Education for AllEducation for All

Universal Design for LearningUniversal Design for Learning

Differentiated InstructionDifferentiated Instruction

J. VirgilioJ. Virgilio

What is DI? What is DI? Assessment Triangle Assessment Triangle

Skills

Knowledge

Growth

What is Differentiated What is Differentiated Instruction?Instruction?

DI is student centred. DI is student centred. DI is proactive and responsive DI is proactive and responsive

instruction.instruction. DI focuses on whom we teach, where DI focuses on whom we teach, where

we teach, and how we teach.we teach, and how we teach. 3 P’s – personalization, processes 3 P’s – personalization, processes

and procedures. and procedures.

ASSESSMENT PURPOSESASSESSMENT PURPOSES

Diagnose student strengths and needsDiagnose student strengths and needs Form and guide instructionForm and guide instruction Communicate expectationsCommunicate expectations Provide feedback on learningProvide feedback on learning Provide basis for evaluation (grades)Provide basis for evaluation (grades) Provide basis for placementProvide basis for placement Gauge program effectivenessGauge program effectiveness Practice applying skills and knowledge.Practice applying skills and knowledge.

What is Differentiated What is Differentiated Instruction? (cont’d):Instruction? (cont’d):

DI is an approach to planning for DI is an approach to planning for effective assessment and evaluation.effective assessment and evaluation.

The teacher manipulates the The teacher manipulates the individual goals into the classroom individual goals into the classroom content and instructional strategies.content and instructional strategies.

The content and the instructional The content and the instructional strategies are the vehicles by which strategies are the vehicles by which the teacher meets the needs of all the teacher meets the needs of all students.students.

DI Means Recognizing DI Means Recognizing Differences:Differences:

There are no two students who:There are no two students who:

-learn at the same pace-learn at the same pace

-solve the problems in the same way-solve the problems in the same way

-have the same interests-have the same interests

-have learned the same skills-have learned the same skills

-have the same experiences -have the same experiences

Knowing the Whole ChildKnowing the Whole Child

Family DataFamily Data Student Self-Assessment Student Self-Assessment

(Interests/strengths)(Interests/strengths) DIP Data (EQAO, CAT 3, etc.) DIP Data (EQAO, CAT 3, etc.) Assessment (diagnostic, formative, Assessment (diagnostic, formative,

summative) Multiple Intelligencessummative) Multiple Intelligences Socio-Affective dataSocio-Affective data

Other Effective DataOther Effective Data

Reading Record Data (CAT 3, EQAO, Reading Record Data (CAT 3, EQAO, benchmarks)benchmarks)

Writing Samples/PortfoliosWriting Samples/Portfolios Classroom ObservationsClassroom Observations On-going AssessmentOn-going Assessment

Planning With DataPlanning With Data

What would the most powerful What would the most powerful teaching points be for this student?teaching points be for this student?

What does the child need to learn What does the child need to learn next?next?

How will the child learn the content How will the child learn the content the best?the best?

What will be the best way for that What will be the best way for that student to demonstrate learning?student to demonstrate learning?

How Is DI Implemented?How Is DI Implemented?

Use diagnostic assessments to Use diagnostic assessments to determine student readiness i.e. KWL determine student readiness i.e. KWL chartscharts

Determine student interest. (i.e. Determine student interest. (i.e. student interest inventories, PMI).student interest inventories, PMI).

Identify student learning styles and Identify student learning styles and environmental preferences. environmental preferences.

Five Elements Teacher Can Five Elements Teacher Can DifferentiateDifferentiate

Content Content ProcessProcess ProductsProducts AffectAffect Learning EnvironmentLearning Environment

The LessonThe Lesson Has a definite aim for all studentsHas a definite aim for all students Includes a variety of teaching strategiesIncludes a variety of teaching strategies Considers students learning stylesConsiders students learning styles Involves all students in the lesson.Involves all students in the lesson. Allows adjusted expectationsAllows adjusted expectations Provides choiceProvides choice Accepts that different methods are of equal Accepts that different methods are of equal

valuevalue Evaluates students based on their individual Evaluates students based on their individual

differences.differences. Enduring understandingsEnduring understandings

Think Pair StrategyThink Pair Strategy

1.1. How do you address your students’ How do you address your students’ needs in your current practice? needs in your current practice? Have you seen new ideas that you Have you seen new ideas that you can incorporate into your practice?can incorporate into your practice?

2.2. Pair with a neighbor and share your Pair with a neighbor and share your ideas.ideas.

Choice Board: Setting the StageChoice Board: Setting the Stage

VisualVisual

Photo EssayPhoto Essay

(life in the (life in the middle 19middle 19thth Century)Century)

AuditoryAuditory

DebateDebate

(to join or not to join)(to join or not to join)

KinestheticKinesthetic

PlayPlay

(life in the middle (life in the middle of the 19of the 19thth Century)Century)

Wild CardWild Card

Political CartoonPolitical Cartoon

(key political (key political figure or event)figure or event)

Wild CardWild Card

JournalJournal

(key political figure or (key political figure or event)event)

Flip BookFlip Book

(key political (key political figure or event)figure or event)

Why Differentiate?Why Differentiate?

Encourage inclusionEncourage inclusion Addresses a variety of learning stylesAddresses a variety of learning styles Allows and celebrates diversityAllows and celebrates diversity Fosters social relations and self-Fosters social relations and self-

worthworth Meets social, emotional and Meets social, emotional and

academic needs academic needs

Reading SupportReading Support“Essential for Some-Good for All”“Essential for Some-Good for All”

Reading BuddiesReading Buddies

Think-Alouds/Read-AloudsThink-Alouds/Read-AloudsLearning DisabilitiesLearning Disabilities

ESL studentsESL students

MID, ASDMID, ASD

Use of Highlighters to mark Use of Highlighters to mark essential passagesessential passages

Students with low reading skillsStudents with low reading skills

Students with auditory preferences Students with auditory preferences and ADD/ADHD, ASDand ADD/ADHD, ASD

Systematic use of teacher read Systematic use of teacher read alouds to explore complex alouds to explore complex passages.passages.

Attention difficulties, LDAttention difficulties, LD

Language impairments and MID, Language impairments and MID, ASD ASD

Books on TapeBooks on Tape

Text to voice software Text to voice software

Voice to textVoice to text

Learning disabilitiesLearning disabilities

ESL learnersESL learners

Vocabulary BuildingVocabulary Building

Vocabulary for the lessonVocabulary for the lesson ESLESL

LD learnerLD learner

MIDMID

ASDASD

Word WallsWord Walls Students with Cognitive Students with Cognitive processing problemsprocessing problems

Students who benefit from Students who benefit from contextual application of contextual application of wordswords

Students with Attention Students with Attention ProblemsProblems

AttentionAttention

Think-Pair-ShareThink-Pair-Share Students with LDStudents with LD

Processing DifficultiesProcessing Difficulties

Gifted StudentsGifted Students

MID/ADHD/MID/ADHD/

Graphic Organizers/Graphic Organizers/

Visual SupportsVisual SupportsASDASD

ADHDADHD

Fine Motor DifficultiesFine Motor Difficulties

MIDMID

LDLD

Creating Groups with Anchor Creating Groups with Anchor ActivitiesActivities

1.1. Teach the whole class to work Teach the whole class to work independently and quietly on the independently and quietly on the anchor activities.anchor activities.

2.2. ½ the class works on an anchor activity.½ the class works on an anchor activity. ½ the class works on a different ½ the class works on a different

activity.activity.3. 1/3 works on anchor activity.3. 1/3 works on anchor activity. 1/3 works on a different activity.1/3 works on a different activity. 1/3 works with the teacher for guided 1/3 works with the teacher for guided

instruction.instruction.

Choice Boards/ActivitiesChoice Boards/Activities

TIC-TAC-TOE Book ReportsTIC-TAC-TOE Book Reports The Lunch Menu The Lunch Menu

Think TIC-TAC-TOEThink TIC-TAC-TOEBook ReportBook Report

Draw a picture ofDraw a picture of

The main The main

Character.Character.

Perform a play that depicts Perform a play that depicts the the

conclusion of the story.conclusion of the story.

Retell the main events of Retell the main events of your story or chapter with your story or chapter with supporting details.supporting details.

Write a poem about two Write a poem about two main events in the story.main events in the story.

Make a poster that shows Make a poster that shows the order of events in the the order of events in the story.story.

Dress up as a character and Dress up as a character and perform a speech describing perform a speech describing who you are.who you are.

Create a VennCreate a Venn

Diagram comparing and Diagram comparing and contrasting the introduction contrasting the introduction to the conclusion.to the conclusion.

Write two paragraphs about Write two paragraphs about the main character.the main character.

What is the theme of this What is the theme of this book? Develop a web book? Develop a web diagram showing ways in diagram showing ways in which the theme is which the theme is developed in the story. developed in the story.

Lunch Menu- Water CycleLunch Menu- Water Cycle

Appetizer (Everyone Shares)Appetizer (Everyone Shares)

Write the steps that occur in the water cycle.Write the steps that occur in the water cycle.

Entrée (Select One)Entrée (Select One)

-Draw a picture that shows what happens during the water cycle.-Draw a picture that shows what happens during the water cycle.

-Write two paragraphs about what happens during the water cycle.-Write two paragraphs about what happens during the water cycle.

Side Dishes (Select at Least Two)Side Dishes (Select at Least Two)

-Define condensation in writing.-Define condensation in writing.

-Compare the water cycle to another change of matter.-Compare the water cycle to another change of matter.

-Write a journal entry from the point of view of a water droplet.-Write a journal entry from the point of view of a water droplet.

-With a partner, create and perform a skit that shows the differences -With a partner, create and perform a skit that shows the differences between the water cycle and another change in matter. between the water cycle and another change in matter.

Dessert (Optional)Dessert (Optional)

-Create a test to assess the teacher’s knowledge of the water cycle. -Create a test to assess the teacher’s knowledge of the water cycle.

TIERED ACTIVITIESTIERED ACTIVITIES

A tiered lesson is a differentiation A tiered lesson is a differentiation strategy that addresses a particular strategy that addresses a particular standard, key concept, and standard, key concept, and generalization, but allows several generalization, but allows several pathways for students to arrive at an pathways for students to arrive at an understanding of these components understanding of these components based on their interests, readiness, based on their interests, readiness, or learning profiles. or learning profiles.

Tiered Activities –Writing a Tiered Activities –Writing a Persuasive EssayPersuasive EssayBeginningBeginning IntermediateIntermediate AdvancedAdvanced

ObjectiveObjectivess

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

Students will determine a Students will determine a topic, state a point of topic, state a point of view and write three view and write three paragraphs developing paragraphs developing that point of view.that point of view.

Students will Students will determine a determine a topic, state a topic, state a point of view and point of view and write an essay of write an essay of at least four at least four paragraphs that paragraphs that uses multiple uses multiple resources in resources in developing that developing that point of view. point of view.

InstructioInstruction-aln-al

ActivityActivity

Students will receive a model of a Students will receive a model of a five sentence paragraph and explicit five sentence paragraph and explicit instruction in constructing the instruction in constructing the paragraph.paragraph.

Students will receive a Students will receive a model of persuasive model of persuasive essay and a graphic essay and a graphic organizer that explain organizer that explain the construction of the construction of persuasive essay.persuasive essay.

Students will Students will receive a graphic receive a graphic organizer for a organizer for a persuasive persuasive essay. Students essay. Students will be given will be given explicit explicit instructions in instructions in locating locating resources and resources and quotes for their quotes for their essay.essay.

As a prewriting activity, students will As a prewriting activity, students will write their topic and develop at least write their topic and develop at least 3 things that support their topic.3 things that support their topic.

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

As a prewriting As a prewriting activity, students activity, students will use the will use the graphic graphic organizer to organizer to organize their organize their essay. Students essay. Students will also provide will also provide a list of a list of resources that resources that defended their defended their main point of main point of view.view.

Bloom’s TaxonomyBloom’s Taxonomy GOLDILOCKS AND THE THREE LITTLE BEARS Written by: J.VirgilioGOLDILOCKS AND THE THREE LITTLE BEARS Written by: J.Virgilio Level I – KNOWLEDGE (EXPLICIT QUESTIONS)Level I – KNOWLEDGE (EXPLICIT QUESTIONS) List the characters in the story.List the characters in the story. Whose bed was Goldilocks in when the bears found her?Whose bed was Goldilocks in when the bears found her? Level II – COMPREHENSION Level II – COMPREHENSION Retell the events in the story in your own words.Retell the events in the story in your own words. Why were the bears upset with Goldilocks?Why were the bears upset with Goldilocks? Level III – APPLICATIONLevel III – APPLICATION Tell what might have happened if Goldilocks had also made a mess.Tell what might have happened if Goldilocks had also made a mess. Retell the story from the point of view of breaking and entering.Retell the story from the point of view of breaking and entering. Use the information from the story, draw a model of the bears’ house.Use the information from the story, draw a model of the bears’ house. Level IV – ANALYSIS:Level IV – ANALYSIS: Compare Goldiocks’ experience with that of Little Red Riding Hood.Compare Goldiocks’ experience with that of Little Red Riding Hood. Identify parts of the story that could have happened to you. (Making Connections).Identify parts of the story that could have happened to you. (Making Connections). Make a list of all the events in the story that indicate it is not true.Make a list of all the events in the story that indicate it is not true. Level V- SYNTHESIS:Level V- SYNTHESIS: Suppose that Goldilocks had found the home of the Three Skunks. What might have happened?Suppose that Goldilocks had found the home of the Three Skunks. What might have happened? What if Goldilocks had come home and three bears were sleeping in her bed. What would she do?What if Goldilocks had come home and three bears were sleeping in her bed. What would she do? Level VI- EVALUATION:Level VI- EVALUATION: Judge whether or not Goldilocks made a good decision by running away from the bear. Explain.Judge whether or not Goldilocks made a good decision by running away from the bear. Explain. Evaluate Goldilocks’ behaviour as a guest in the bears’ home.Evaluate Goldilocks’ behaviour as a guest in the bears’ home. Pretend that Goldilocks was on trial for “Breaking and Entering”. Decide whether you would find her Pretend that Goldilocks was on trial for “Breaking and Entering”. Decide whether you would find her

guilty. Justify your decision.guilty. Justify your decision.

New FranceNew FranceVerbal/Linguistic Musical/RhythmicVerbal/Linguistic Musical/Rhythmic1.1. Develop a list of New France words 1. Write a song for New France.Develop a list of New France words 1. Write a song for New France.2.2. Write a joke book for New France. 2. Write a New France rap.Write a joke book for New France. 2. Write a New France rap.3.3. Write a short-story about New France 3. Create a dance called the NewWrite a short-story about New France 3. Create a dance called the New4.4. Keep a diary about a trip to New France. France walk. Keep a diary about a trip to New France. France walk. 4. Write a poem about New France.4. Write a poem about New France.Logical/MathematicalLogical/Mathematical1.1. Graph the distance from France to New France. InterpersonalGraph the distance from France to New France. Interpersonal2.2. Calculate how long it would get to New France traveling 100 km. per day.Calculate how long it would get to New France traveling 100 km. per day.3.3. Compare France and New France by size and temperature. 1. Develop an interview and Compare France and New France by size and temperature. 1. Develop an interview and 4.4. interview a person about the interview a person about the Bodily/Kinesthetic the trip to New France.Bodily/Kinesthetic the trip to New France. 2. Create a script about a 2. Create a script about a 1.1. Create a sport which would be popular in New France. Ship crew. Create a sport which would be popular in New France. Ship crew. 2.2. Design a uniform for a team of New France. 3. Plan a joint ocean voyageDesign a uniform for a team of New France. 3. Plan a joint ocean voyage3.3. Design a game which could be played in France. With another country.Design a game which could be played in France. With another country. 4. Practice peer mediation 4. Practice peer mediation Visual/Spatial between two countries.Visual/Spatial between two countries.1.1. Draw a picture of a person of New France looks like.Draw a picture of a person of New France looks like.2.2. Draw New France located in Canada. Interpersonal/NaturalistDraw New France located in Canada. Interpersonal/Naturalist3.3. Draw a house or a landscape of New France and explain your design. See HandoutDraw a house or a landscape of New France and explain your design. See Handout

Exit CardsExit Cards

Names:Names:

Research topicResearch topic

Directions: Complete the following Directions: Complete the following sentence starterssentence starters

Examples of ActivitiesExamples of Activities

Reader’s Theatre- Students create a Reader’s Theatre- Students create a script to describe a concept and their script to describe a concept and their act it out. Example, Fractionsact it out. Example, Fractions

Three friends gather for an afternoon Three friends gather for an afternoon snack only to find that there are only snack only to find that there are only two cookies left in the jar.two cookies left in the jar.

Beat the Bank Beat the Bank Mathematician’s Chair- A student asks Mathematician’s Chair- A student asks

the class a problem-solving question.the class a problem-solving question.

Triple “P” Core ComponentsTriple “P” Core Components

Concluding Remarks (2006, Fullan)Concluding Remarks (2006, Fullan)

PersonalizationPersonalization PrecisionPrecision Professional Learning CommunitiesProfessional Learning Communities

PersonalizationPersonalization

Puts the student at the centrePuts the student at the centre Provides education that is tailored to Provides education that is tailored to

his/her learning and motivational his/her learning and motivational needs.needs.

Personalized learning=Engaged Personalized learning=Engaged learnerlearner

““One size fits all” is not productive One size fits all” is not productive

What’s in the student’s What’s in the student’s backpack?backpack?

Are they ready for learning?Are they ready for learning? (Scaffold their learning where are they on (Scaffold their learning where are they on

the learning continuum)?the learning continuum)? Are they interested in the learning?Are they interested in the learning?

(Help them connect with new information in (Help them connect with new information in a way that interests them).a way that interests them).

How do they learn?How do they learn?

(Use strategies that help them learn in the (Use strategies that help them learn in the ways that they learn best). ways that they learn best).

PrecisionPrecision

Combine personalization with Combine personalization with assessment to create a greater focus assessment to create a greater focus on appropriate instruction.on appropriate instruction.

Precision means refinement.Precision means refinement. Professionalism Learning Professionalism Learning

Communities-ongoing learning.Communities-ongoing learning.

Professional LearningProfessional Learning

Personalization and Precision leads to Personalization and Precision leads to daily learning on the part of teachers.daily learning on the part of teachers.

Interaction of teachers is focused on Interaction of teachers is focused on effective instructional practices that will effective instructional practices that will achieve Education for ALL students.achieve Education for ALL students.

The Triple P Core will create coherence The Triple P Core will create coherence in a school and transform instruction.in a school and transform instruction.

Selected ResourcesSelected Resources

Ontario Education. (2005). Ontario Education. (2005). Education for All: The Report of the Expert Education for All: The Report of the Expert Panel on LiteracyPanel on Literacy

Hall, T. , Strangman, N. & Meyer, A. (2003). Differentiated instruction and Hall, T. , Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for Implementation. National Center on Accessing the implications for Implementation. National Center on Accessing the General Curriculum.General Curriculum.

Tomlinson, C.A., (1999). How to differentiate instruction in mixed-ability Tomlinson, C.A., (1999). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.classrooms. Alexandria, VA: ASCD.

http://members.shaw.ca/pricillatherious/differentiatingstrategies.htm.-Thehttp://members.shaw.ca/pricillatherious/differentiatingstrategies.htm.-The Enhancing Learning with Technology site provides explanations for Enhancing Learning with Technology site provides explanations for various differentiation strategies.various differentiation strategies.

http://http://wwwwww.webmath.com.webmath.com