Differentiation:One Size DOES NOT Fit All

Introduction to Differentiated InstructionSt Francis High School

May 2010

“If students don't learn the way we teach them, we must teach them the way they learn.”

- Marcia Tate, Developing Minds Inc., Conyers, GA

Outcomes

Increased understanding of what differentiation IS and ISN’T

Add strategies to our instructional toolbox

Personalized License Plate

Who Are Today’s Students?

Silent Generation Born before 1946

Baby Boomers Born 1946-1959

Generation X Born 1960-1989

Generation Y Born since 1990

Essential Questions

Who are the students in our classrooms?

What “diversity” impacts and influences curriculum and instruction?

Teams complete Star Diagram

Differentiation IS NOTNOT . . .

The same as an IEP for every student Just another way to group kids Expecting less of struggling learners than of

typical learners A substitute for specialized services Chaotic New

Good Differentiation IS . . .

Varied avenues to content, process, product Respectful of all learners Proactive Student-centered A blend of whole class, small group, and

individual instruction Based on students’ readiness, interests,

and/or learning profile

Begin With the Brain

Dots on Grids

A B

C D

Give the Brain What It LOVES

ProcessingMovementNoveltyConnectionsThreat-free environmentPatternFeedback

MusicHumorEnrichment

Simple Learning Styles

Auditory Learns best from listening

Visual Learns best from seeing Over 85% of Generation Y

Kinesthetic/Tactile Learns best from doing

Why Visual Literacy?

Average 18 year old today 22,000 hours watching TV

By age 14 has seen 12,000 murders on network TV programming!!!!

12,500 hours in schoolAverage vocabulary of 14-year-olds is

shrinking In 1950 – 25,000 words In 1999 – 10,000 words

Visual Learner

Images go directly to long-term memory in brain

Humans process visuals 60,000 times faster than text Words processed sequentially

Keyboard Images processed simultaneously

Camera

Vision & Learning

“25% of students in grades k-6 have visual problems that are serious enough to impede learning.” (American Public Health Association)

“It is estimated that 80% of children with a learning disability have an undiagnosed vision problem.” (Vision Council of America)

20/20 does not mean that vision is perfect!

The 20/20 test does not test how well you see at reading distance. In fact, the 20/20 test fails to evaluate many other important aspects of normal vision such as: Eye focusing Eye coordination Eye teaming (binocular vision) Eye movement Visual perceptual skills

Color vision

TEACHER: Donald, what is the chemical formula for water?

DONALD: H I J K L M N O.

TEACHER: What are you talking about?

DONALD: Yesterday you said it's H to O.

Show ‘n Tell

Teachers use graphic organizers Help learners visualize information Critical for visual learners!!

Students use graphic organizers Great way for kinesthetic & visual students to

process understandingAdd another aspect

Large size for group work Manipulate the pieces for the kinesthetic

Graphic Organizer Examples

Gardner’s Multiple Intelligences

Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic

Naturalist Interpersonal Intrapersonal Verbal/Linguistic

It’s not “how smart you are” – it’s “how you are smart”! - Howard Gardner

http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

A Few Fun Strategies

Involve ALL of the Senses . . .

SeeHearTasteSmellTouch

Learning On Their Feet

Movement stimulates the brain Use frequently at all ages levels

Demonstration Participatory modeling Role-play Simulation Manipulatives

Minds in Motion http://doe.sd.gov/oess/schoolhealth/mindsinmotion/

Smells Trigger Memory

Fresh air Peppermint Cinnamon Lemon Lavender (relaxing)

Caution – check for smell sensitivity & allergies

Smells stimulate memory – both positive & negative.

The Role of Music

Stimulates the brain Activates thinking parts of the brain

Creates a sound curtain to isolate groupsIncreases attentivenessEffects emotions, heart rate, mood, mental

images of listenerEmbeds learning faster

Alphabet song http://www.school-house-rock.com/Prea.html

COLOR Increases Understanding

Using color for key concepts can increase memory retention up to 25%

ExperimentExperiment

Memorize the Pattern30 seconds

Orange Purple Yellow Blue

Red Pink Black Blue

Yellow Orange Red Green

Orange Purple Yellow Blue

Red Pink Black Blue

Yellow Orange Red Green

Memorize the Pattern30 seconds

Orange Blue Green Purple

Purple Yellow Pink Red

Red Orange Blue Green

Orange Blue Green Purple

Purple Yellow Pink Red

Red Orange Blue Green

Memorize the Colors Used30 seconds

Purple Orange Yellow Blue

Red Orange Yellow Green

Blue Purple Green Orange

Purple Orange Yellow Blue

Red Orange Yellow Green

Blue Purple Green Orange

Differentiation . .

More Than One Way to Get There

3 Keys to Differentiated Instruction

Content What we teach students Materials and methods used

Process Activities Calls on students to use key skills

Product How students show what they have learned Should also allow students to extend what they

learned

Key #1 – Adapt Content

Refers to both materials & methodsAccommodate students’ different

starting points Some students ready for more complex or

abstract levels Some students ready for independent work

Content Differentiation Examples

Multiple versions of textsVariety of texts to support conceptInterest centersLearning contractsSupport systems

Audiotapes Mentors Study partners

Key #2 – Adapt Process

Common focus Vary student activities

Students use key skills Bloom’s Taxonomy Multiple Intelligence Theories

Teacher uses a variety of methods

Process Differentiation Examples

Tiered Assignments Layered Curriculum (Nunley)

Learning CentersJig Saw AssignmentsLearning LogsGraphic OrganizersModify their environment

Fidgets Time flexibility

Key #3 – Adapt Product

Culminating learning experience that occurs after many days or weeks of study

Demonstration and extension of what they know, understand, and are able to do

Product Differentiation Examples

Variety of assessment typesTiered AssignmentsIndependent StudyEnrichment vs remediation

Variables to ConsiderReadiness – in reading, math, & beyondComplexity & Challenge of both process &

productPace of learning and productionGrouping practicesUse of assessment results to inform

teaching and learning

Guidelines for the Classroom

Focus on essentialsAttend to student differences

NO strategy works on ALL studentsAssess often and use it to make

adjustments/modificationsMutual respect

DI is a proactive strategyBe flexibleDoesn’t happen 100% of the time!!!!

Building Blocks . . .

ChoiceEncouraging higher level thinkingAccountability

Simple Ways to Start

Add an interdisciplinary element to a favorite unit Collaborate with other teachers

Provide choices Offer students a variety of process and/or

presentation options

Apply Multiple Intelligence thinking to group/individual projects

Exit Card – 3 2 1

On an index card, please write 3 strategies from today

you think you can do in your classroom next year 2 strategies from today

that you are not comfortable with doing 1 strategy from today

you will need help to implement you want more information for