Differentiation

Addressing the Diversity of Learning Needs in the Classroom

Learning by DoingFood for Thought

Researchers believe that the interactive experience greatly increases students’ ability to retain what they are taught

reading 10% listening 20% looking at pictures 30% watching something being done 50% talking 70% doing 90%

BRAIN RESEARCH SUMMARY We learn and remember after one month:

14% of what we hear 22% of what we see 3O% of what we watch others

do: demonstrations or modeling

42% of sensory redundancy: rituals that repeat, seeing, hearing and doing important skills or concepts

72% of movies of the mind: learning is linked to remembered or imagined life experiences of the learner

83 % of a performance of a life challenge activity: first time or demanding action that applies the new learning.

92% of what we teach others.

Learning Styles

Concrete Sequential (practical, organised, detailed)

Concrete Random (independent, creative, inventive)

Abstract Sequential(thinker, logical, evaluative)

Abstract Random(sensitive, imaginative, flexible)

Learning Styles

Individual styles are unique

Each style has equal value

Independent of intellectual ability

We tend to teach as we learn

We need to provide “bridges” between styles to enhance student learning

Differences in ways we perceive and process information

Students need to be taught in all 4 ways to feel comfortable

“Supportive Education” Program Differentiation

based on premise that each student should receive an education that best meets their needs

students access the curriculum based on their unique learning styles, areas of strength, areas of difficulty

Program Differentiation Requires:

Creativity Flexibility Task Analysis Ability to Structure Learning in a Variety of Ways Understanding of Stages of Child Development

and Learning Understanding of Characteristics of

Exceptionalities Ability to Assess and Evaluate (On-going Basis)

Differentiation depends on Student Need

Program differentiation can occur at several stages throughout the teaching & learning process such as:

When planning or developing learning activities or units of study

During instruction by using a variety of strategies

After observing or interviewing students Following the recommendations of the school

team or IPRC Process

Planning for Diversity

What is everyone doing?Can _____ participate like everyone else?If no, what can we do to include ______?Who can help? (adult, peer)Can we use different materials?What else can ______ do that is related to

what the class is doing?

Two Approaches to Differentiation

Layered Curriculum pyramid determining the

essential expectations or content for all

web-site links www.help4teachers.com

Understanding by Design principles

Universal Curriculum Design based on brain

research provide multiple

means of representation expressionengagement

What Does This Mean in the Classroom?

Spoken & Written material presented digitally (software, variation in font, spacing, colour, access to dictionaries, graphics, e-mail)

Auto format for all written material (tapes- independence, repetition)

Multisensory approaches to learning Strategic skill learning (active models, scaffolds

to support the learner) Range of ways of showing what the student

knows

Accommodations

Accommodations are the specific supports or services that will help the student access the curriculum and demonstrate learning. They are usually cross-curricular. The learning expectations of the students remain the same as their peers but the way the material is presented or the way knowledge is demonstrated is different.

Modifications

Modifications are changes to the learning expectations for students. They would include alternate expectations (reading or writing expectations at a different grade level, alternate expectations, individualized or alternate programs, directed skill teaching-vocational skills, life skills)

A Modification or An Accommodation?

Extended Time to finish a task Use of a Scribe Handouts or Text on Audio-tape Reduced Number of Expectations Reduced Number of Tasks

Required Use of Spell Checker Reference Sheet for Mathematical

or Scientific Formulae Repetition and Rephrasing Substitution of a Portfolio for a

Written Exam Substituting Alternative

Expectations- Alternative Program

Reduced Penalties for Spelling Errors

Including previous grade expectations in a subject

Spreading a Credit Course over 2 Years or 2 Semesters

Compacting Credit Course to be Completed Individually

Evaluation Based on Different Expectations

Individualized Reading Program Use of Thesaurus and Word lists Prompting and Pacing in

Instruction Compulsory Credit Substitution Use of Peer Tutoring

Differentiation Matrix Environment (WHERE)

Attitudes and conditions surrounding the student

Content (WHAT) knowledge skills and expectations to be achieved

Process (HOW) teaching and learning strategies best suited to the

student”s learning style

Product demonstration of learning

Assessment & Evaluation measurement of student achievement and performance

Resources

Purpose of Differentiation

It should ENHANCE student learning

not “Make it easier”

Million Dollar Analogy

Fairness

Equality = Equity

Fairness = Providing what the student needs to meet their potential

Questions:

List questions that need to be asked for clarification or additional information

List student strengths Identify the areas of

concernClearly identify what

the student needs

Using the differentiation matrix, identify a variety of accommodations or modifications for the student

List other considerations

Activity: Case Study

Your group is a collaborative school team. Using the information provided start to work through the problem-solving process to address this student’s needs. The following framework may help to guide your discussion. Please identify a reporter and a recorder for your group.