Welcome toTaking Differentiation by

Learning Profile to the Next LevelKelly Neidig and Kate Meyer

Review the definition of differentiation by learning profile

Learn about various methods of using differentiation by learning profile

Analyze examples of differentiation by learning profile

Create examples of your own differentiated by learning profile

In this session you will:

Differentiating by Readiness leads to

Growth.

Differentiating by Interest increases

Motivation.

Differentiating by Learning profile

increases Efficiency.

Differentiation is a System

Teachers collect formal or informal data about student preferences in terms of one or more of the following:◦ Preferred learning styles◦ Multiple intelligences◦ Comfort level with competition◦ Preference for group or individual work◦ Preference for whole-to-part or part-to-whole

learning◦ Whether they tend to be more introverted or

extroverted

Differentiate for Learning Profile:

When differentiating for learning profile teachers often vary one or more of the following:◦ Topics or aspects of topics related to unit content◦ Activities that students use to process or make sense

of unit information◦ Products or the ways students show what they have

learned in the unit

A teacher in a differentiated classroom should balance opportunities over time to work in both preferred and less-preferred modalities

Learning Profile: Defined

Find ways of identifying student learning preferences

Use that information to design differentiation options

Ensure that all students reach the same KUD goals no matter which task they choose or are assigned

The teacher’s challenge when differentiating for learning profile:

Students have a choice in selecting by what process or product they will demonstrate

content understanding.

Students are generally more motivated to

complete the work by virtue of the choice and by

their interest in the

process/product.

The final outcome will be more meaningful

comprehension of the material delivered.

Learning Profile Differentiation

Student learning profiles are not static. They may change over time and often vary according to the task and or the subject matter.

Creative, Analytical and Practical

Creative Analytical Practical

Good at coming up with ideas

Good at deciding how to allocate time to projects

Good at learning through interactions with peers

Like making predictions

Like solving logical problems

Like to concentrate on the problem at hand

Enjoy inventing, acting, designing new things

Enjoy sorting and classifying, comparing and contrasting

Enjoy taking things apart and fixing them

What you hear the teacher say:

“It doesn’t matter to me how you show me that you know the parts of a plant and how they work together to keep a plant healthy.”

•You could prepare a speech or a museum exhibit commentary•You could give a demonstration•Design a PowerPoint•Write an essay•Film a cartoon

Choose something that you enjoy doing but make sure that by looking at your product, I have a clear sense that you have met our unit goals for this chapter.”

Differentiating for Learning Profile Final ProductThe KUD:

Note that the teacher is clear that all versions must lead to the same KUD:

•Know parts of a plant and their functions

•Understand that all parts of a plant must be healthy and fulfill their role for the whole plant to be healthy

•(Do) Be able to identify parts of plants and their function in keeping a plant healthy

Analytical Prompt Practical Prompt Creative Prompt

Analyze, judge, critique, compare, contrast, evaluate, diagram, identify, explain, assess, present a step-by-step approach

Implement, apply, use, demonstrate, teach, put into practice, convince, show how, employ, make practical

Invent, discover, imagine, suppose, design, predict, find a new way, promote, develop, encourage, use unusual materials

Analytical, Practical, Creative

Know

Understand

Do

Visual, Auditory and Kinesthetic

What you hear the teacher say:

“To prepare for our triathlon experience I have broken our classroom into three stations, you have a choice:

•Watch a brief video on how a former student prepared and write a checklist for yourself in order to complete a triathlon

•Partner up in order to time, watch and encourage your classmate who will run a triathlon

•Run a triathlon and reflect how it went, write a brief memo to yourself that discusses what you need to improve your overall performance for the race

Differentiating for Learning Profile ProcessThe KUD:

The students move toward the following KUD:

•Know what a triathlon looks like •Know the required training necessary to complete a triathlon

•Understand that training, support and a good plan lead to completion of a successful race

•(Do) Be able to identify skills in swimming, biking and running a triathlon

Visual Prompt Auditory Prompt Kinesthetic Prompt

Diagram, picture, watch, imagine

Explain to someone, listen, hear, think

Pantomime, act out, do, perform, participate

Visual, Auditory and Kinesthetic

Know

Understand

Do

Dunn Model

What you hear the teacher say:

“To get started with today’s work on alliteration in poetry, you may choose to listen to poems using alliteration, read poems that use alliteration, or write a poem using alliteration.”

Differentiating for Learning Profile ContentThe KUD:

In this introductory lesson, the teacher wants all students to

•Know what alliteration is

•Understand that alliteration creates a consistent pattern that catches the mind’s eye and focuses attention on that part of the text

•(Do) Be able to identify alliteration in poetry and its impact on the reader

Environmental Prompt

Emotional Prompt

Sociological Prompt

Physiological Prompt

Psychological Prompt

Hear, design Feel, motivates

Work in pairs, work on own

Perceive, engage

Analyze, reflect

Dunn ModelKnow

Understand

Do

Should NOT DO Should DO

Over promote learning styles as a concept in presentation/coaching

Take care to explain the term “learning profile” and the role of “learning styles” in that umbrella concept

Use/trust learning styles inventories

Emphasize the malleability of the brain and stress the value of students using all of their potential-even while capitalizing on their strengths

Categorize learners by learning style

Be clear that an individual learns differently in different contexts

Assign students to learning style tasks without good cause

Offer varied ways to take in, explore, and express learning

Generalize to an individual or to a group

Teach in a variety of ways

What should we DO and NOT DO regarding Learning Styles

Reviewed the definition of differentiation by learning profile

Learned about various methods of using differentiation by learning profile

Analyzed examples of differentiation by learning profile

Created examples of your own differentiated by learning profile

In this session we:

Thank you for your time!

Happy Differentiating