Final Project EDU 610 Final Project EDU 610 University of New University of New EnglandEngland

Course: Differentiation Theory & StrategyCourse: Differentiation Theory & Strategy

Date: December 15, 2008Date: December 15, 2008

Instructor: Dr. DeeAnn CornelisonInstructor: Dr. DeeAnn Cornelison

Student: Debra Gardner-BaaschStudent: Debra Gardner-Baasch

Differentiated InstructionDifferentiated Instruction

Putting

Together

the

Pieces

Presented by Debra Gardner-Baasch

Rutland South Supvisory Union

January 2009

What is it?What is it?

““Differentiated Differentiated instruction is a teaching instruction is a teaching philosophy based on the philosophy based on the premise that teachers premise that teachers should adapt instruction should adapt instruction to student differences.”to student differences.”

Carol Ann TomlinsonCarol Ann Tomlinson

Differentiation is responsive teaching which recognizes that students are diverse, so our teaching should reflect those differences.

Recognizes Diversity

DI is a synthesis of best DI is a synthesis of best practices in education:practices in education:

Educational psychologyEducational psychology Learning theoryLearning theory Brain researchBrain research Motivational theoryMotivational theory Instructional best practiceInstructional best practice

What isn’t it?What isn’t it?

Differentiation is NOTDifferentiation is NOT NewNew A fadA fad Individualized lessonsIndividualized lessons Enrichment for those who finish earlyEnrichment for those who finish early MOTS (more of the same) curriculumMOTS (more of the same) curriculum A type of trackingA type of tracking

Why bother with DI?Why bother with DI? Motivating reluctant learnerMotivating reluctant learner

Student choiceStudent choice

““Electives” versus “Required”Electives” versus “Required”

Respects individual needsRespects individual needs

Increases student engagementIncreases student engagement

Student choice = buy-inStudent choice = buy-in

Variety of entry pointsVariety of entry points

Why bother with DI? Why bother with DI? (continued)(continued)

Accountability for student learningAccountability for student learning

Preassessments / Provides mapPreassessments / Provides map Formative Assessments / OngoingFormative Assessments / Ongoing Summative Assessments / Summative Assessments /

ConclusionConclusion

More about Assessment More about Assessment as a Diagnostic as a Diagnostic ContinuumContinuum

Preassessment: Finding OutPreassessment: Finding Out PretestPretest KWLKWL Self-evaluationsSelf-evaluations

Formative Assessment: Formative Assessment: Keeping track & checking upKeeping track & checking upQuizQuiz

Journal EntryJournal Entry

Self-evaluationSelf-evaluation

ConferenceConference

Exit cardExit card

Summative Assessment: Summative Assessment: Making SureMaking Sure

Product/DemonstrationProduct/Demonstration

Test/TaskTest/Task

I teach it, but they just I teach it, but they just don’tdon’t

listenlisten

get itget it rememberremember

DI “teaches for success.”DI “teaches for success.”

DI Addresses AttentionDI Addresses Attention

Attention Attention GettersGetters

Anticipation Anticipation GuidesGuides

VarietyVariety

AudiovisualsAudiovisuals

DI Addresses DI Addresses UnderstandingUnderstanding Formative Formative

AssessmentAssessment

Exit cardsExit cards

QuizzesQuizzes

SummarizingSummarizing

Self-Self-assessmentassessment

DI addresses MemoryDI addresses Memory

Makes real-world Makes real-world connectionsconnections

Variety of entry Variety of entry pointspoints

Choice adds to Choice adds to memorabilitymemorability

Tips for Comprehension:Tips for Comprehension:

Activate prior knowledgeActivate prior knowledgeSet purpose for readingSet purpose for reading

Question the textQuestion the text

Use Graphic Use Graphic OrganizerOrganizer

VisualizeVisualize

Summarize in ChunksSummarize in Chunks

BEFORE

DURING

AFTER

Reread

Summarize

Discuss

Differentiate by planning for student Differentiate by planning for student differences indifferences in

ReadinessReadiness

InterestsInterests

LearningLearningstylestyle

Plan to differentiate Plan to differentiate curriculumcurriculum

ContentContent Basic level for allBasic level for all One step further for most One step further for most Higher level yet, for someHigher level yet, for someProcessProcess

Variety of ways to get information: whole group, small Variety of ways to get information: whole group, small group, individual via lecture, readings, online, videos, research, group, individual via lecture, readings, online, videos, research, interviews, hands-on experience, etc. interviews, hands-on experience, etc.

ProductProductVariety of ways to display learning: editorial, interview, Variety of ways to display learning: editorial, interview, advertisement, map, time-line, mural, cartoon, PowerPoint, advertisement, map, time-line, mural, cartoon, PowerPoint, collage, musical, role play, TV show, charade, riddle, field trip, collage, musical, role play, TV show, charade, riddle, field trip, scientific drawing, photo essay, collection.scientific drawing, photo essay, collection.

DI Lesson PlanningDI Lesson Planning

DifferentiateDifferentiate

ContentContent ProcessProcess ProductProduct

According to student’sAccording to student’s

Readiness Readiness Interests LearningInterests Learning StyleStyle

How might that How might that look?look?

Divide class time into two sections:Divide class time into two sections:1.1. Whole-class instruction Whole-class instruction

2.2. Independent / small group workIndependent / small group work

Add choice options for independent work.Add choice options for independent work. Start with only two or three options.Start with only two or three options.

Would this add more Would this add more grading?grading?

Planning is the keyPlanning is the key

Don’t try to add too many options at once.

Keep it simple.

Low-Prep DifferentiationLow-Prep Differentiation

Choices of booksChoices of books Homework optionsHomework options Varied journal promptsVaried journal prompts Student-teaching goal settingStudent-teaching goal setting Varied supplementary materialsVaried supplementary materials Open-ended activitiesOpen-ended activities Projects by interestsProjects by interests

High-Prep DifferentiationHigh-Prep Differentiation

Tiered activities, productsTiered activities, products Independent studiesIndependent studies Learning contractsLearning contracts CompactingCompacting Interest groupsInterest groups Community mentorshipsCommunity mentorships SimulationsSimulations Problem-based learningProblem-based learning Lectures coupled with graphic organizersLectures coupled with graphic organizers

Kathie Nunley’s Kathie Nunley’s Layered CurriculumLayered Curriculum

C Layer: Gather Information

Basic knowledge, understanding.

B Layer: Apply or manipulate information

Problem solving or other higher order thinking tasks. Connections to previous information.

A Layer: Critically evaluate

Highest and most complex thought. Analysis of real world issues

How does technology How does technology support DI?support DI?

SmartBoards: Add SmartBoards: Add audiovisuals, interest, audiovisuals, interest, and real-world and real-world connections.connections.

Web-based research: Web-based research: VT on-line library, World VT on-line library, World Book online, webquestsBook online, webquests

Google for Education Google for Education suite of web 2.0 tools.suite of web 2.0 tools.

United Streaming: United Streaming: audiovisuals, real-audiovisuals, real-world applications world applications and connections.and connections.

Helpful links:Helpful links:

Dr. Kathie Nunley’s website:Dr. Kathie Nunley’s website:http://www.help4teachers.com/samples2.htmhttp://www.help4teachers.com/samples2.htm

DI Instruction links:DI Instruction links:http://www.internet4classrooms.com/di.htmlhttp://www.internet4classrooms.com/di.htmlhttp://school.discovery.com/schrockguide/http://school.discovery.com/schrockguide/http://edweb.sdsu.edu/people/bdodge/Professional.htmlhttp://edweb.sdsu.edu/people/bdodge/Professional.html

Technology and DI:Technology and DI:http://www.members.shaw.ca/priscillatheroux/differentiating.htmlhttp://www.members.shaw.ca/priscillatheroux/differentiating.htmlhttp://www.teach-nology.com/teachers.lesson_planshttp://www.teach-nology.com/teachers.lesson_planswww.kuglin.comwww.kuglin.comhttp://webquest.orghttp://webquest.orghttp://www.google.com/educators/index.htmlhttp://www.google.com/educators/index.html==

BibliographyBibliography

Chapman, C. & King, R. (2005) Chapman, C. & King, R. (2005) Differentiated Differentiated assessment strategies: One toolassessment strategies: One tool doesn’t fit all. doesn’t fit all. California: Corwin Press.

Nunley, K. (2006) Nunley, K. (2006) Differentiating the high school Differentiating the high school classroom: solution strategies for 18 common classroom: solution strategies for 18 common obstacles.obstacles. California: Corwin Press. California: Corwin Press.

Tomlinson, C. (2001) Tomlinson, C. (2001) How to differentiate How to differentiate instruction in mixed-ability classroomsinstruction in mixed-ability classrooms (2 (2ndnd ed.). ed.). Alexandria, VA: ASCD. Alexandria, VA: ASCD.