Differentiated InstructionResponding to the Needs of EVERYONE!Part 1: An Introduction to DI

Regina Rausch, MA Ed.

Program and Training Specialist

“A differentiated way to learn is what the kids are

calling for......All of them are talking

about how our one-size fits all delivery system -which mandates that everyone

learn the same thing at the same time, no matter what the individual needs- has

failed them.”Seymour Sarason

Agenda for Today….

Introductions…

What Do You Already Know

about DI???

Why Do We Differentiate?

How Do We Differentiate?

Yes, But……….

What we KNOW…

What we WANT to know…

What we LEARNED

Partner ShareTurn to a partner

Share what you know about Differentiated Instruction.

Share what Differentiation looks like within the setting you teach.

http://www.diffcentral.com/videos.html

Differentiation is “making sure that the right students get the right learning tasks at the right time.” (Earl)

Differentiated Beliefs:1. Every student is worthy of dignity

and respect.2. Diversity is inevitable and positive.3. The classroom should mirror the kind

of society in which we want our students to live and lead.

4. Most students can learn most things!(Tomlinson 2010)

Differentiation

is a

Proactive Response to the Learner’s Needs

LearningProfile

InterestReadines

s

in

Content

ProcessProduct

Tomlinson

Learning Profile- has to do with how we learn

Learning Profiles are shaped by four elements:

1. Gender2. Intelligence Profiles3. Learning Style4. Culture

(Tomlinson & Imbeau, 2010)

Multiple Intelligences (MI)Gardner’s Eight Intelligences

Linguistic (word smart)

Logical mathematical (number smart)

Spatial (picture smart)

Bodily Kinesthetic (body smart)

Musical (music smart)

Interpersonal (people

smart)

Intrapersonal (self

smart)

Naturalist (nature smart)

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Using MI to Differentiate….

Differentiate by Interest?? WHY?

Student Motivation

Choice/Empowerment

Identification with individuals

Stimulate New Interest

Match between school and learning

Connect between all learning

Uses familiar skills and ideas as a bridge

How?

Link interest with key components of the curriculum

Provide structure for success.

Share interest efficiently.

Invite student ideas.

Combine with form of differentiation.

(DI Workbook p. 39)

READINESSReadiness is a student’s entry point relative to a skill. Students with less readiness skills may need: Helps closing gaps in their learning Activities that are more structured, concrete, closer to

their experiences A more deliberate pace

Students who are more advanced may need: Skip practicing previously mastered skills. Activities that are more complex Brisk pace of work (Tomlinson, 1999)

HOW DO WE KNOW WHERE TO BEGIN ANDWHERE WE ARE GOING?

DIFFERENTIATION IN RELATION TO FORMATIVE ASSESSMENT

http://www.diffcentral.com/videos2.html#assessment

Content, Process, and ProductContent - this specifically deals with what

students are learning about and where they are in their understanding of course content.

Students can engage content in a variety of different formats that can appeal to the learning preferences of students.  Illustrations, graphs, pictures and videos will benefit the visual learner while podcasts, online conferences and audio books may benefit the auditory learner.  Interactive media and the manipulation of online models and simulations can provide the opportunity for kinesthetic learners to engage content

Content, Process, and Product continued

Process - these are the ways that we help students learn and engage content through instruction and assessment.ex. Considering Multiple Intelligence Theory (Gardner), students who are visual/spatial may prefer to organize their thoughts and notes on a graphic organizer that can be maintained and accessed on a computer and/or online.  Students who are partial to the logical/mathematical intelligence may appreciate opportunities to chart, measure and/or record information using spreadsheet software. (student learning preference)

Product - these are the different ways that students demonstrate what they have learned (assessment and evaluation)

ex. Creation of podcasts, presentations, videos, webpages, concept maps, etc. can all be used to provide a variety of choices for students to demonstrate their learning towards a specific learning objective.  These choices can connect upon a variety of interesting topics and/or provide options that appeal to the learning preferences of your students.

HOW DO WE PLAN FOR DI?DI related to UBDhttp://www.diffcentral.com/videos2.html#assessment

YEAH, BUT…..Common MisconceptionsAbout DI….

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References Leading and Managing a Differentiated Classroom

Tomlinson, C. A. & Imbeau, M. (2010) The Differentiated Classroom: Responding to the

Needs of all Learners (1999) http

://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128208

http://www.diffcentral.com/videos2.html#profdev Inclusive "Best Practices" Video Library - PaTTAN http://www.pattan.net/Search?st=global&search=IDEA%

202004 http://www.governor.state.pa.us/portal/server.pt/community

/pa_codes/7501/