Differentiation A-Z:

Practical

Application of

Lesson Designs for

the Inclusive Classroom

By Kathy Switzer, M.S.

Assistant Director of Special Services

College Station I.S.D.

Diverse Learners ELL

At Risk 504 students with accommodation plans

Sped students with IEP’s

Intellectual challenges

Learning Disabilities

Physical Disabilities ** Talk to your elbow partner about the diversity of

learners in your class this year

How did these students demonstrate readiness to learn? What did you know about their learning profile?

What is differentiated

instruction?

A way of thinking about teaching and learning that is designed to assist teachers in recognizing, understanding, and addressing student differences that are inevitable in virtually all classrooms (Tomlinson & Imbeau, 2013)

Principles of differentiation

Students differ in their readiness to learn

significantly enough to affect their

learning

Students learn best

with high expectations and support from

adults

when material is connected to interests and

experiences

In a safe community

Universal Design for Learning

Focuses on three guiding principles

Multiple Means of Representation

Multiple Means of Expression

Multiple Means of Engagement

Multiple Intelligences

All learners have Strengths, Needs, and

Preferences in the classroom

Intelligence is not a single ability (Howard

Gardner, 1993)

Cattell, Horn, Carol theory of multiple

intelligence is currently used in assessment

for Specific Learning Disabilities (Flanagan,

Ortiz, & Alfonso, 2013)

Cognitive Abilities

Crystalized Intelligence

Fluid Reasoning

Long-Term Storage and Retrieval

Working Memory

Auditory Processing

Visual Processing

Processing Speed

Educational Neuroscience

Study of the Brain and how it functions to

learn

Supports the use of differentiated

curriculum and instruction in the areas of:

Content

Process

Product

Environment

Content

What the student should know,

understand, and be able to do as a

result of learning

Should be Relevant, Authentic,

immediately usable, and

empowering to students in the

present and future (Tomlinson, 1999)

See Planning Pyramid

Process

Activities, lessons, and interactions that occur during the school day to help students use their skills to make sense of the content being presented

Use of supplements, modifications, and accommodations to differentiate for all learners

Product

The planned results that represent

the acquired skills.

Can be used as assessment

Product Assignments vary along a

continuum in differentiated

instruction

Learning Environment

Physical and emotional contexts

where learning occurs

Three components of healthy

learning environments:

Physical Arrangements

Instructional Groupings

Classroom Climate

See environmental assessment tool

Learning Environment Checklist

Component Does It Allow/Include…

Seating

Quiet places

Flexible seating arrangements and grouping

Multiple-use areas

Classroom

Organiza-

tion

Well-established daily routines

Clear rules with consistent enforcement

Multiple signals and cues to prepare students for changes in activity

Student assignments given orally, posted on board, posted on website, and written in

assignment notebook

Easy access to manipulatives and materials

Easy access storage for wheelchair or other mobility equipment

Aisles that allow for easy movement around the classroom

Clutter-free spaces that reinforce organization of materials and work practices

Positive

Climate

Well established behavioral expectations (taught, reinforced regularly, and posted)

Prevention of difficulties though teaching appropriate behaviors

Posted reminders that are used in praise and correction

Use of physical proximity and touch to help students re-focus

Reduction or elimination of textures, sounds, and smells that might be disconcerting

to some learners

Individual positive attention to each student that promotes actions that tell students

that they are valued, able, and trusted

Development of independent thought and action in each student

Acceptance and valuing of diversity in people and thought

How Do I Differentiate Content?

Historical Methods

Reducing number of vocabulary words

Reducing complexity of definitions

Providing Word banks or lists

Reducing the number of questions or

problems to be completed

Historically these methods have been used

on an as needed basis for a specific

student per the student’s IEP

How Do I Differentiate Content? Content Adaptations Instructional adaptations

Use simplified and expanded

definitions for vocabulary

Pre-teach vocabulary or provide

outlines or partial notes

Omit extraneous Details Read aloud or text to speech

Reduce reading level of test

questions and/or text

passages

Accompany lectures with visuals

(e.g. video clips, graphics, maps,

diagrams, etc.)

Spiral back to previous

knowledge

Provide cues and prompts

Expanding and Modifying

Curriculum

Use hands on activities

Allow students to share an

activity with varied learning

outcomes

Include demonstrations of

assignments

Provide Tiered Assignments Provide examples of varied

products

How Do I Differentiate Process

to Positively Affect Outcomes? Both ESSA (Every Student Succeeds Act,

2015) and IDEA (Individuals with Disabilities

Education Act, 2004) explicitly require

that teachers select and use research

based strategies. The general education

classroom and curriculum is the focal

point for the instruction of students with

disabilities. (34 CFR 300.552[a] [1] and [b] [1] and [2]).

How Does Brain Research

Influence Process of Instruction?

Findings from Brain Research Influence on Process

Each Brain is uniquely organized Student choice and interest

If new information can be

linked to current information , it

is easier to learn

Spiral Learning – link new to

previous information

The frontal lobe processes

higher order thinking and

problem solving

Goal directed and problem

solving skills are essential to

success

If flooded with emotional

chemicals (cortisol) retention of

information is altered

Positive learning environments

produce endorphins and make

it easier to learn and retain

Learning requires focus and

attention

Must be engaging for all

learners

Process Effect on Learning Outcomes

Metacognitive Tools:

Graphic Organizer,

mnemonics, imagery, story

maps, constructing

sentences, editing,

paraphrasing, and

classifying information

Students can engage with the

academic content and make

sense of what they are learning

Scaffolding: Step-by-step

construction of a concept

or skill

Connects new knowledge to old

knowledge. As the student learns

the pieces, the teacher helps

string the pieces together

Chunking: Organizing or

grouping information

together

This makes it easier to remember

and learn

Cooperative Learning: BUILD

(Fogarty and Pete, 2011)

Build in higher order thinking

Unite the team

Include individual accountability

Look back and reflect

Develop social skills

From Traditional to Cooperative Learning

From … To …

“A good class is a quiet class.” “Learning involves healthy noise.”

“This is an independent task.” “ This is collaborative teamwork.”

“Keep your eyes on your paper.” “Ask your partner for help.”

“Sit quietly.” “Get up and look at what others did.”

“Talking is cheating.” “Talking is learning.”

(Adapted from Kagan & Kagan, 2009)

Designing Process Strategies

Have a clear purpose

Focus on key ideas

Guide students

Vary modes for exploration of ideas

Tie new information to previous

understanding

Match students’ levels of readiness

How Do I Modify Product Options?

Consider product choices

Artistic - creative/graphic- painting, collage,

pottery, paper mache

Performance – skit, role-play, musical, mime

Spoken – speech, newscast, oral report, rap

Visual – video, diagram, photography, poster

Model/ Construction – relief map, diorama,

machines, terrariums, robots

Leadership – speech, debate, organize event

Written – brochure, caption, chart, web page,

timeline, interview questions, diagram

How Do I Use Assessment?

Authentic Assessment

Based on “real world”

Directly assessed in real-life situation

Teacher uses meaningful, complex, and

relevant activities

Examples: Demonstration, Project, or

Presentation

How Do I Use Assessment?

Portfolio Assessment

“a focused collection of diverse documents and artifacts that… reflect a persons’ learning process” (Imhof and Picard, 2009)

Ongoing and gathered over time

Embraces differing developmental levels

Variety of Evidence

Examples: Book logs, videos, research reports

How Do I Use Assessment?

Scoring Guides or Rubrics

Specific grading guidelines for a specific

project

Rubrics include criteria for levels of

proficiency in specific skills

Why Rubrics? The grading of significantly

modified content and product can be

made more objective and skill specific

Where and How Do I Start?

I Don’t Have Time To Do This. Using the chart below and the ideas

presented in this session

start with targeting one or two students who have not been engaged or have not been successful in regular daily instruction

Target one lesson or project

Try doing this one time per week and you will find at the end of the year you will have a repertoire of differentiation options in your tool belt

Instructional Planning Form

Date: Period: Subject:

Goal:

Materials Required:

Content Anticipatory

Set

Learning

Activity

Rehearsal

Activity

Learning

Activity

Evaluation

Activity

What some

students will

learn

What most

students will

learn

What all

students will

learn

Adaptations Anticipatory

Set

Learning

Activity

Rehearsal

Activity

Learning

Activity

Evaluation

Activity

Content

Product

Process

Environment

Austin Public Schools Poster Contest Winner

References

Flanagan, D., Ortiz, S., & Alfonso, V. (2013). Essentials of Cross Battery Assessment, Third Edition. Hoboken, NJ: Wiley.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New

York, NY: Basic Books.

Gartin, B., Murdick, N., Perner, D., and Imbeau, M. (2016). Differentiating instruction in the inclusive classroom: Strategies for success. Arlington, VA: Council for Exceptional Children.

Kagan, S. & M. Kagan. Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, 2009.

Tomlinson, C. A., & Imbeau, M. B. (2013). Differentiating instruction. In D. R. Reutzel (Ed.), Handbook of research-based practice in early education. (pp. 119-139). New York, NY: Guilford.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Imhof, M., & Picard, C. (2009). Views on using portfolio in teacher

education. Teaching and Teacher Education, 25, 149-154. doi:10.1016/j.tate.2008.08.001