Differentiated InstructionDifferentiated Instruction

Lisa SwopeLisa SwopeRadford City SchoolsRadford City Schools

People learn differentlyPeople learn differently——we have various we have various learning styles, learning strengths, abilities, and learning styles, learning strengths, abilities, and interests.interests.

We also learn alike in that we need to find We also learn alike in that we need to find meaning and make sense of what we meaning and make sense of what we study.study. We learn best from work that demands We learn best from work that demands we stretch ourselves, but does not intimidate us.we stretch ourselves, but does not intimidate us.

Differentiated Instruction is Differentiated Instruction is ProactiveProactive

•• The teacher begins with the assumption The teacher begins with the assumption that that different learners have different different learners have different needs.needs.

•• She proactively plans a She proactively plans a variety of ways to variety of ways to ““get atget at”” and express learningand express learning..

•• She She organizes materials and resources so organizes materials and resources so learning will be purposeful and not learning will be purposeful and not chaotic.chaotic.

Expect Expect BETTERBETTER work, work, not not MOREMORE work!!!work!!!

•• The teacher does not simply give more The teacher does not simply give more work to learners who are more capable; work to learners who are more capable; instead, he instead, he adjusts the nature of the adjusts the nature of the assignment to meet student needsassignment to meet student needs..

•• The The level of complexity, steps in a task, level of complexity, steps in a task, and levels of questioningand levels of questioning can be geared to can be geared to student ability.student ability.

Begin With AssessmentBegin With Assessment

StudentsStudents’’ readiness levelreadiness level is determined is determined through through standardized test results, prestandardized test results, pre-- testing, conversations with the student, testing, conversations with the student, interest surveys, and/or instruments interest surveys, and/or instruments indicating preferred learning styles and/or indicating preferred learning styles and/or multiple intelligences.multiple intelligences.

Provide Several Routes Provide Several Routes to Content, Process, to Content, Process, and Productand Product

•• ContentContent——what students learnwhat students learn•• ProcessProcess——how students go about making how students go about making

sense of ideas and informationsense of ideas and information•• ProductProduct——how students demonstrate what how students demonstrate what

they have learnedthey have learned

Differentiated Learning is StudentDifferentiated Learning is Student-- CenteredCentered

•• Students are given the opportunity to take Students are given the opportunity to take increasing increasing responsibility for their own responsibility for their own growth.growth.

•• Teaching students to share responsibility Teaching students to share responsibility allows a teacher to work with different allows a teacher to work with different groups or individualsgroups or individuals for parts of the class for parts of the class timetime…………………….and it .and it better prepares better prepares students for life.students for life.

Differentiation Blends Several Differentiation Blends Several Types of InstructionTypes of Instruction

•• WholeWhole--class instructionclass instruction•• Individual instructionIndividual instruction•• Flexible groupingFlexible grouping•• Cooperative/collaborative learningCooperative/collaborative learning

Differentiation is FluidDifferentiation is Fluid

•• Teachers participate in Teachers participate in ongoing ongoing collaboration with studentscollaboration with students

•• Lessons and assignments are Lessons and assignments are adjusted as adjusted as neededneeded

•• There is There is no one no one ““rightright”” way to way to differentiate as long as the basic principles differentiate as long as the basic principles of differentiated learning are followed.of differentiated learning are followed.

Some PrinciplesSome Principles

•• Students are Students are prepre--assessed to determine learning needs.assessed to determine learning needs.•• The teacher plans proactively to The teacher plans proactively to provide several learning provide several learning

options.options.•• Students Students work alone, in pairs, and in small groupswork alone, in pairs, and in small groups..•• Students Students sometimes receive wholesometimes receive whole--class instructionclass instruction..•• The teacher gives The teacher gives clear directionsclear directions and and shares shares

responsibility with students.responsibility with students.•• The The teacher provides organizationteacher provides organization to the degree that to the degree that

learning is purposeful and not chaoticlearning is purposeful and not chaotic..•• The The teacher provides supportteacher provides support as needed.as needed.•• The The student takes responsibilitystudent takes responsibility for his/her own learning for his/her own learning

and and demonstrates understandingdemonstrates understanding through a studentthrough a student-- designed product.designed product.

For First Grade ReadingFor First Grade Reading

•• Create a flexible reading program.Create a flexible reading program.•• Post a weekly reading schedule and allow students to find their Post a weekly reading schedule and allow students to find their

names on it.names on it.•• Allow students to move to appointed parts of the room at times Allow students to move to appointed parts of the room at times

designated on the chart.designated on the chart.•• Sometimes the whole class will meet to listen to a story and talSometimes the whole class will meet to listen to a story and talk k

about it or to volunteer to read it.about it or to volunteer to read it.•• Sometimes a small group meets with the teacher to work on Sometimes a small group meets with the teacher to work on

decoding, comprehension strategies, or to share ideas.decoding, comprehension strategies, or to share ideas.•• Sometimes students will meet with peers to read on a topic of Sometimes students will meet with peers to read on a topic of

mutual interest, regardless of their reading readiness (differenmutual interest, regardless of their reading readiness (different t level books on same topic).level books on same topic).

•• Students read alone (from books in discovery boxes based on Students read alone (from books in discovery boxes based on various topics or from boxes designated by colors to match levelvarious topics or from boxes designated by colors to match levels s of reading readiness).of reading readiness).

•• Students may meet with a reading partner to take turns reading Students may meet with a reading partner to take turns reading or, at the direction of the teacher, to or, at the direction of the teacher, to ““choral readchoral read”” so stronger so stronger readers can provide leadership for a peer who doesnreaders can provide leadership for a peer who doesn’’t read as well.t read as well.

From TomlinsonFrom Tomlinson

Third Grade ReadingThird Grade Reading

1.1. Design a variety of centers based on student learning profilesDesign a variety of centers based on student learning profiles2.2. Assign students to centers based on formal or informal assessmenAssign students to centers based on formal or informal assessmentsts3.3. At centers related to people the students are studying, studentsAt centers related to people the students are studying, students can can

choose to work alone, in pairs, or within a small groupchoose to work alone, in pairs, or within a small group4.4. Some possible centers include:Some possible centers include:

Students select a person theyStudents select a person they’’ve studied and make an annotated time ve studied and make an annotated time line of the personline of the person’’s early life, noting events that shaped the person. The s early life, noting events that shaped the person. The student chooses whether to write a paper, draw a storyboard, or student chooses whether to write a paper, draw a storyboard, or act out act out the events.the events.

Students select a biography and a fictional work each has read. Students select a biography and a fictional work each has read. Then Then they write about realthey write about real--life events they and some of their friends have life events they and some of their friends have had. Students then look in all three works for common themes abohad. Students then look in all three works for common themes about ut growing up and decide to present their work as a matrix or througrowing up and decide to present their work as a matrix or through gh conversations between or among the subject of the biography, theconversations between or among the subject of the biography, the fictional work, and a 3fictional work, and a 3rdrd grader.grader.

From TomlinsonFrom Tomlinson

Seventh Grade ScienceSeventh Grade Science

•• As part of an exploration of life science, students As part of an exploration of life science, students chose a living creature and develop questions of chose a living creature and develop questions of interest to them individually.interest to them individually.

•• Students figure out how to find answers to their Students figure out how to find answers to their questions.questions.

•• Each student determines ways to share their Each student determines ways to share their findings with their peers.findings with their peers.

(Questions can vary in complexity.)(Questions can vary in complexity.)

High School Algebra IIHigh School Algebra II

•• Students can preStudents can pre--test and test and ““compact outcompact out”” of a unit at any time of a unit at any time during the first three days of instructionduring the first three days of instruction

•• Students who opt out do an independent investigation of math in Students who opt out do an independent investigation of math in the real world, given guidelines by the teacher, who works with the real world, given guidelines by the teacher, who works with them to tighten or focus plans, as neededthem to tighten or focus plans, as needed

•• Students who did not Students who did not ““compact outcompact out”” receive whole group receive whole group instruction, and theninstruction, and then——based on understandingbased on understanding——divide into divide into cooperative groups for practice, or meet in a small group with tcooperative groups for practice, or meet in a small group with the he teacher for further instructionteacher for further instruction

•• When the class has finished the chapter, everyone participates iWhen the class has finished the chapter, everyone participates in n two days of mandatory review and the entire class takes the testtwo days of mandatory review and the entire class takes the test..

From TomlinsonFrom Tomlinson

High School U.S. HistoryHigh School U.S. History

Students read biographies of their choice from a suggested readiStudents read biographies of their choice from a suggested reading list. Each student ng list. Each student chooses to do one of the following:chooses to do one of the following:

Write a twoWrite a two--page summary of the personpage summary of the person’’s life.s life.

Note transforming dates in the subjectNote transforming dates in the subject’’s life and make a timeline.s life and make a timeline.

Choose three events that most impacted the subjectChoose three events that most impacted the subject’’s life and make a poster explaining each.s life and make a poster explaining each.Students read names from a posted list and go to preStudents read names from a posted list and go to pre--assigned groups, which assigned groups, which

include:include:

Students meet in small groups and Students meet in small groups and ““tell the storytell the story”” in first person of the subject of each in first person of the subject of each biography biography

Students make a chart listing similarities and differences in thStudents make a chart listing similarities and differences in their characterseir characters’’ personalities, lives, personalities, lives, and accomplishmentsand accomplishments

Students brainstorm qualities of Students brainstorm qualities of ““greatnessgreatness”” and create a matrix they will use to rank all of their and create a matrix they will use to rank all of their subjectssubjects

Students choose one or a few topics making news in their lifetimStudents choose one or a few topics making news in their lifetimes and conduct a timees and conduct a time-- travel/roundtravel/round--table discussion in character as their subjects.table discussion in character as their subjects.

Students complete an assignment from the following product list:Students complete an assignment from the following product list:

A PowerPoint presentationA PowerPoint presentation

A scripted presentation to the classA scripted presentation to the class

An argumentative or comparative essay.An argumentative or comparative essay.

The Equalizer: A Tool for Planning The Equalizer: A Tool for Planning Differentiated LessonsDifferentiated Lessons

1.1. FoundationalFoundational…………………………..TransformationalTransformational2.2. ConcreteConcrete……………………………………..AbstractAbstract3.3. SimpleSimple………………………………………… ComplexComplex4.4. Single FacetSingle Facet………………………………Multiple FacetsMultiple Facets5.5. Small LeapSmall Leap………………………………....Great LeapGreat Leap6.6. More StructuredMore Structured……………………....More OpenMore Open7.7. Less IndependenceLess Independence………………More IndependenceMore Independence8.8. SlowSlow………………………………………………....QuickQuick

TieringTiering InstructionInstruction

•• Change the Change the nature of the tasknature of the task, not the , not the workloadworkload

•• Change the Change the sophistication of the prompt sophistication of the prompt and/or the studentand/or the student’’s response to its response to it

•• Remember to keep all students Remember to keep all students ““above above waterwater”” by by adjusting challenge levels so all adjusting challenge levels so all students can make sense of their learningstudents can make sense of their learning

TieringTiering FormatsFormats

•• Learning ContractsLearning Contracts•• Learning MenusLearning Menus•• CubingCubing•• Summarization PyramidSummarization Pyramid•• Change the VerbChange the Verb

Learning ContractsLearning Contracts

Students enter into independent study with Students enter into independent study with an agreedan agreed--upon set of tasks supporting upon set of tasks supporting adjusted goals.adjusted goals.

Learning MenusLearning Menus

Students are given choices of tasks in a unit Students are given choices of tasks in a unit or for an assessment. They most do one or for an assessment. They most do one ““entrentréée taske task””, may select from two , may select from two ““side side dishdish”” tasks, and may choose to do one of tasks, and may choose to do one of the the ““dessertdessert”” tasks for extra enrichmenttasks for extra enrichment..

CubingCubing

Students receive foam or poster board Students receive foam or poster board cubes with a different task written on each cubes with a different task written on each face; each task has a different complexity face; each task has a different complexity level than the others. Given a topic, level than the others. Given a topic, students: students: Describe it, Compare it, Describe it, Compare it, Associate it, Analyze it, Apply it, Argue for Associate it, Analyze it, Apply it, Argue for it or against it.it or against it.

Summarization PyramidSummarization Pyramid

Create a pyramid of Create a pyramid of horizontal lines, then horizontal lines, then ask students at ask students at different readiness different readiness levels to respond to levels to respond to tiered prompts as tiered prompts as they interact with the they interact with the topic. topic.

SOME GREAT PROMPTSSOME GREAT PROMPTSSynonymSynonymAnalogyAnalogyQuestionQuestion

Three attributesThree attributesAlternative titleAlternative title

CausesCausesEffectsEffects

ReasonsReasonsArgumentsArgumentsIngredientsIngredients

OpinionOpinionFormula/sequenceFormula/sequence

InsightInsightLarger category Larger category

ToolsToolsSampleSamplePeoplePeople

Future of the topicFuture of the topic

Change the VerbChange the Verb

Raise or lower the challenge Raise or lower the challenge level by changing the level by changing the verb in your prompt:verb in your prompt:

CONSIDER USING:CONSIDER USING:AnalyzeAnalyzeReviseRevise

Decide betweenDecide betweenWhy didWhy didDefendDefendDeviseDeviseIdentifyIdentifyClassifyClassifyDefineDefine

ComposeComposeInterpretInterpretExpandExpandImagineImagineSupposeSupposeConstructConstruct

RecommendRecommendPredict Predict

Argue for (or against)Argue for (or against)ContrastContrastCritiqueCritique

Some TipsSome Tips

•• All students need coherent lessons that All students need coherent lessons that are relevant, powerful, and meaningful.are relevant, powerful, and meaningful.

•• Good curriculum pushes students a bit Good curriculum pushes students a bit beyond what is easy or comfortable.beyond what is easy or comfortable.

•• Encourage students to Encourage students to ““work upwork up”” and and complete tasks that stretch them.complete tasks that stretch them.

•• Sidebar StudiesSidebar Studies•• Interest CentersInterest Centers•• Specialty TeamsSpecialty Teams•• RealReal--Life Applications of Ideas and SkillsLife Applications of Ideas and Skills•• New Forms of ExpressionNew Forms of Expression

Strategies That Support InterestStrategies That Support Interest-- Based StudiesBased Studies•• Studying concepts and principles through the lens of interestStudying concepts and principles through the lens of interest•• Student choice of tasksStudent choice of tasks•• Independent StudyIndependent Study•• II--SearchesSearches•• OrbitalsOrbitals•• MentorshipsMentorships•• Group InvestigationsGroup Investigations•• Interest GroupsInterest Groups•• JigsawJigsaw•• Literature CirclesLiterature Circles•• WebQuestsWebQuests•• StudentStudent--selected audiencesselected audiences

Four FactorsFour Factors

•• Learning Style PreferencesLearning Style Preferences•• Intelligence PreferencesIntelligence Preferences•• CultureCulture--Influenced PreferencesInfluenced Preferences•• GenderGender--Based PreferencesBased Preferences

Strategies for Learning Profile Strategies for Learning Profile PreferencesPreferences

•• Vary teacher presentation (auditory, Vary teacher presentation (auditory, visual, kinesthetic)visual, kinesthetic)

•• Vary student mode of expression Vary student mode of expression (Gardner(Gardner’’s Multiple Intelligences)s Multiple Intelligences)

•• Working choice arrangementsWorking choice arrangements•• Multiple modes of assessmentMultiple modes of assessment•• Varied approaches to organizing ideas and Varied approaches to organizing ideas and

informationinformation

Strategies for Differentiating Strategies for Differentiating ContentContent

•• Curriculum CompactingCurriculum Compacting•• Learning ContractsLearning Contracts•• MiniMini--lessonslessons

Ways to Support StudentsWays to Support Students

•• Reading partners or audio/video recordersReading partners or audio/video recorders•• NoteNote--taking organizerstaking organizers•• Highlighted print materialsHighlighted print materials•• Digests of key ideasDigests of key ideas•• Peer and adult mentorsPeer and adult mentors

Processing: Making Sense of the Processing: Making Sense of the ContentContent

•• Present activities that are interesting to Present activities that are interesting to the studentthe student

•• Provide opportunities for students to think Provide opportunities for students to think at a higher levelat a higher level

•• Cause students to use key skills to Cause students to use key skills to understand key ideasunderstand key ideas

Strategies for Differentiated Strategies for Differentiated ProcessingProcessing•• CubingCubing•• Learning logs or journalsLearning logs or journals•• Graphic organizersGraphic organizers•• Centers or interest groupsCenters or interest groups•• Role playingRole playing•• Choice boardsChoice boards•• JigsawJigsaw•• ThinkThink--pairpair--shareshare•• PMI PMI •• ModelModel--makingmaking•• Labs Labs •• Tiered activitiesTiered activities

Creating Product AssignmentsCreating Product Assignments

•• What students must know, understand, be able What students must know, understand, be able to do as a result of the study.to do as a result of the study.

•• Identify the format of the project.Identify the format of the project.•• Determine expectations for quality (content, Determine expectations for quality (content,

process, product).process, product).•• Decide on scaffolding (brainstorming, rubrics, Decide on scaffolding (brainstorming, rubrics,

time lines, planning/goal setting, storyboarding, time lines, planning/goal setting, storyboarding, critiquing, revising/grading).critiquing, revising/grading).

•• Differentiate based on readiness, student Differentiate based on readiness, student interest, student learning profile.interest, student learning profile.

Why have you been looking at the ocean Why have you been looking at the ocean during this presentation????????during this presentation????????

BecauseBecause………………. .

Like being on the ocean, when you Like being on the ocean, when you differentiate you must:differentiate you must:

•• Find exactly where students are before you know how to Find exactly where students are before you know how to take them someplace newtake them someplace new

•• Organize your resourcesOrganize your resources•• Adjust for varying degrees of depthAdjust for varying degrees of depth•• Support those who canSupport those who can’’t keep their heads above watert keep their heads above water•• Modify your strategy as you goModify your strategy as you go•• Recognize there are different ways to reach the same Recognize there are different ways to reach the same

destinationdestination

The content of this presentation is based on The content of this presentation is based on the work of Carol Ann Tomlinson of the the work of Carol Ann Tomlinson of the University of Virginia and on her book, University of Virginia and on her book, How to Differentiate Instruction in MixedHow to Differentiate Instruction in Mixed-- Ability ClassroomsAbility Classrooms..

Supplementary ResourcesSupplementary Resources

•• Glossary of termsGlossary of terms•• Learning Style inventoryLearning Style inventory•• Sample lessonsSample lessons•• List of additional resourcesList of additional resources