Golden LineGolden Line

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After reading the article, what statement or sentence resonates the most for you? What is your golden line...

Strategies for

Differentiated Instruction

Strategies for

Differentiated Instruction

Michael Klein

MISD Science Consultant

Michael Klein

MISD Science Consultant

New Teacher Academy

March 18, 2010

New Teacher Academy

March 18, 2010

Goals for this TimeGoals for this Time

What is DI and what strategies are available

Video examples of DI in the classroom

Universal Design for Learning

What is DI and what strategies are available

Video examples of DI in the classroom

Universal Design for Learning

What kind of students do you have?What kind of students do you have?

Misunderstood MindsMisunderstood Minds

Difficulties with text (video)

Difficulties with mathematics (video)

Difficulties with text (video)

Difficulties with mathematics (video)

Responsibility for LearningResponsibility for Learning“We are all responsible for our own

learning. The teacher’s

responsibility is to create

educational environments that

permit students to assume the

responsibility that is rightfully and

naturally theirs.”

Brooks and Brooks (1993)

“We are all responsible for our own

learning. The teacher’s

responsibility is to create

educational environments that

permit students to assume the

responsibility that is rightfully and

naturally theirs.”

Brooks and Brooks (1993)

Discussion QuestionDiscussion Question

What are you already doing to

differentiate instruction in your

classroom?

What are you already doing to

differentiate instruction in your

classroom?

AdaptationsAdaptationsAdjustmentsAdjustments

Assessment is the same

Do not fundamentally alter or lower

expectations or standards in instructional

level, content or performance criteria.

Changes are made in order to provide equal

access to learning and equal opportunity to

demonstrate what is known.

Do fundamentally alter or lower

expectations or standards in

instructional level,

content or performance criteria.

Changes are made to providestudent meaningful &

productive learning experiencesbased on individual needs &

abilities.

Assessment is

different

ModificationsModifications(Applies to students with severe

disabilities)

(Applies to students with severe

disabilities)

who deserves accommodations?who deserves accommodations?

who deserves accommodations?who deserves accommodations?

EverybodyEverybody

Three Major Ways to DifferentiateThree Major Ways to Differentiate

Content

Activity / Process

Product

Content

Activity / Process

Product

types of curriculum adaptations

types of curriculum adaptations

QuickTime™ and aBMP decompressor

are needed to see this picture.

Alicia is an 8th grade student who is easily

distracted. She can stay focused for short periods of

time, but when a lengthy assignment is given she will

fade out and not complete it. She is not a behavior

problem. When Alicia is assigned 20 math problems

she will usually stop at ten. However, she shows

mastery of the material with those 10 problems.

When graded for 20 problems she will fail because

she will only have only completed 50%. Her grade

will not reflect that Alicia has met the standard. What

adaptation can an effective teacher use to ensure

Alicia’s grades reflect that she has met the standard?

Alicia is an 8th grade student who is easily

distracted. She can stay focused for short periods of

time, but when a lengthy assignment is given she will

fade out and not complete it. She is not a behavior

problem. When Alicia is assigned 20 math problems

she will usually stop at ten. However, she shows

mastery of the material with those 10 problems.

When graded for 20 problems she will fail because

she will only have only completed 50%. Her grade

will not reflect that Alicia has met the standard. What

adaptation can an effective teacher use to ensure

Alicia’s grades reflect that she has met the standard?

Alicia is an 8th grade student who is easily

distracted. She can stay focused for short periods of

time, but when a lengthy assignment is given she will

fade out and not complete it. She is not a behavior

problem. When Alicia is assigned 20 math problems

she will usually stop at ten. However, she shows

mastery of the material with those 10 problems.

When graded for 20 problems she will fail because

she will only have only completed 50%. Her grade

will not reflect that Alicia has met the standard. What

adaptation can an effective teacher use to ensure

Alicia’s grades reflect that she has met the standard?

Alicia is an 8th grade student who is easily

distracted. She can stay focused for short periods of

time, but when a lengthy assignment is given she will

fade out and not complete it. She is not a behavior

problem. When Alicia is assigned 20 math problems

she will usually stop at ten. However, she shows

mastery of the material with those 10 problems.

When graded for 20 problems she will fail because

she will only have only completed 50%. Her grade

will not reflect that Alicia has met the standard. What

adaptation can an effective teacher use to ensure

Alicia’s grades reflect that she has met the standard?

QuantityQuantity

Jacob is a diligent, hard worker whose grades

matter very much to him. He stays focused and

on-task, but many times he cannot finish the

work in the time allotted. He understands the

material well, but when graded on work

completed in a specific time period it will

appear he has not mastered the standard.

What adaptation can an effective teacher use to

ensure that Jacob’s grades reflect that he has

met the standard?

Jacob is a diligent, hard worker whose grades

matter very much to him. He stays focused and

on-task, but many times he cannot finish the

work in the time allotted. He understands the

material well, but when graded on work

completed in a specific time period it will

appear he has not mastered the standard.

What adaptation can an effective teacher use to

ensure that Jacob’s grades reflect that he has

met the standard?

TimeTimeJacob is a diligent, hard worker whose grades

matter very much to him. He stays focused and

on-task, but many times he cannot finish the

work in the time allotted. He understands the

material well, but when graded on work

completed in a specific time period it will

appear he has not mastered the standard.

What adaptation can an effective teacher use to

ensure that Jacob’s grades reflect that he has

met the standard?

Jacob is a diligent, hard worker whose grades

matter very much to him. He stays focused and

on-task, but many times he cannot finish the

work in the time allotted. He understands the

material well, but when graded on work

completed in a specific time period it will

appear he has not mastered the standard.

What adaptation can an effective teacher use to

ensure that Jacob’s grades reflect that he has

met the standard?

It’s hard for Hector to concentrate when the

teacher is giving direct instruction in front of

the room. He needs to be doing something

active to stay focused. During a lesson on map

reading, what adaptation could an effective

teacher use to ensure that Hector stays focused

and learns the material?

It’s hard for Hector to concentrate when the

teacher is giving direct instruction in front of

the room. He needs to be doing something

active to stay focused. During a lesson on map

reading, what adaptation could an effective

teacher use to ensure that Hector stays focused

and learns the material?

ParticipationParticipation

It’s hard for Hector to concentrate when the

teacher is giving direct instruction in front of

the room. He needs to be doing something

active to stay focused. During a lesson on map

reading, what adaptation could an effective

teacher use to ensure that Hector stays focused

and learns the material?

It’s hard for Hector to concentrate when the

teacher is giving direct instruction in front of

the room. He needs to be doing something

active to stay focused. During a lesson on map

reading, what adaptation could an effective

teacher use to ensure that Hector stays focused

and learns the material?

Matthew is a student with a visual impairment

who has difficulty reading student text. He is

attending a marketing class and the textbook

has many graphs with small numbers and

words. What adaptations can his teacher make

to ensure that Matthew is successful at

mastering the standard?

Matthew is a student with a visual impairment

who has difficulty reading student text. He is

attending a marketing class and the textbook

has many graphs with small numbers and

words. What adaptations can his teacher make

to ensure that Matthew is successful at

mastering the standard?

InputInputMatthew is a student with a visual impairment

who has difficulty reading student text. He is

attending a marketing class and the textbook

has many graphs with small numbers and

words. What adaptations can his teacher make

to ensure that Matthew is successful at

mastering the standard?

Matthew is a student with a visual impairment

who has difficulty reading student text. He is

attending a marketing class and the textbook

has many graphs with small numbers and

words. What adaptations can his teacher make

to ensure that Matthew is successful at

mastering the standard?

James, is a student who is severely

developmentally delayed and is fully included

in an automotive class. While other students

are exploring the “electrical current theory”,

James is developing skills according to

functional standards by color matching pegs to

wires. What adaptation is the teacher using

with James so he is successful?

James, is a student who is severely

developmentally delayed and is fully included

in an automotive class. While other students

are exploring the “electrical current theory”,

James is developing skills according to

functional standards by color matching pegs to

wires. What adaptation is the teacher using

with James so he is successful?

Substitute curriculumSubstitute curriculumJames, is a student who is severely

developmentally delayed and is fully included

in an automotive class. While other students

are exploring the “electrical current theory”,

James is developing skills according to

functional standards by color matching pegs to

wires. What adaptation is the teacher using

with James so he is successful?

James, is a student who is severely

developmentally delayed and is fully included

in an automotive class. While other students

are exploring the “electrical current theory”,

James is developing skills according to

functional standards by color matching pegs to

wires. What adaptation is the teacher using

with James so he is successful?

Terri, a student with learning disabilities in a

CISCO networking class, has difficulty

processing information into long-term memory.

She is asked to troubleshoot a network

diagnostic problem from memory with the rest

of the class. What adaptation should be made

so Terri masters the standard?

Terri, a student with learning disabilities in a

CISCO networking class, has difficulty

processing information into long-term memory.

She is asked to troubleshoot a network

diagnostic problem from memory with the rest

of the class. What adaptation should be made

so Terri masters the standard?

DifficultyDifficultyTerri, a student with learning disabilities in a

CISCO networking class, has difficulty

processing information into long-term memory.

She is asked to troubleshoot a network

diagnostic problem from memory with the rest

of the class. What adaptation should be made

so Terri masters the standard?

Terri, a student with learning disabilities in a

CISCO networking class, has difficulty

processing information into long-term memory.

She is asked to troubleshoot a network

diagnostic problem from memory with the rest

of the class. What adaptation should be made

so Terri masters the standard?

Zach has ADHD and has serious problems

staying focused and on-task. He will begin a

task, but very quickly will lose his focus and

become disruptive. When his behavior is

pointed out to him, he can redirect his attention

and continue with the task. What adaptations

can his teacher make so that Zach can be

successful in mastering the standard?

Zach has ADHD and has serious problems

staying focused and on-task. He will begin a

task, but very quickly will lose his focus and

become disruptive. When his behavior is

pointed out to him, he can redirect his attention

and continue with the task. What adaptations

can his teacher make so that Zach can be

successful in mastering the standard?

Level of supportLevel of supportZach has ADHD and has serious problems

staying focused and on-task. He will begin a

task, but very quickly will lose his focus and

become disruptive. When his behavior is

pointed out to him, he can redirect his attention

and continue with the task. What adaptations

can his teacher make so that Zach can be

successful in mastering the standard?

Zach has ADHD and has serious problems

staying focused and on-task. He will begin a

task, but very quickly will lose his focus and

become disruptive. When his behavior is

pointed out to him, he can redirect his attention

and continue with the task. What adaptations

can his teacher make so that Zach can be

successful in mastering the standard?

Sarah has great difficulty with written assignments.

When asked to demonstrate by written work, her

reading comprehension of the content material, Sarah

will not do it. However she is very verbal and when

asked to tell about what she has read, she responds

articulately and shows comprehension of the material.

Sarah is also very artistic and creative. What

adaptation could the teacher make so that Sarah can

demonstrate mastery of reading comprehension?

Sarah has great difficulty with written assignments.

When asked to demonstrate by written work, her

reading comprehension of the content material, Sarah

will not do it. However she is very verbal and when

asked to tell about what she has read, she responds

articulately and shows comprehension of the material.

Sarah is also very artistic and creative. What

adaptation could the teacher make so that Sarah can

demonstrate mastery of reading comprehension?

outputoutputSarah has great difficulty with written assignments.

When asked to demonstrate by written work, her

reading comprehension of the content material, Sarah

will not do it. However she is very verbal and when

asked to tell about what she has read, she responds

articulately and shows comprehension of the material.

Sarah is also very artistic and creative. What

adaptation could the teacher make so that Sarah can

demonstrate mastery of reading comprehension?

Sarah has great difficulty with written assignments.

When asked to demonstrate by written work, her

reading comprehension of the content material, Sarah

will not do it. However she is very verbal and when

asked to tell about what she has read, she responds

articulately and shows comprehension of the material.

Sarah is also very artistic and creative. What

adaptation could the teacher make so that Sarah can

demonstrate mastery of reading comprehension?

Beth is a student with Developmental

Disabilities. She is fully included in general

education classes, but is unable to grasp all the

concepts required in her math class. What

adaptations could her math teacher make so

that Beth can demonstrate mastery of the math

standards?

Beth is a student with Developmental

Disabilities. She is fully included in general

education classes, but is unable to grasp all the

concepts required in her math class. What

adaptations could her math teacher make so

that Beth can demonstrate mastery of the math

standards?

alternate goalsalternate goalsBeth is a student with Developmental

Disabilities. She is fully included in general

education classes, but is unable to grasp all the

concepts required in her math class. What

adaptations could her math teacher make so

that Beth can demonstrate mastery of the math

standards?

Beth is a student with Developmental

Disabilities. She is fully included in general

education classes, but is unable to grasp all the

concepts required in her math class. What

adaptations could her math teacher make so

that Beth can demonstrate mastery of the math

standards?

Differentiated

Instruction

Nonnegotiables

Differentiated

Instruction

Nonnegotiables

Supportive Learning Environment

Supportive Learning Environment

Everything matters, sort of...

(video clip)

Everything matters, sort of...

(video clip)

Continuous AssessmentContinuous Assessment

We have to know where are kids are at...

(video clip)

We have to know where are kids are at...

(video clip)

High Quality CurriculumHigh Quality Curriculum

Curriculum matters, alot...

(video clip)

Curriculum matters, alot...

(video clip)

Respectful TasksRespectful Tasks

Tasks can engage or disengage...

(video clip)

Tasks can engage or disengage...

(video clip)

Flexible GroupingFlexible Grouping

Planning ahead matters...

(video clip)

Planning ahead matters...

(video clip)

Differentiated

Instruction Strategies

Differentiated

Instruction Strategies

Stations

Stations

• Different spots in the classroom where students work on various tasks simultaneously.

• These stations can be formal or informal. They can be a frequent or occasional part of the learning process.

• They invite flexible grouping and allow both teacher and student grouping selections.

• Different spots in the classroom where students work on various tasks simultaneously.

• These stations can be formal or informal. They can be a frequent or occasional part of the learning process.

• They invite flexible grouping and allow both teacher and student grouping selections.

Tiered ActivitiesTiered Activities

•Tiered activities offer the teacher a strategy that exposes all kids to similar versions of the material. It may be helpful to think of the tiers as a ladder with the highest functioning kids at the top.

• If needed, clone the activity along the ladder to provide additional opportunities.

•Tiered activities offer the teacher a strategy that exposes all kids to similar versions of the material. It may be helpful to think of the tiers as a ladder with the highest functioning kids at the top.

• If needed, clone the activity along the ladder to provide additional opportunities.

Tiered Density ActivitiesTiered Density Activities1. Tin Can Space – geometric determination of volume

2. A Displaced Object – volume by water displacement

3. Wat-ar Densities – determination of density

4. Sink or Float – mass to volume ratios

5. Layering Liquids – density column of household liquids

6. Floating Eggs – changing density by dissolving salt in water

7. Where Do You Draw the Line? – buoancy and water displacement

8. Penny Lab – linear modeling to solve for density

9. Line on an Orange – mathematically challenging version of number six

1. Tin Can Space – geometric determination of volume

2. A Displaced Object – volume by water displacement

3. Wat-ar Densities – determination of density

4. Sink or Float – mass to volume ratios

5. Layering Liquids – density column of household liquids

6. Floating Eggs – changing density by dissolving salt in water

7. Where Do You Draw the Line? – buoancy and water displacement

8. Penny Lab – linear modeling to solve for density

9. Line on an Orange – mathematically challenging version of number six

Agendas Agendas

•Personalized lists of tasks for each student.

•They can be used independently or in collaboration with stations or centers.

•Personalized lists of tasks for each student.

•They can be used independently or in collaboration with stations or centers.

Learning ContractsLearning Contracts

• Negotiated agreements between the teacher and student that give the student freedom to explore and acquire skills at their own pace. They can also offer some student choice as to what is being learned and how the information will be applied or assessed.

• Most contracts are a blend of expectations of working conditions and consequence (positive and negative.) They all emphasize student responsibility.

• Negotiated agreements between the teacher and student that give the student freedom to explore and acquire skills at their own pace. They can also offer some student choice as to what is being learned and how the information will be applied or assessed.

• Most contracts are a blend of expectations of working conditions and consequence (positive and negative.) They all emphasize student responsibility.

ChoiceChoice

•Activities are arranged around the room students can select. Often jigsawed after.

•The teacher may create a tic toe board and direct a student to a particular row based on need, but the student still has a choice as to which activity to select along the row.

•Activities are arranged around the room students can select. Often jigsawed after.

•The teacher may create a tic toe board and direct a student to a particular row based on need, but the student still has a choice as to which activity to select along the row.

Independent StudyIndependent Study

•Most effective for advanced students.

•This strategy is appropriate to help students learn to be independent thinkers and to help develop talents and interests in unique areas.

•Allows students to explore additional concepts while freeing up the teacher to work more closely with the remaining students.

•Most effective for advanced students.

•This strategy is appropriate to help students learn to be independent thinkers and to help develop talents and interests in unique areas.

•Allows students to explore additional concepts while freeing up the teacher to work more closely with the remaining students.

PortfoliosPortfolios

•Allow for independent and differentiated writing.

•Can offer multiple, tiered writing prompts.

•Portfolios are critical to the development of student writing and to the teachers ability to assess a student’s progress.

•Allow for independent and differentiated writing.

•Can offer multiple, tiered writing prompts.

•Portfolios are critical to the development of student writing and to the teachers ability to assess a student’s progress.

Universal Design for Universal Design for Learning Learning Universal Design for Universal Design for

Learning Learning

Engage, Explore and Expand Through Technology (E3T)

Engage, Explore and Expand Through Technology (E3T)

E3T SiteE3T Site

INTRO TO UDLINTRO TO UDLINTRO TO UDLINTRO TO UDL

Intro to UDLIntro to UDL

Universal Design for Universal Design for Learning Learning Universal Design for Universal Design for

Learning Learning

Summative Assessment with Choice

Summative Assessment with Choice

Summative Assessment SiteSummative Assessment Site

DIFFERENTIATING BY DIFFERENTIATING BY OFFERING CHOICEOFFERING CHOICE

DIFFERENTIATING BY DIFFERENTIATING BY OFFERING CHOICEOFFERING CHOICE

Universal Design for Universal Design for LearningLearning

Universal Design for Universal Design for LearningLearning

Alternatives to TextAlternatives to Text

Mr. Langhorst’s Virtual ClassroomMr. Langhorst’s Virtual Classroom

88thth GRADE HISTORY GRADE HISTORY88thth GRADE HISTORY GRADE HISTORY

Universal Design for Universal Design for LearningLearning

Universal Design for Universal Design for LearningLearning

Making Text Accessible to AllMaking Text Accessible to All

ELAELAELAELA

LibrivoxLibrivox Windows to the UniverseWindows to the Universe

Universal Design for Universal Design for LearningLearning

Universal Design for Universal Design for LearningLearning

Using technology to share the information

Using technology to share the information

Algebra with VoiceAlgebra with Voice

MATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICS

Universal Design for Universal Design for Learning Learning Universal Design for Universal Design for

Learning Learning

Organization to Provide a Second Look at Concepts

Organization to Provide a Second Look at Concepts

ChemmybearChemmybear Pod CastPod Cast

SCIENCESCIENCESCIENCESCIENCE

ExplorationExploration

Problem Based Learning (PBL)Problem Based Learning (PBL)

Problem Based Learning (PBL) is contextual

and based on real world scenarios. It can

provide a complete framework for

differentiating instruction.

Problem Based Learning (PBL) is contextual

and based on real world scenarios. It can

provide a complete framework for

differentiating instruction.

PBL lessons should be

purposefully vague, allowing

the students to construct

their own knowledge.

PBL lessons should be

purposefully vague, allowing

the students to construct

their own knowledge.

PBL - Soap MakingPBL - Soap Making Students research the saponification

process and integrate chemistry, biology,

math, history, technology and English

writing skills.

Students research the saponification

process and integrate chemistry, biology,

math, history, technology and English

writing skills.

Water Quality Monitoring

Water Quality Monitoring

Water quality monitoring offers a topical and relevant framework for water chemistry, biology, computer aided data collection, data analysis (with and without Excel), persuasive writing, land forms and geography, and responsible citizenship.

Water quality monitoring offers a topical and relevant framework for water chemistry, biology, computer aided data collection, data analysis (with and without Excel), persuasive writing, land forms and geography, and responsible citizenship.

Contact InformationContact Information

Michael Klein

586-228-3466

mklein@misd.net

Michael Klein

586-228-3466

mklein@misd.net