Download - Differentiated Instruction
DIFFERENTIATED INSTRUCTION
AN OVERVIEW
Androniki Nistikaki
EFL Teacher at 1ST Senior High School of Vyronas
Ministry of Education and Religious Affairs, Culture and Sports
Athens, Greece
Students are different regarding..
Prior knowledge-Experiences
Personality Cultural Background
Preferences
Readiness Gender Interests
Differentiation
It concerns…
•Exploring different ways to cater for students’ diverse needs in learning.
•Recognizing and supporting individuality while creating learning opportunities for all (Combine grade level expectations and individual learning needs).
•It’s about Equity and Respect in the learning process.
http://www.diffcentral.com/what-is-differentiated-instruction.html
It does not concern planning individualized lesson plans for every student.
Why is it important?
•Ensures equal access to learning
content
•Fosters strong connections between
teacher, learner and content
•Relieves conflict in the learning
environment
•Fosters independent, life-long
learning
•Builds on students’ skills, strengths
and interests.
•Increases motivation and
participation.
•Boosts self-confidence and feelings
of self-worth.
•Promotes flexibility through choices
made and problem-solving
processes.•
•
http://www.diffcentral.com/what-is-differentiated-instruction.html
http://bcove.me/0r9eoeua
https://www.teachingchannel.org/videos/differentiating-instruction
http://bcove.me/7qgzg87l
http://www.edutopia.org/stw-differentiated-instruction-learning-styles-video
http://www.youtube.com/watch?v=PTWXt1Sl3GU&feature=player_embedded#at=91
Basic Componentshttp://www.diffcentral.com/model.html
Framework-Basic Components to addressC
on
ten
t-w
hat
to t
each
(sk
ills,
kn
ow
led
ge)
an
d t
he m
ean
s u
sed
to
ach
ieve le
arn
ing
goals
curriculum
•Clear, well-defined (goals and objectives shared and assessed)
•Learner-centered (student needs, readiness, learning profile)
curriculum
•Consistent with National/regional standards
•Goal-oriented (short-term, long-term goals)
Teacher
•Knowledgeable ⇨ master the content before pre-assessing/planning/implementing
•Effective Decision-maker ⇨ What to teach, when, how to do/ assess/reflect upon
Framework-Basic Components to address
Process-Making
choices on:
activities
Assessment
materialsLearning environment
Teaching-learning
strategies
Pro
cess
- H
ow
to
teach
Activities and Strategies
Tiered ⇨ using various levels of difficulty to address the same content
Scaffold ⇨ working a step further of what a learner can do alone (Zone of Proximal Development)
Varied (Multi-sensory, Task-based, Motivating)
Flexible grouping ( readiness, interests, learning preference, randomly)
Cooperative learning strategies
Setting classroom routines and classroom contracts
Multi-leveled activities (texts, questions)
Choice Boards Web quests Direct Instruction
Modified Assessment Methods
Re-teaching, Reviewing, Paraphrasing, Rephrasing, Retelling key concept ideas.
Chunking instruction into shorter segments or Expanding assignments over longer periods (Variable pacing)
Extending wait time for
written/oral responses
Activities Strategies
Flexible grouping ⇨ varied and flexible grouping arrangement
Plenary, sma
ll grou
p, dyads,
independent work
Students work with a variety of peers either as instructed by the teacher or by their own choice.
The teacher can adopt different roles in the process (guide, monitor, supervisor, facilitator, mediator).
Groups can be formed by standards of Readiness, Interests, Learning preference or randomly.
Different techniques can be applied to group students and manage the process.
http://www.learner.org/workshops/readingk2/session6/byw1.html
List of Activities to make key content accessible and meaningful
A
C
T
I
V
I
T
I
E
s
Visual Representations ( Graphs, Charts, Mind maps)
Role plays Participating in
Group Discussions
Drawing Reading or
creating Comic strips
Participating in Drama activities
Producing Journal entries
Pointing to pictures, objects
Describing
characters, scenes, objects
Summarizing Providing
Examples Engaging in
Hands-on Activities (use of manipulatives)
Making Speeches
Engaging in Peer Interviews
Filling in Questionnaires
Conducting Brainstorming activities
Previewing (text, video)
Video viewing activities (video casts )
Engaging in Individual reading/ Team reading Sessions
Responding to Open, multiple choice, True/False, Yes/ no Questions
Writing Learning logs
Making Use of word banks
Doing Follow-up activities
( Enrichment and reflection)
Reviewing
Expressing emotions and feelings
Sharing opinions, products, information, materials
Thinkdots Tic-tac-toes Cubing
List of materials to engage students and illustrate content
M
A
T
E
R
I
A
L
s
Different types of Dictionaries (Picture Dictionaries, Bilingual, Monolingual, Thesaurus et al)
Videos with or without subtitles, transcripts
Picture files Flashcards Realia (Newspapers,
magazines, objects) Works of Art/ Graffiti Encyclopedias Screen projectors Video Games Crossword puzzles Listening material An infinite number of
digital products like infographs and word clouds.
Audio Recordings Poems Fiction Songs Rhymes Plays Fairy tales Comic Strips Story Books
Student Product-what students Know, Understand, are able to Do
Learning Preference
s
Readiness levels Interests
StudentProduct-varied,
multimodal
Assessment ⇨ On-going, tightly linked to instruction
Continual, accurate Varied Explorative Precious feedback
provider to all stakeholders
Guide to next steps or actions to be taken
Encourages reflection and dialogue
http://youtu.be/gFXbuE-21I4
Formal Standardized Focused on outcomes
and end products Takes place at the end
of a unit, term or school year
Certifies and rates according to achievement outcomes
Summative AssessmentFormative Assessment : A roadmap to effective instruction
Types of Assessment
Pre-assessment and Formative/Summative Assessment types to learn about student mastery of content, readiness level, background and interests.
Initial skills assessment End-of- year exams Mid-term exams Informal Tests Diagnostic tests/Placement
tests Individual student
performance notebooks Portfolios Questionnaires Student surveys Writing samples Oral participation in
various activities ( e.g. Classroom Discussion)
Responses to various types of input information
Learning style inventories Teacher/ peer Observation Checklists
Self-assessment/ Group Assessment docs
Student created products Student reflection
(learning journal entries, Exit slips
Technology tools to assess levels of retention and foster engagement and expansion of content
Learning Environment in a Differentiating Class
C
O
M
P
O
N
E
N
T
S
Physical arrangement of the classroom Learning stations Materials/tools available Level of noise Atmosphere, Classroom climate Associations with community or state bodies,
educational institutions, experts, agents. Mentor support Classroom Aides Student Services Peer Support Systems Available Resources Use of technology to enhance enrichment of
information, creativity and collaboration (social media, professional networks, technology co-coordinators)
TEACHER-STUDENTS
Affect- the key to effective learning
HOW STUDENTS PERCEIVE THEMSELVES, THEIR PERFORMANCE, THEIR CLASSROOM, THEIR LEARNING AS A WHOLE
Engagement of senses and emotions in the learning process.
The Learning environment is a crucial factor either in hindering or promoting learning.
Provides all interested parts with a sense of community and self-worth.
Changes in value systems (beliefs, ideas, attitudes) pace with changes in the cognitive domain.
Asks crucial questions before setting off with the process1. Who am I teaching? Who are my students?2. What do they need to learn and be able to do? What is
the key content about? How much is there to know about the main concept/s of the lesson?
3. How are they going to achieve these goals?4. What resources and tools shall I need to facilitate and
expand learning?5. How will I know the choices made have worked?Believes that all children can learn.
The teacher in the differentiating process
Learning outcomes
Any knowledge, skill or attitude the student exhibits at the end of a learning
experience
Assessment
Action
Change Conclusions
Learning modalities theory-Perceptual model (V.A.K.)
Despite being a popular, widely-accepted model in differentiating instruction to cater for a variety of learner preferences, it should not serve as set of criteria to categorize people. People learn through well-designed learning programs using a variety of multi-modal materials, instructional activities and assessment methods.
As quoted below: “..it is far more important to match the presentation with the nature of the subject, such as providing correct learning methods, strategies, and context; rather than matching individual preferences” (Coffield, et. al., 2004).
Retrieved on 24/8/13 from: http://www.nwlink.com/~donclark/hrd/styles.html
Learning Styles
• Visual• Auditory• Kinesthet
ic
Auditory Learner-learns by Hearing and Speaking
Use recordings of content material instead of reading through.
Read-out loud (notes, assignments, texts).
Say new information out loud.
Talk problems/new ideas through with teacher/peers/friends.
Use self-talk to process and memorize information.
Suggested Activities Tips for Auditory learners
Listening to lectures, audio scripts
Participating in whole class/small group discussions
Reciting information Story-telling Making speeches or
presentations
Visual learner-Learns by seeing and visualizing information
Use various kinds of visual organizers (maps, graphs, charts, outlines)
Visual brainstorming activities Images, pictures, comic strips,
illustrations to illustrate content and engage students in the process
Digital mind mapping software to organize concepts and ideas.
Video clips and films with subtitles
Well organized hand outs Transparencies
Take detailed notes Highlight key concept/main
ideas. Use color. Write down new information
repeatedly to memorize it. Observe speakers closely,
paying attention to body language and facial expressions.
Use visual organizers extensively. (maps, graphs, charts, outlines, timetables, schedules, agendas, planners)
Use multimedia material to enhance learning.
Suggested activities and materials
Tips for visual learners
Kinesthetic Learner - Learns by doing and touching
PHYSICAL ACTIVITIESDancingParticipating in Games (Action,
Card, floor games)Writing on the BoardActing-outRole-playingMaking presentationsOperating multimedia ResourcesEXPERIMENTS (Chemistry lab,
physics lab)
EDUCATIONAL VISITS ( museums, galleries, institutions)
FIELD TRIPS (zoos, archaeological sites, nature trails, theme parks, castles)
ARTS AND CRAFTS Image making and
editing Drawing Comic Creations Advertisements Book Cover
Designs Video production Collages Graffiti Building Structures
Kinesthetic learner tips for the teacher
Use1. Practice a lot of team
work (seat changes, movement)
2. Allow for frequent breaks while studying
3. Encourage pacing or moving around while learning new material
4. Provide opportunities to handle physical objects
Avoid1. Prolonged seating,
writing, listening or reading tasks
2. Assigning Tasks without prior explanation/guidance/ modeling
3. Abstractions4. Unstructured
lessons or assignments
Small Tips for teachers
Get to know your students well before planning or implementing anything.
Have a variety of tools in your “tool kit”. Observe closely and reflect on things you have
spotted. It’s an effective way to learn about your students and adapt instruction respectively.
Inform both students and parents of your differentiated class. Share your ideas and expectations.
Allow some time for energy-saving and tension relief. Build a support group of colleagues to learn from
and share with (physical school environment, social networks, collaborative platforms like Edmodo).
Food for Thought…
Mistakes are allowed, and ways to rectify things are always there to trace and put into practice. In fact, it’s a good way to learn.
Good intentions and understanding of the human nature are valuable tools in your “big bucket”.
Learning is a dynamic process that changes the world we live in. As it is, it leads to action and progress. So, gather experience because….
“Experience is the teacher of all things”.Julius Caesar
“Experience is not what happens to you; it's what you do with what happens to you”.
Aldous Huxley
Conclusion…
“Differentiating instruction alone will not automatically improve student performance. Tomlinson (2000) points out that efforts to differentiate are most successful when they are combined with the use of a high-quality curriculum, research-based instructional strategies, well-designed activities that address the needs and interests of students, active learning, and student satisfaction with the lesson.”
http://www.education.com/reference/article/Ref_Teacher_s_Guide/?page=3 Retrieved on 28/8/13
Quotes to think about
"If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job." Donald Quinn (commercial artist and cartoonist)“Tell me and I forget, teach me and I may remember, involve me and I learn.” ― Benjamin Franklin
Resources and Credits http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools
for Differentiating Instruction in the ESL Classroom http://www.eduplace.com/science/profdev/articles/valentino.html Flexible Grouping http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf
Differentiated Instruction - How to Ensure Success for All Students http://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the
Elementary Grades-Carol Ann Tomlinson http://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal
development tools http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&ur
l=http%3A%2F%2Feducation.alberta.ca%2Fapps%2Faisi%2Fliterature%2Fpdfs%2FFinal_Differentiated_Instruction.pdf&ei=XV8kUr7dAqjR7Abt2oDADw&usg=AFQjCNF0ixuedDVIF3ItUSC0KgBWDoQyUw&sig2 Differentiated Instruction: A Research Brief for Practitioners
http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipedia http://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional
Development Tools on Differentiation including valuable videos. http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boards http://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Grouping http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for
building a positive classroom climate http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8
Lessons Learned on Differentiating Instruction http://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated
instruction: success for every student http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation
Planning for and managing Differentiation http://www.nldontario.org/articles/DifferentiatedClassroom.html Key Principles of a
Differentiated Classroom
Resources and Credits (con’t)
http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered Lessons
http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/ Tiered Instruction and Assessment Tiered Instruction and Assessment
http://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf Steps to provide differentiated instruction
http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf Differentiated Instruction - How to Ensure Success for All Students http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication
_WEB%20ONLY_FINAL.pdf Innovations in learning technologies for English language teaching http://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf
Classroom strategies and tools for differentiated instruction in the Esl classroomhttp://www.wida.us/ World class instructional design and assessment
http://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinking http://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create
-independent-readers Predictograms Improve Reading Comprehension
http://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction: Before You Watch
http://www.diffcentral.com/ Ann Tomlinson’s website http://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the
meaning of differentiation. http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to
Differentiating Instruction