Paul Alexander Hetyey, English Curriculum Coordinator, SEC 1

Differentiation in the Classroom

“It’s not how smart they are but how they are smart” (Howard Gardner)

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Session OverviewWhat Is Differentiation?

What are multiple intelligences

Differentiation Strategies

Differentiation Practice

Tips for Implementing Differentiated Instruction

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Objectives

Participants will

Gain an overview of differentiated instruction;

Be able to implement several differentiation strategies

Identify things to consider when implementing differentiation at the classroom and school level.

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Children learn from a teacher.…

Traditional Campfire – instruction, storytelling, wise person (teacher centered classroom)

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…from each other… Traditionally Watering hole, oasis –

networking, news (group work, collaborative learning)

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…by themselves… Traditionally Cave – reflection, time

to think (library, writing activities, self-evaluation, planning)

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…and by doing. Traditionally The Hunt – experience,

trial & error (practice, work-based, beyond the classroom)

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Why Differentiate? All kids are different.

One size does not fit all.

Differentiation provides all students with access to all curriculum.

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What Is Differentiation? A teacher’s response to learner

needs

The recognition of students’ varying background knowledge and preferences

Instruction that appeals to students’ differences

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Content(planning)

Process(delivery)

Product(assessment)

According to Students’

Readiness Interest LearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

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Readiness Amount of prior learning

Ability

Motivation

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Interest Get to know your students personally What are their backgrounds,

experiences, hobbies, interests? What do they want to be when they

leave school? Conduct an interest survey – keep

notes and a file – get the students to do a collage of themselves.

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Multiple Intelligences

An intelligence is an ability to solve a problem or fashion a product that is valued in one or more cultural settings.

Gardner’s 8 Multiple Intelligences

This is only ONE way to differentiate

Do the survey of yourself

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Linguistic Intelligence Ability to read, write and

communicate with words. Authors, journalists, comedians

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Logical Mathematical Intelligence

Ability to reason and calculate, to think things through in a logical, systematic manner

Engineers, lawyers, scientists, accountants, detectives

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Bodily Kinesthetic Intelligence Ability to use your body skillfully to

solve problems, create products, or present ideas and emotions.

Athletes, dancers, actors, builders, surgeons

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Visual-Spatial Intelligence Ability to think in pictures, visualize a

future result. Imagination. Sense of direction, navigation.

Architects, artists, photographers, sailors, strategic planners

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Musical intelligence Ability to make or compose music, to

sing well, to understand and appreciate music. Sense of rhythm.

Musicians, composers, poets

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Interpersonal Social Intelligence Ability to work effectively with

others, to relate to other people, empathy, understanding others’ viewpoints and motivations.

Good teachers, salesmen, social workers, politicians

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Intrapersonal Intelligence Ability for self-analysis and reflection,

review one’s behaviour, make plans and set goals, to know oneself.

Philosophers, counsellors, and highly effective, peak performers. Brilliant people.

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Naturalist Intelligence Ability to recognize flora and fauna

and other consequential distinctions in the natural world

Farmers, hunters, fishermen, botanists, biologists, zoologists, conservationists

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Preferred learning(match these with MIs)

You tend to record events with a camera You keep and like pets. You like playing chess and solving puzzles You can give clear directions and

explanations You like to read inspirational books You like singing in the shower You build things with “do-it-yourself” kits You talk over problems with others

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About Intelligences Most people have the full range of

intelligences Most people have one or two

dominant intelligences through which they learn / process information

They learn best through the dominant MI

They can develop the other intelligences

It is hard in a class to cater always for all intelligences

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VAK Try to include as many activities as

possible to cater for all intelligences, even if you don’t know the MI of individual students

Concentrate on VAK(Visual / Auditory / Kinesthetic) If you include all three of these, you’ll

reach most of the students most of the time

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How many do you reach?

If you use VAK strategy…Out of a typical thirty students…

- 22 have enough V /A /K tendencies that they can understand no matter how the lesson is presented.

- 2 or 3 have learning difficulties- The rest are VO’s, AO’s or KO’s (only)

and can only grasp through that mode

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For Visual Students use.. Graphic organizers Diagrams and concept maps Learning maps and memory maps Lots of colour Draw, doodle, paint, posters, collages Reading, films & videos Likes to plan, see the big picture

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For Auditory Students use Singing, debating, discussing, stories Read it dramatically Tape summaries and notes and listen Give verbal directions Talk through procedures for projects

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For Kinesthetic Students use..

Activities needing movement or building

Walk about while reading or listening Make notes, post-its, index cards,

flash cards Writing a lot Learning in groups Ticking off checklists Handles projects on a step-by-step

basis

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The VAK Attack Strategy

Combine all three modes in one learning exercise…

1. Read and visualize the material – seen it.

2. Make up Questions and record the answers aloud – heard it

3. Write out the major points on index cards and arrange them in logical order –physically handled it.

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Comparing Traditional and Differentiated Classrooms

Consideration of student differences Movement and action – constructive NOISE Use of a wide range of assessment tools and rubrics Use of student interest and learning style Varied Instructional format and activities Use of wide range of resources and technology Assignment options and choice Student centered approach –teacher as facilitator Different students doing different things Students ALL engaged, participating, motivated, achieving Students have CHOICE and can negotiate their activities

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Discussion Question

What are you already doing to differentiate instruction in your classroom?

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Differentiation Strategies

Compacting

Independent Study

Interest Centers or Interest Groups

Flexible Grouping

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Examples of Differentiation Strategies

Choice Boards – menus, tic-tac-toe,

Tiered Activities Learning Contracts Projects Effective grouping Jigsaw activities The Layered Curriculum

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Entrée (Select One)• Draw a picture that shows what happens during photosynthesis.• Write two paragraphs about what happens during photosynthesis.• Create a rap that explains what happens during photosynthesis.

Dinner Menu – PhotosynthesisAppetizer (Everyone Shares)• Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) • Define respiration, in writing.• Compare photosynthesis to respiration using a Venn

Diagram.• Write a journal entry from the point of view of a green plant.• With a partner, create and perform a skit that shows the

differences between photosynthesis and respiration.

Dessert (Optional)• Create a test to assess the teacher’s knowledge of

photosynthesis.

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TIC-TAC-TOEBook Report

Draw a picture of the main character.

Perform a play that shows the conclusion of a

story.

Write a song about one of

the main events.

Write a poem about two

main events in the story.

Make a poster that shows the order of events

in the story.

Dress up as your favorite character and

perform a speech telling who you are.

Create a Venn diagram

comparing and contrasting the introduction to

the closing.

Write two paragraphs

about the main character.

Write two paragraphs about the setting.

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Beginning Intermediate AdvancedOutcome/Objective

Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.

Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.

Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.

Instruction/Activity

Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.

Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.

Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.

Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.

Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.

Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

Tiered Activity – Writing a Persuasive Essay4th–6th Grade Classroom

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I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

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Learning Contract #2To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___

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Effective grouping

You must have a rationale why and how your group students.

Task-based requiring cooperation and collaborative learning –e.g. jigsaw classroom

Use seating in rows, pairs, groups, semi-circle or on carpets according to lesson objective.

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Groups should be fluid and flexible- based on:

Ability Mixed ability Prior learning Interests Multiple intelligences Mixed multiple intelligences Sometimes behaviour and motivation

considerations

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Jigsaw classroom activity

Examples: literature circles, web-quests

Each student in the group has a different task – summarizer, question maker, artist, word builder, journalist, etc

Group makes presentation to class of their story, research, newspaper article, topic

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The Layered Curriculum Kathie F. Nunley Differentiated classroom of 3 layers Unit plan has combination of assignments Layer C: basic activities for all (recall &

understanding) Layer B: apply, use, brainstorm, design Layer A: evaluation, critical thinking,

opinion, research Assessment: oral defense of assignments

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Assessment in the Differentiated Classroom

Ongoing Instruction-dependent Student-dependent Informative for continued

instruction

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Assessment Tools for Differentiated Products

Rubrics for assignments and projects

Interviews and conferences

Student Portfolios

Journals with Meta-cognitive Reflection

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Tips for Implementing Differentiated Instruction: Your Classroom

Start slowly. Organize your classroom space organize student profiles. Start student portfolios. Use a clipboard. Use technology

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Implementing Differentiated Instruction: Your School

Start with committed staff.

Look for existing resources/infrastructure.

Start with one or two strategies.

Try it and be willing to alter and extend.

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Implementing Differentiated Instruction: Additional Considerations

Teacher support

Professional development

Adequate planning time