1 differentiated instructional strategies katie snyder and colleen raiber

1

Differentiated Instructional Strategies

Katie Snyderand

Colleen Raiber

2

Teach DIVERSE LEARNERS

Standards

provide the base. Teachers Build

Opportunities!

3

We believe…All children can learn.

We know…Students can learn more than they are learning.

The reality is …

Learners learn what they want to learn!

4

THE DILEMMA!

How does a teacher

reach the needs

of every

student?

5

What do you have to teach?

6

to “best” teach the standards and this

group of students

7

The MissionDevelop Students who are

Self- Directed

Learners.

8

What do you want to gain from this class?

1. Write down your individual needs/wants

2. List one need per sticky note

3. Display on wall, table...

4. Group common needs/wants

5. Top 3 for your group

10 Minute Break

10

Gregory, Chapman 2001

Differentiation is a philosophy that enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today.

DIFFERENTIATIONDIFFERENTIATIONDIFFERENTIATION

11

Differentiation is a PhilosophyDo you believe?

All people have areas of strength.All people have areas of weakness.Every brain is as unique as a fingerprint.Each student brings their prior knowledge and

experiences to a new learning situation.Emotions impact learning.Learning is a lifetime journey.All students can learn.

12

C. Illustrate and label the metaphor.

A. Brainstorm: What is differentiated instruction?

B. Differentiated Instruction is

like ___ because….( 3 to 5 ways)

13

What can be differentiated?

Content

Assessment Tools

Performance Tasks

Instructional Strategies One size does not fit all!

14

What can be Differentiated? Group Jigsaw

1. Make a grid.2. Form a group of four.3. Number off and assign 1 2 3 4.4. Read (page 3) and take notes.5. Add personal comments and uses.6. Report findings to the group.7. Discuss and reflect.

15

What can be Differentiated?

1. Content 2. Assessment

3. Performance Tasks

4. Instructional Strategies

16

Differentiated Instruction A Timely Approach

Literacy AssessmentVocabulary BuildingBrain Based LearningImplementing TechnologyUnderstanding by DesignReaching the At-Risk StudentEnriching the needs of the High-End Learner

17

A StrongPre-

AssessmentIs

An EssentialTOOL

Why Pre-Assess?To find out: What the student already knows What standards, objectives, concepts, and skills

the student understands How to set up flexible groups: TAPS What requires re-teaching or enhancement Areas of interests and feelings What further instruction and opportunities for

mastery are needed

19

Pre-Assessment Squaring Off

Dirt Road Paved Road

Yellow Brick Road

Highway

• As you are getting settled, please read pages 47 – 53• Create a 2-sided true/false card (materials are available at your tables)• Get ready for some sweet trivia

True

False

22

A. Basic Knowledge or Competency Levels

B. What does each group need to learn next?

Adjustable Assignment

23

What are they?1.Quality assignments that allow teachers to help students focus on essential skills and understanding of key concepts.

2.Adjustable assignments recognize that students are at different levels of readiness, interests, and complexity.

Adjustable Assignments

24

Why do we use Adjustable Assignments?

• Begin on the learner’s level • Allow for variation in learning

modalities• Challenge at the appropriate

level • Create a feeling of “I can do this”.

CLC, Inc. Chapman, King 2008 25

Adjustable Model Planning Grid

1. Form Interests Groups

2. Pick a standard that is difficult to teach.

3. Choose a pre-assessment and write it on a sticky note.

4. Predict the current knowledge/skill base at each level in the A section.

5. Generate what students need to know next at each level in the B section.

26

Adjustable AssignmentMoney Basics

Counts by 1s, 5s, and 10s.

Knowscoins are money.

Identify coins.Can count coin

patterns.Can put in order.Knows values of

each.

Recognizes and counts coins and dollars.Able to make change.

What does each group need to learn next?

High Degree Approaching Mastery BeginningOf Mastery

27

How will you pre-assess the knowledge base?

•What does the learner know?•What does the learner need

to learn next?

28


• Values• Order

• Patterns



Identify coins.Can count coin patterns.Can put in order.Knows values of each.



• Learn to make change• Learn more money

combinations

Learn more about money as a consumer.

High Degree of Mastery Approaching Mastery Beginning

29

REMEMBER!

You cannot adjust

every assignment.

Keep challenging!

ZAP the Gaps!

GRADELEVEL

32

Learning Climate Cyclorama

1. Develop self-efficacy.

2. Process Information

3. Motivate Turned-off Learner.

4. Maintain Rules and Procedures.

5. Develop Social Skills.

6. Create a Safe Learning Environment.

7. Use Music.

8. Celebrate Learning.


Presentation Time!

1. Review poster content and select favorites.

2. Add missing pieces.

3. Decide which three to present.

4. Decide how to present the information. Everyone must take part in the presentation!

5. Present and celebrate!


You taught the information.

Did the students learn the information?


State of FlowCsikszentmihalyi

Not Bored

Not Frustrated

When the Mind is

Challenged


The World of Opportunity

Views

Of You!


Views of You!A. Learning

StylesB. Gregorc’s

Thinking StylesC. Myers-

BriggsLearning Styles

D. Objects and You

E. Gardner’sMultiple

Intelligences

F. Reflections


A. Learning Styles

___ VISUAL___ AUDITORY___ TACTILE


B. Gregorc’s Thinking StylesConcrete Random Thinkers•Yearn to experiment.•Find alternate ways to do things•Need to make choices

Concrete Sequential Thinkers•Identify through their senses•Require structure and organization•Need systematic procedures and steps

Abstract Sequential Thinkers•Are rational, logical thinkers•Investigate and analyze•Need time to examine and investigate new ideas

Abstract Random Thinkers•Identify with feelings and emotions•Interact with others, then make decisions•Learn in centers and groups.


C.The Myers-Briggs ModelSelf-Expressive Learners•Want innovative, creative teachers•Need choices

Mastery Learners•Want direct instruction•Need time to practice•Seek Mastery

Understanding Learners•Want information •Need evidence•Need to analyze

Interpersonal Learners•Want content link to their world•Need relevance


Clipboard Microscope

Puppy Beach Ball

D. Objects and You


E. Gardner’s Multiple Intelligences

After completing

the bar graph,

write your three

or four areas of strength in

Box E.


Differentiate Instructional

Strategies.

Label the activities, not students.


AHAs!1.Choose the way from

the Choice Board.

2.Take materials, find a comfy spot to reflect for 15 minutes.


Reflection Time Choice BoardA. Reflections for Chapter 2

Page 20-21

B. Reflections for Chapter 3Pages 44-45

C. Make your own 4-6 Reflection Questions.


Reflection Sharing

1. Gather your notes, portfolio, and reflection questions.

2. Join your interest group.

3. Share your AHAs and findings.

4. Take notes during the sharing.


High Degree of Mastery Approaching Mastery Beginning

A. Basic Knowledge or Competency Levels

Gregory and Chapman, 2001 23


Adjustable Assignment


What are they?1.Quality assignments that allow teachers to help students focus on essential skills and understanding of key concepts.

2.Adjustable assignments recognize that students are at different levels of readiness, interests, and complexity.

Adjustable Assignments


Why do we use Adjustable Assignments?

• Begin on the learner’s level • Allow for variation in learning

modalities• Challenge at the appropriate

level • Create a feeling of “I can do this”.


Model ExplorationAdjustable Assignment

Model

CurriculumCompacting

Model

Project Model

Problem-BasedModel

Contract Model Sharing Notes


Adjustable Model Planning Grid

1. Form Interests Groups

2. Pick a standard that is difficult to teach.

3. Choose a pre-assessment and write it on a sticky note.

4. Predict the current knowledge/skill base at each level in the A section.

5. Generate what students need to know next at each level in the B section.

28

52




Identify coins.Can count coin

patterns.Can put in order.Knows values of

each.


What does each group need to learn next?



How will you pre-assess the knowledge base?

•What does the learner know?•What does the learner need

to learn next?



• Values• Order

• Patterns



Identify coins.Can count coin patterns.Can put in order.Knows values of each.


B.What does each group need to learn next?

• Learn to make change• Learn more money

combinations

Learn more about money as a consumer.



REMEMBER!

You cannot adjust

every assignment.

Keep challenging!

ZAP the Gaps!

GRADELEVEL


CURRICULUMCOMPACTING

a. Students who already know the material are given opportunities to prove it.

b. Alternative assignments are chosen.

c. This allows students to accelerate or enrich their study of a particular topic.


CURRICULUM COMPACTING

A. The pace of instruction and practice time are modified.B. The tasks fit the purpose and are learner appropriately.C. Differentiation assures accountability.


EnrichGo more deeply into

the conceptLearn more about…Take to a higher

level

Move on to• A new concept • A new skill• A subtopic

May lead to • A Contract• An Agenda• An Independent Study• Making Choices!


Compacting Example1. A topic of weakness is targeted.

2. A pre-test of the skills being taught is given to all students.

3. Scores are recorded according from high to low.

4. The top 20 students are placed in a focus class for the topic working period. Others remain with their own teachers.

5. Those not in the top 20, in the focus teacher’s class are placed in the other rooms for this unit.

6. The students go to these classes each day during the focused topic study.

7. The post-test is given to assess individual progress and needs.


Models of Differentiated Instruction

1. Adjustable Assignment Model(Tiered Assignment)

2. Curriculum Compacting Model

3. Academic Contract Model

4. Problem-Based Model

5. Project-Based Model


Active

Processing

Project

Planning

Product

Produced

through


Age-Appropriateness

Will the students be able to process the information?

Content

How will the project be used to extend the learning in a particular content area?


In order to make learning more meaningful and ‘real world’, use problems that intrigue and engage learners.

Topics may be related to: environmental issues, health problems, abuse, taxation, global warming, or other local and national concerns.

Problem Based Model


Problem Based Model Examples

Think of big issues or world problems that are embedded in your curriculum for students to solve.


CONTRACTS 1.The teacher and student develop a list of tasks and activities to complete with specific requirements.

2. The student completes the contract within a specific time frame.

3.Tasks and activities are adjusted to the student’s readiness level and interests.


Contracts… Allow individual choices and interests

Honor unique strengths, talents and interests of each learner

Help a student learn time management techniques

Engage a learner with a sense of personal ownership

Encourage creativity and thinking


Purposes of Pre-AssessmentFind out background knowledge.Find the standards, concepts, skills and

objectives the individual student understands.

Discover needs for reteaching, instruction, or enhancement.

Learn information to establish flexible grouping.


Assessment is ongoing!Before, During, After

Find out!!

Now Iunderstand!

I worked it this way!

I do not understand

this!


Assessment ToolsInformal

Before During After1. Squaring Off2. Boxing3. Yes/No

Cards4. Graffiti

Facts

1. Talking Topics

2. Conversation Circles3. Donut

1. Thumb It!2. Fist of Five3. Face the Fact4. Reaching the

Top5. Speedometer

Reading


Assessment ToolsFormal

Before During AfterWritten Pre-testKWLJournalingSurveysInventories

JournalingLearning BoardTeacher-made testsPortfoliosChecklistsRubricEffective Questions

Carousel ChartsTable PassJournalingPost TestsPortfolio Conferences

38


Flexible GroupingT Total Group

A Alone

P Partner

S Small Group


Flexible Grouping Designs

Knowledge Based Groups

Ability Groups

Interest Groups Peer- to-Peer Tutoring

Cooperative Learning

Random Groups

Project Teams Multiage Groups


Flexible Groups at Work

Grouping Pluses Minuses Uses

Total Group

Alone

Partner

Small Groups


How Does the Brain

Work?Short Term Memory

Long Term Memory


Learning CentersStructured CentersRules EstablishedMaterials ProvidedSpecific Tasks

Assigned

Exploratory CentersRules establishedMaterials Provided


Effective Questions

Lulu Questions

Hippopotamus

Questions


Talking Heads: Energizing Partners

Form A/B Partners. 1. Think of two things you have learned

today.Share A/B, A/B. Look at me.

2. Rule: Share 2 sentences each on the same topic.

Share B/A, B/A. Look at me.

3. Rule: Swap at the clap.A begins the discussion.


CUBING


Write down a secret number.

1 2 3 4 5 6


Cubing

1. Analyze 4. Describe

2. Compare 5. Define

3. Contrast 6. Predict


Sample Choice Board Make a Create a Develop

collage. song. a role-play.

Create a Wild Make a list of cartoon. Card attributes.

Compare ___ Construct a Interview 3 with ____. model. people.


1.Name Purpose.

2. Brainstorm Possibilities

3.Choose Keepers. Discard Losers.

4. Count Keepers.

5. Decide on Grid.

6. Make a Sample.

KEEPERSValuable Use of TimeTeaches a StandardStudent CenteredAssessment Fits

Materials Accessible


Purposes of Choice Boards• Homework• After Reading or Problem Solving• Learn a Vocabulary Word • Inside a Station or Lab• Projects for a certain topic or book• Presentation or Demonstration• Independent Work• Technology Sample• Demonstrate a Skill


1.Name Purpose.

2. Brainstorm Possibilities

3.Choose Keepers. Discard Losers.

4. Count Keepers.

5. Decide on Grid.

6. Make a Sample.

KEEPERSValuable Use of TimeTeaches a StandardStudent CenteredAssessment Fits

Materials Accessible


From Quantity to Quality

• TIME

Amount of time

Worth the time• MATERIALS and RESOURCES• STUDENT FOCUSED• ASSESSMENT• TEACHES NEEDED STANDARDS


Sample Choice Board Ideas

Wheel

Pyramid

Scroll Star

CHOICES1. 2.3.4.5.


Instructional Strategies Group

1. Form a group of 3-5 members2. Select area to explore.3. Read the information in the text.4. Make a sample to share.5. List different ways to use it. 6. Decide what are you sharing, who is

sharing, and how to present the information. Everyone must have a part.

7. Present and celebrate!


Differentiated Instructional Strategies 1. Journaling 38,41,141-1432. Surveys 53-573. Portfolios 63-64, 774. Agendas 81-825. Focus Activities 99-1006. Sponge Activities 1017. Graphic Organizers 101-1088. Metaphors 1099. Cooperative Learning 109-11810. Role Play 127-12811. Contracts 162, 165-170


Prepare a Lesson1. Use the grid on page on page 8 to

prepare a lesson.

2. Read the explanation of each section on page 7 for each section.

3. Find samples of completed grids on pages 174, 176 and 178.


You are GREATandGetting

GREATER!


1.What did I learn?2.How can I use this

information?


Portfolio Conference Preparation

1. Take 15 minutes to explore portfolio entries, notes, text and journals to select important personal learning components of the course.

2. Tab them with sticky notes.

3. Meet with your energizing partner for the conference.

1 differentiated instructional strategies katie snyder and colleen raiber

Documents