Differentiated Instruction in the Classroom the

First Steps!

Angela Romanowski, PrincipalLisa Koski, Educator

Trillium Academy

Impacts on Student Achievement

According to the McREL research study on Balanced Leadership…

• School Practices• Teacher Practices• Student Characteristics

School Practices Influencing Student Achievement

• Guaranteed and Viable Curriculum

• Challenging Goals and Effective Feedback

• Parent and Community Involvement

• Safe and Orderly Environment

• Collegiality and Professionalism

Teacher PracticesInfluencing student Achievement

Instructional Strategies Classroom Management

Classroom Curriculum Design

Student CharacteristicsInfluencing student achievement

• Home Environment• Learned Intelligence and

Background Knowledge• Student Motivation

What is the overall impact on student

achievement?

• School Practices• Teacher Practices• Student Characteristics

What is the overall impact on student

achievement?

• 7% School Practices• 13% Teacher Practices• 80% Student Characteristics

80% of Student Achievement is based on Student Characteristics?!!

Home Environment – I can’t change this, But I can be empathetic and supportive!

Learned Intelligence and Background Knowledge – I can’t change this, but I can provide DIFFERENTIATED material at the student’s developmental level and real life experience and information to provide background knowledge!

Student Motivation – I can’t change this, but I can take time to find out student interests and learning styles and provide learning opportunities based upon their motivations.

I can make a difference…

• Instead of expecting students to adapt to teacher guidelines it is important for the teachers to adapt to the students needs.

• The teacher must provide the missing links!!!!!

…through differentiated instruction!

The Link between student and teacher!

Differentiated instruction is the process of manipulating the implementation of curriculum to meet individual student needs.

Differentiated Instruction IS…

• Giving students whatever they need to learn and be successful!

• Being FAIR not necessarily equal! • Matching a student’s readiness, interest and learning

style to develop a learning profile by using pre-assessment and multiple assessment tools.

• Offering Choices in completion of assignments, activities, and groupings.

• Using multiple intelligences, student interests, strengths, weaknesses and prior experiences when designing lessons.

One D.I. GURU says…“Teachers begin where students are, not

the front of a curriculum guide. They accept and build upon the premise that learners differ in important ways, engage students in instruction through different learning modalities, by appealing to different interests, and by using varied rates of instruction along with varied degrees of complexity.” (Tomlinson)

Take it to the classroom!

Start small!!!Don’t expect to differentiate your entire curriculum for every student right away.

Just like students, teachers have different comfort levels and prior experiences. There are simple low level strategies and it builds from there. Do what you can and make adjustments as needed.

Low-Prep Strategies examples;

• Graphic Organizers• Journals or Learning Logs• Flexible Seating• Reading Buddies• Mini Lessons • Exploration by Interest

Graphic Organizers• KWL charts• Vocabulary Maps• Venn Diagrams• Webs• Flow Charts• Story Maps

Journals or Learning Logs

• Journaling can be used across the curriculum as assessment instead of a “formal” unit or chapter test.

“Draw and label OR write and describe the parts of a flower.”

Flexible Seating• Give students opportunity to

choose where to sit and whether to work alone, in pairs or in small groups (occasionally).

• Allows the student to discover how they work best.

Reading Buddies• Pairing up readers with others in the

classroom for pleasure and study reading.• BE CAREFUL! Gifted Learners may become

bored if always placed in the “teacher” role.• Struggling learners may become intimidated

and/or resentful.• Give students the choice when doing “buddy

reading”, instead of assigning pairs.• AND/OR utilize your Mid-range students to flex

back and forth.

Mini Lessons• Either individual or small group• Quick!• Reteach a skill not grasped OR• Offer support to all levels of

learners

Writing Mini Lesson• Choose a topic (editing)• Choose the audience (whole group

v. small group)• Make the lesson short but sweet• Allow for individual practice• Monitor work by checking with

each student

Exploration By Interest• Use interest survey’s to design lessons that can be interest based.• Useful for motivating the unmotivated child.• Can be utilized across the curriculum in many ways.

Sample Interest survey and multiple intelligences survey in your packet. Let’s turn to our M. I. survey and complete it. What are some examples of ways that this pre-assessment can be used with your students…

High Prep Strategies examples;

• Homogenous and Heterogeneous group activities

• Literature Circles• Multiple texts on same topic• Activity Menus• Learning centers choices• Scaffolded assignments for the

same objective

Grouping• Homogenous- same ability level• Heterogeneous- mixed ability levels• Not static- groups change based on students needs and

interests. • Again – be flexible “utilize your Mid-range students to

flex back and forth.”• To choose groups use an assessment tool such as

running records to determine individual reading levels. Assess throughout the year to show each child’s progress.

• Can choose groups based on interest, multiple intelligences, choice.

Literature Circles

• Offer choices to topics sometimes.• Offer choices according to the

groups ability level sometimes.• Change groups periodically.• Model, Model, Model!

Multiple texts• When exploring a theme or topic as a whole

class, have a multitude of resources available including many levels of reading from magazines, picture books, textbooks, etc.

• Example: Rainforest

Activity Menus• Students are given a myriad of choices

to fulfill learning requirements. • In your packet there is sample menu,

let’s look at the criteria within it…• On the next page there is a blank

menu, in group of three or four which you can choose yourselves, please choose a topic and objective and list activities that the students will be able to choose from.

Activity Menu ExampleActivity menu for second grade project:You must choose at least 3, but you may complete more than 3 for extra

credit.

Draw a picture of your person.Make a map showing where in the world your person lives or

lived.

Write one paragraph (6-8 sentences) describing your

person’s life.

Using the name of your person, write an acrostic

poem.

Give a speech detailing the person’s life. You must be in

costume.

Make a picture book (4-6 pages) telling the reader

about your person.

Meet with Mrs. Koski to come up

with an additional activity.

Make a time line showing important events in the

person’s life

Write a song about the person and sing it to the class.

Learning Centers• Have options for students to

choose at each center OR• Assign specific assignments at

certain centers.• Utilize flexible ability grouping and

differentiate for small groups when planning center instruction.

High School ELA Scaffolded Lesson

CE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.

• Low level – provide a speech for the student (possibly even with visual aids) and they must present.

• Mid low level – provide a visual aid and the student must provide a speech.

• Average level – student provides speech and a visual aid• Above average level – student provides speech and must incorporate

2-3 different types of visuals including, audio video.

High School S.S. Scaffolded Lesson

1.2.1 Business Structures – Compare and contrast the functions and constraints facing economic institutions including small and large businesses, labor unions, banks, and households.

 • Low Level – provide student with two economic institutions with

similarities and differences of constraints listed and have them explain in writing why those things are similar and different.

• Mid low level – Provide student with two economic institutions and a list of constraints they must compare and contrast institutions.

• Average level - Student chooses out of provided list two economic institutions and lists constraints and then compares and contrasts constraints.

• Above average level – Student researches two local businesses and compares and contrasts constraints and a plan for assistance.

Differentiation in context

Differentiation is important for all students! It is designed to ensure concrete learning foundations and success for all learners.

Starting Your Plan!• What is the “big picture” objective your students need to

learn?• Decide what data will be used for your pre-assessment.• Consider the students in your class and the needs that you

have witnessed thus far.• Using the examples we discussed or others you have, decide

which activities best meet the needs of your students and objective.

• List your activities for the different learners in your class.• Plan your final assessment options with reflection on your

“big picture” objective.

• Plan ahead and prepare your materials for the lessons. The more organized you are the more successful you and your students will be!

Discuss your plan …Don’t work alone!

1. Find a partner or team – mentor, grade level, teacher.2. Discuss the elements of your plans and offer

suggestions and redirection for team members to bring success to all learners.

3. Choose two - three best, unique, or effective strategies or teaching points to share with your partner or team.

4. Choose two – three difficult or “did not work” strategies or teaching points to share with your partner or team.

Your Goals and Ideas

• What can you take away from this break- out session to use in your classroom immediately? Fill out the 3-2-1 Reflection Page in your packet

• What is your first step?• What other ideas can you offer?• Questions and/or comments?

For further information• http://www.sde.com/Conferences/Differentiated-Instruct

ion/DIResources.htm

• On Their Side: Helping Children Take Charge of Their Learning BY: B. Strachota

• A Practical Guide to Alternative Assessment BY: J. Herman, P. Aschbacher, & L. Winters

• Local ISD or ESA

References

• Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms.

• Waters, Tim. Ed.D., Marzano, Robert. Ph.D., McNulty, Brian. Ph.D. Mid-Continent Research on Education & Learning (McREL). “Balanced Leadership”