 2 (knowledge, comprehension, application)

– Illustrate a storyboard retelling a fairy tale.– Construct a diorama of a fairy tale scene.– Create a word find or word puzzle of fairy tale

words and characters.

• Score 4 (application, analysis)– Create a chart of true and false facts about

fairy tale wolves.– Tell a fairy tale as one of the characters. Write

the story or create an audio version to share with others.

• Score 6 (analysis, evaluation, synthesis)– Draw a picture or act out a new solution to a

problem in a fairy tale.– Construct a booklet sharing what fairy tale

character you would like to be and why.

• Score 10 (greater complexity, depth, reveals significant learning)– Write an original fairy tale picture book.

Include the most important characteristics of fairy tales:

• A lesson or moral, story of good and evil, adventure• Fantasy characters and animals• Royalty• Magic or unusual powers• Create an audio version your story for read along.

Totally Ten Students need to put projects together to equal a score of 10. A student may not choose all 2’s and one 4. Taken from Diane Heacox, Differentiating Instruction in the Regular Classroom, 2004

Creating a DI activity• Breaking in to small groups of four

or five you will collaborate to create a – RAFT– Extensions Menu – Totally Ten

• Please be sure to refer to:– Curriculum Documents– Bloom’s Taxonomy– Gardener’s Multiple intelligences

• Be creative

Process • Grouping:

– Secondary subject areas– Elementary subject areas

• 5 minutes– reviewing curriculum documents “bundling

expectations”• 5 minutes

• Examining the strategies• Pros and cons

• 15 minutes – Developing an activity

• 5 minutes– Discussion and wrap-up

Where You Can Learn More• I will send you the following in an email

– http://www.u-46.org/roadmap/dyncat.cfm?catid=309http://help4teachers.com/index.htm

– http://help4teachers.com/samples2.htm – http://www.gpschools.org/ci/diff/resources.ht

m– http://help4teachers.com/heatherpaper.htm– http://www.caroltomlinson.com/index.html– http://www.resources.8j.net/– http://www.resources.8j.net/taylor01/– http://www.resourc1http://www.resources.8j.n

et/gaps02.php

– http://www.openc.k12.or.us/reaching/tag/dcsamples.html

– http://www.internet4classrooms.com/di.htm– http://www.sde.com/

Your Job• Try using a totally ten, tic-tac-toe,

or RAFT in one of your classes this semester.

• Don’t be afraid to ask for help from a collaborator (bug Beckett)

• Be prepared to share your experiences later in the semester.