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Differentiating Instruction
2 + 2 = 4
Regional Training
Nov. 28, 2007
1. Make a list of all the students in your class. If you teach more than one section, you may select one section. You may not use any notes.
2. When you have to push to remember, draw a line. Write down any additional names you can now remember.
3. When you can’t remember any more, draw another line. Ask yourself why some students are “invisible.”Do this again a week later. Think about what
you have done that has brought kids above the line. See who still falls below a line. Ask yourself why.
A Fable
One time the animals had a school. The curriculum consisted of running, climbing, flying and swimming, and all the animals took all the subjects.
The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck.
The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used his own way of getting there.
The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming.
The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C’s in climbing and D’s in running.
The practical prairie dog apprenticed their offspring to a badger when the school authorities refused to add digging to the curriculum.
At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian.
- Printed in The Instructor, April 1968
Assumptions
• Find a partner (someone dressed similarly to you)
• You and your partner will read the statement you receive
• Discuss your feelings or classroom implications about the statement
• Share your comments with the group
Seasonal Partners
• Step 1: With your “Seasonal Partners” paper, circulate the room to greet people you do not already know well.
• Step 2: As you greet your colleagues, identify one who will sign up as your Winter partner.
• Step 3: You then sign up as that person’s Winter partner. Be sure that both of you record the appointment on your page.
• Step 4: Repeat the previous steps for Spring, Summer and Fall partners.
• Step 5: Return to your seat when you have appointments for each season. Everyone should have four appointments.
Objectives
Participants will• Define and give meaning to “differentiated
instruction”• Discuss the importance of routines for
classroom management• Consider various grouping options when
implementing differentiation• Create a differentiated lesson/unit for use
in your classroom
The Big Picture
• Differentiation is not about individualization … But it is about individuals.
Why Differentiate?
• “One size fits all” instruction does not address the needs of many students.
• Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.
When I skate, I go where the
puck is. Wayne Gretsky
When we teach, we should go where the student is.
Why do we need to differentiate?
• When a teacher tries to teach something to the whole entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.”
Lillian Katz
Willis, S (November 1993). “Teaching Young Children: Educators Seek ‘Developmental Appropriateness.” Curriculum Update, 1-8.
Students Speak about Learning
• Handouts: Dear Miss Brin & Students Respond
• What do kids say about your classroom? What do they look forward to? What do they dread?
What’s Behind the Idea of Differentiated Classrooms?
• If a student learns faster than a prescribed pace or is ready for greater depth and breadth of knowledge than is planned, there should be plans for adapting the pace and scope of learning for that student.
Too often, teachers are like bowlers; they throw the ball down the middle and hope to hit some pins.
What’s Behind the Idea of Differentiated Classrooms?
• If a student has difficulty learning—for whatever reason—there should be provisions made to ensure that the student masters essential knowledge and has an active support system both to fill in gaps in knowledge and to move ahead.
Let me get this straight—I’m behind the other kids, and I’m going to catch up by going slower.
What’s Behind the Idea of Differentiated Classrooms?
• If a student is just learning to speak English, there should be mechanisms in place to help the student manage critical elements of subject matter as well as practice continually with the new language.
What’s Behind the Idea of Differentiated Classrooms?
• If a student’s culture, gender or economic status results in learning preferences that vary from those typically addressed in the classroom, the range of learning modes should be expanded to support effective and efficient learning for each learner.
What’s Behind the Idea of Differentiated Classrooms?
• If a student has “given up” on school, there should be active and continual planning to help the student reconnect with the power of learning to positively shape his or her life.
Table Talk: Yesterday & Today
• Read the purple handouts– Highlight or jot down two
facts you strongly agree with.
– Share and discuss with your Fall Partner.
Differentiation is a classroom practice that looks eyeball to eyeball with the reality that
kids differ, and the most effective teachers do whatever it takes
to hook the whole range of kids on learning.
Differentiated instruction is not individualized instruction; it’s getting the kid in the ballpark!
Differentiated instruction is not chaos.
Differentiated instruction is not just another way to provide homogenous grouping.
Differentiated instruction is not tailoring the same suit of clothes
.
Differentiation is not four versions of the same boring worksheet.
Differentiated Instruction IS
• Proactive
• More qualitative than quantitative
• Student centered
• A blend of whole-class, group and individual instruction
Bzzzzzz
• At your table, turn to the person next to you and list some of the attributes of differentiation.
What is the difference between differentiating
and modifying curriculum?
Share your thoughts with the group. You may want to create a linguistic or
nonlinguistic summary of your conversation.Possible products could include an editorial, oral report, song, skit, poster, game show, comic strip, flow chart, model, etc.
“In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.”
Teachers in differentiatedclassrooms are studentsof their students.
Carol Tomlinson
Movie Time
Use these questions to guide your discussion on the information you see:
• What are barriers you think exist to teachers structuring their classroom routines around a commitment to differentiate instruction?
• How could these barriers be overcome?• What are the characteristics of your current
classroom routine?• Questions, concerns, observations
Handout 20
“What will this look like in my classroom?”
Individually brainstorm ideas about ….
• What does differentiation involve?
• Will the … change in your classroom?– Role of the teacher– Role of the student– Use of time, space and materials
• What resources are available?
Content Process Product
Teachers Can Differentiate
According to Students’
Readiness Interest Learning Profile
Differentiated tasks are created based upon a student’s:
Readiness Closely matched to skill level
Interests Ignites curiosity and/or passion
Learning Preferences Provides opportunities to
“work” in preferred modalities
• How do you determine readiness in your classroom?
• How do you determine students’ interests?
Differentiation Using LEARNING PROFILE
• Learning profile refers to how an individual learns best - most efficiently and effectively.
• Teachers and their students may differ in learning profile preferences.
Learner Profile Card
Auditory, Visual, KinestheticModality
Multiple Intelligence PreferenceGardner
Analytical, Creative, PracticalSternberg
Student’s Interests
By yourselfWith partnerSmall groupWhole group
Gender Stripe
Learning Profile Inventories
• The Modality Preferences Instrument
Parallel Lines Cut by a Transversal
• Visual: Make posters showing all the angle relations formed by a pair of parallel lines cut by a transversal. Be sure to color code definitions and angles, and state the relationships between all possible angles.
12 3
45
67
8
Smith & Smarr, 2005
Parallel Lines Cut by a Transversal
• Auditory: Play “Shout Out!!” Given the diagram below and commands on strips of paper (with correct answers provided), players take turns being the leader to read a command. The first player to shout out a correct answer to the command, receives a point. The next player becomes the next leader. Possible commands:– Name an angle supplementary supplementary to angle 1.– Name an angle congruent to angle 2.
Smith & Smarr, 2005
12 3
456
78
Parallel Lines Cut by a Transversal
• Kinesthetic: Walk It Tape the diagram below on the floor with masking tape. Two players stand in assigned angles. As a team, they have to tell what they are called (ie: vertical angles) and their relationships (ie: congruent). Use all angle combinations, even if there is not a name or relationship. (ie: 2 and 7)
Smith & Smarr, 2005
12 3
45
67
8
Learning Profile Inventories
• Triarchic Theory of Intelligences (Sternberg)
Creative Analytical
Practical
Evaluating PlotStandard: Students will evaluate the quality of plot based on clear criteria
Analytical Task
•Experts suggest that an effective plot is: believable, has events that follow a logical and energizing sequence, has compelling characters and has a convincing resolution.
•Select a story that you believe does have an effective plot based on these three criteria as well as others you state. Provide specific support from the story for your positions.
OR
•Select a story you believe has an effective plot in spite of the fact that it does not meet these criteria. Establish the criteria you believe made the story’s plot effective. Make a case, using specific illustrations from the story, that “your” criteria describes an effective plot
Evaluating Plotcont’d
Evaluating PlotEvaluating Plot
Practical Task
•A local TV station wants to air teen-produced digital videos based on well known works. Select and storyboard you choice for a video. Be sure your storyboards at least have a clear and believable plot structure, a logical sequence of events, compelling characters and a convincing resolution. Note other criteria on which you feel the plot’s effectiveness should also be judged. Make a case that your choice is a winner based on these and other criteria you state.
Creative Task
•Propose an original story you fell has a clear and believable plot structure, a logical sequence of events, compelling characters, and a convincing resolution. You may write it, storyboard it, or make a flow chart of it. Find a way to demonstrate that your story achieves these criteria as well as any others you note as important.
(cont’d)
Linear – Schoolhouse Smart - SequentialANALYTICALThinking About the Sternberg Intelligences
Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.
Streetsmart – Contextual – Focus on UsePRACTICAL
Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.
CREATIVE Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.
Learning Profile Inventories
• The Theory of Multiple Intelligences (Gardner)
– Verbal/Linguistic– Logical/Mathematical– Visual/Spacial– Bodily/Kinesthetic– Musical– Interpersonal– Intrapersonal– Naturalist
EIGHT STYLES OF LEARNINGTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
LINGUISTIC
LEARNER“The Word Player”
Learns through the manipulation of words. Loves to read and write in order to explain themselves. They also tend to enjoy talking
Read
Write
Tell stories
Memorizing names, places, dates and trivia
Saying, hearing and seeing words
LOGICAL/
Mathematical
Learner“The Questioner”
Looks for patterns when solving problems. Creates a set of standards and follows them when researching in a sequential manner.
Do experiments
Figure things out
Work with numbers
Ask questions
Explore patterns and relationships
Math
Reasoning
Logic
Problem solving
Categorizing
Classifying
Working with abstract patterns/relationships
SPATIAL LEARNER“The Visualizer”
Learns through pictures, charts, graphs, diagrams, and art.
Draw, build, design and create things
Daydream
Look at pictures/slides
Watch movies
Play with machines
Imagining things
Sensing changes
Mazes/puzzles
Reading maps, charts
Visualizing
Dreaming
Using the mind’s eye
Working with colors/pictures
MUSICAL LEARNER“The Music Lover”
Learning is often easier for these students when set to music or rhythm
Sing, hum tunes
Listen to music
Play an instrument
Respond to music
Picking up sounds
Remembering melodies
Noticing pitches/ rhythms
Keeping time
Rhythm
Melody
Music
EIGHT STYLES OF LEARNING, Cont’d
TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
BODILY/
Kinesthetic
Learner“The Mover”
Eager to solve problems physically. Often doesn’t read directions but just starts on a project
Move around
Touch and talk
Use body language
Physical activities
(Sports/dance/
acting)
crafts
Touching
Moving
Interacting with space
Processing knowledge through bodily sensations
INTERpersonal
Learner“The Socializer”
Likes group work and working cooperatively to solve problems. Has an interest in their community.
Have lots of friends
Talk to people
Join groups
Understanding people
Leading others
Organizing
Communicating
Manipulating
Mediating conflicts
Sharing
Comparing
Relating
Cooperating
interviewing
INTRApersonal
Learner“The Individual”
Enjoys the opportunity to reflect and work independently. Often quiet and would rather work on his/her own than in a group.
Work alone
Pursue own
interests
Understanding self
Focusing inward on feelings/dreams
Pursuing interests/
goals
Being original
Working along
Individualized projects
Self-paced instruction
Having own space
NATURALIST“The Nature Lover”
Enjoys relating things to their environment. Have a strong connection to nature.
Physically experience nature
Do observations
Responds to patterning nature
Exploring natural phenomenon
Seeing connections
Seeing patterns
Reflective Thinking
Doing observations
Recording events in Nature
Working in pairs
Doing long term projects
Multiple Intelligence Ideas for Proofs!
• Logical Mathematical: Generate proofs for given theorems. Be ready to explain!
• Verbal Linguistic: Write in paragraph form why the theorems are true. Explain what we need to think about before using the theorem.
• Visual Spatial: Use pictures to explain the theorem.
Multiple Intelligence Ideas for Proofs!
• Musical: Create a jingle or rap to sing the theorems!
• Kinesthetic: Use Geometer Sketchpad or other computer software to discover the theorems.
• Intrapersonal: Write a journal entry for yourself explaining why the theorem is true, how they make sense, and a tip for remembering them.
Movie Time
Use these questions to guide your discussion on the information you see:
– How were the students grouped for the lesson?
– Why is it important to vary the groupings often?
– Evidence of connections with students – Questions, concerns, observations
In grade level teams, determine the best way to profile your
students.
People Search
• Find a colleague who can sign on one of the squares of your “People Search”
• After you have both signed your name to the other’s card, exchange a piece of candy
Application
• Develop a learning preference or intelligence preference activity.
Differentiated Curriculum should include:
• Respectful tasks– Adapted but NOT trivialized or “dumbed
down”
• Challenging but achievable assignments– Always teach “UP” to students
• Choices
• Engaging activities
• Linked to previous and future learnings
Movie Time
Use these questions to guide your discussion on the information you see:
– What might be some strategies the teachers used to keep students engaged in learning?
– Evidence of connections with students – Questions, concerns, observations
Handout 12
Strategies to Support Flexible Groupings
• See handout
Weather Reports
Sunny skies—it’s clear to me!
Low clouds—I understand some, but not all.
Fog/Smog—I’m lost!
Your Choice
• Watch additional DVDs on Differentiated Instruction
• Look through ESA resources
• Browse the Internet for resources
• Work with a colleague to develop another lesson
“Creating a differentiated classroom is not a yes/no proposition but rather a continuum along which
teachers move as they develop skills of responsive teaching.”
Carol Ann Tomlinson
Start Slowly. . . But Start
• Involve the students– Share your reasoning with them.– Watch them work and learn from what you see– Give them roles that empower them– Ask their advice– Talk individually with students for whom school isn’t
going well• In one subject or class
– Where the need is greatest– Where you feel the most comfortable
Fairness is not everyone getting
the same thing. It is everyone getting what they need.
Three Minute Reflect and Respond Exit Card
• What are 3 things I learned today?
• What are 2 things I still have questions about?
• What is 1 action I will take to make my classroom differentiated?
–Step back and reflect … “Our goal is neither to mourn what we have done nor to rest on our victories, but to look at the reasons we have to show up again tomorrow at the classroom door, ready to join our students – ALL of our students – in learning.”
– Carol Ann Tomlinson, 1999
• The greatest sign of success for a teacher is to be able to say… “The children are now working as if I did not exist.”
–Maria Montessori
Book and Online Resources• Instruction for All Students, Paula Rutherford, Just Ask Publications, 2002.• Why Didn’t I Learn This in College?, Paula Rutherford, Just Ask Publications, 2002.• How to Differentiate Instruction in Mixed Ability Classrooms, 2nd Edition, Carol
Tomlinson, ASCD, 2001. This is the basic book, and is widely available in all school libraries. This fits an overview study best.
• The Differentiated Classroom: Responding to the Needs of All Learners, Carol Tomlinson, ASCD, 1999. This is the next step for teachers who already know much about differentiation.
• Differentiation in Practice, Carol Tomlinson and Caroline Eidson, ASCD. Three resource books of actual lessons for grades K-6, or 5-9, or 9-12 in a variety of subject areas. This represents good models, but works best with teachers who are well grounded in their understanding of both curriculum and differentiation.
• www.ascd.org A source for books, but also an opportunity to see sample chapters, take online courses, etc.
• Access some learner preference assessments at www.e2c2.com/fileupload.asp Look for the file entitled “Profile Assessments for Cards.”
• www.exemplars.com A source for standards-based, tiered lessons with rubrics with student examples.
• http://www.internet4classrooms.com/di.htm Electronic learning styles inventories, definitions, lessons, articles and more
Contact Information
Education Service Agency, Region 2Barb HansenMarge Hauser
Pat HubertLori StoltenburgVickie Venhuizen
