DIFFERENTIATED INSTRUCTION

MELANIE BURKPES2010

WHAT IS DIFFERENTIATED INSTRUCTION?

Teachers enhance learning by matching student characteristics to instruction and assessment.

A philosophy of teaching that assumes all students learn in different ways.

Instruction is tailored to meet the unique needs and maximize the

WHAT IS DIFFERENTIATED INSTRUCTION

Strengths of each learner in order to meet rigorous state standards.

DIFFERENTIATION

Unique for every individual Refers to the way students learn Includes strength areas that promote

learning and weak areas that make learning difficult

WHY DIFFERENTIATE?

Lack of prerequisite skills. Lack of mastery of previous grade

level standards. Need more practice or more time to

learn. Lower reading ability. Cognitive ability.

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Outcomes for Teachers Understandings Differentiation is the key to supporting students with

learning differences Co-teaching utilizes differentiation to be effective and

efficient

Essential Question How do teachers differentiate classroom instruction for

students with disabilities?

Knowledge Identify the reasons to differentiate Identify the options for differentiation

Skills Determine student interests, learning profile, and skill

level Identify ways to differentiate content, products,

assessments, materials, and activities

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Differentiating Instruction for Students with Disabilities in the Co-taught Classroom

Essential Question:How do co-teachers differentiate classroom instruction for students with disabilities?

The reasons to differentiate are used as the basis for determining accommodations and modifications

Reasons to Differentiate

Option 1: Content

Option 2: Products and Assessments

Option 3: Materials and Activities

Options for Differentiation

Reason 1:Student Interests

Reason 2:Student Learning Profile

Reason 3:Student Skill Level

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Reasons to Differentiate

Reason 1:

Student Interest

Reason 2:

Student Learning Profile

Reason 3:

Student Skill Level

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Reasons to Differentiate

Reason 2:

Student Learning Profile

Unique for every individual

Refers to the way students learn

Includes strength areas that promote learning and weak areas that make learning difficult

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Reasons to Differentiate

Reason 1:

Student Interest

• Students with disabilities have similar interests as other students in the co-taught class and some students with disabilities may have unique or alternative interests

• Using student interests address motivation for learning issues

• Ask students or parents to complete a student interest inventory to gain valuable information for differentiation

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Reasons to Differentiate

Reason 1:

Student Interest

• Students with disabilities have similar interests as other students in the co-taught class and some students with disabilities may have unique or alternative interests

• Using student interests address motivation for learning issues

• Ask students or parents to complete a student interest inventory to gain valuable information for differentiation

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Reasons to Differentiate

Reason 2:

Student Learning Profile

Unique for every individual

Refers to the way students learn

Includes strength areas that promote learning and weak areas that make learning difficult

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Reasons to Differentiate

Reason 2:

Student Learning Profile

Unique for every individual

Refers to the way students learn

Includes strength areas that promote learning and weak areas that make learning difficult

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Reasons to Differentiate

Reason 2:

Student Learning Profile

 Categories of a Learning Profile

Learning style

Multiple intelligences

Culture-influenced characteristics

Processing Systems

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Reasons to Differentiate

Reason 2:

Student Learning Profile

Processing Systems in the Brain Attention

Memory

Visual-Spatial

Sequential

Language & Auditory

Motor Function

Higher-Order Thinking

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Reasons to Differentiate

Reason 2:

Student Learning Profile

Attention

The only factor becoming scarce in a world of abundance

OUTCOMES FOR TEACHERS

UNDERSTANDINGS- Differentiation is the key to

supporting students with learning differences.

- Co-teaching utilizes differentiation to be effective and efficient.

OUTCOMES FOR TEACHERS

ESSENTIAL QUESTION- How do teachers differentiate?

What are some options to differentiate.

- Knowledge

OUTCOMES FOR TEACHERS

Skills-Determine student’s interests, skill

level-Identify ways to differentiate content,

products, assessments, materials and activities.

SKILL LEVEL (INSTRUCTIONAL LEVEL)

Is the point at which a student can progress beyond his/her independent level with appropriate support and instruction. May not always be grade level.

Refers to a student’s readiness for learning particular content or skills.

Is based on assessment.

DIFFERENTIATING Products and assessments

Content Process Product Base tests and quizzes on identified

Understandings, Essential Questions, Knowledge and Skills.

PRODUCTS AND ASSESSMENTS

Develop end of unit test prior to the beginning of the unit. Give it as a pretest to determine groupings for instruction throughout the unit.

Modify tests to accommodate the learning needs of students.

MATERIALS AND ACTIVITIES

Consider the way activities and materials are being presented. How can they be adapted to differentiate instruction in the classroom?

Consider what you are asking students to do. How can that be adapted to differentiate instruction?

MATERIALS AND ACTIVITIES

All students do not have to meet GPS by using the same materials, engaging in the same activities, or even receiving the same instruction.

STRATEGIES FOR DIFFERENTIATION

Compacting the Curriculum-assesses the student’s knowledge, skills and

attitude and provides alternative activities for the student who has already mastered the curriculum content. This can be achieved by pre testing basic concepts, or using performance assessment methods. Students who demonstrate that they do not need instruction, move on to tiered problem solving, while others receive instruction.

STRATEGIES CTD. TIERED ASSIGNMENTS Are a series of related tasks of varying

complexity. All of these activities relate to essential understanding and key skills that student’s need to acquire. Teachers assign the activities as alternative ways of reaching the same goal, taking into account the student’s needs.

STRATEGIES CTD.

ACCELERATION/DECELERATION The pace that students move through

the curriculum is another method of differentiating instruction. Students demonstrating a higher level of competence, can move through the curriculum at a faster pace.

STRATEGIES CTD. Students experiencing difficulty, may need

adjusted activities that allow for a slower pace in order to experience success.

FLEXIBLE GROUPING As a student’s performance varies, it is

important to allow movement through various groups. Remember, a student may be below grade level in one subject, but on, or below grade level in another.

STRATEGIES CTD.

Flexible grouping allows a student to be appropriately challenged and avoids labeling a student’s progress as static.

Students should not be kept in a static group for an extended period of time.

STRATEGIES CTD.

PEER TEACHING A student may require one-on-one

instruction that goes beyond the needs of his peers. He can get valuable practice by teaching, poor re teaching the concept to peers. In these circumstances, both students benefit.

STRATEGIES CTD.

LEARNING STYLES Consider learning styles. Does the

student need to move, does the room need to be totally quiet, is the student a visual or auditory learner? Since student motivation is unique to each student, try and get to know your students as well as possible.

STRATEGIES CTD.

STUDENT INTEREST Use interest surveys. Brainstorm subtopics within a

curriculum. READING BUDDIES Children will often be more willing to

read away from the teacher as they develop fluency and comprehension.

STRATEGIES CTD.

Read with a specific purpose and have an opportunity to discuss what was read.

Buddies do not have to be at the same reading level.

Adjusted follow up tasks are assigned based on readiness skills.

BUDDY STUDY

Permits two or three students to work together on a project. All share the research/and analysis/organization of information but each student must complete an individual product to demonstrate learning that has taken place and be accountable for their own planning, time management and individual accomplishment.

STRATEGIES CTD. LEARNING CENTERS May contain compulsory and

differentiated activities. Learning center is not necessarily differentiated, unless taking into account different student ability and readiness. It is important that students know what is expected of them.

STRATEGIES CTD.

Students are encouraged to manage their time efficiently.

The degree of structure that is provided, will vary according to the student's independent work habits.

Students should be able to account for their time.

STRATEGIES CTD.

ANCHORING ACTIVITIES Activities that students can do

anytime when they have completed present assignments or can be assigned for a short period at the beginning or the end of class as students organize themselves and prepare for class.

STRATEGIES CTD. Activities may relate to enrichment,

or to address specific needs. These activities provide teachers the

opportunity to work with smaller groups to provide more intense instruction to other students.

Should not be busy work, worthy of time and effort and appropriate to learning needs.

TO SUM IT ALL UP

Differentiated instruction can lead to a more busy, and often less quiet than traditional teaching methods.

However, differentiation engages students more fully in their learning , provides for constant growth and development and provides for a stimulating and exciting classroom.