Differentiation: One Size DOES NOT Fit All
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Transcript of Differentiation: One Size DOES NOT Fit All
Differentiation:One Size DOES NOT Fit All
Introduction to Differentiated InstructionSt Francis High School
May 2010
“If students don't learn the way we teach them, we must teach them the way they learn.”
- Marcia Tate, Developing Minds Inc., Conyers, GA
Outcomes
Increased understanding of what differentiation IS and ISN’T
Add strategies to our instructional toolbox
Personalized License Plate
Who Are Today’s Students?
Silent Generation Born before 1946
Baby Boomers Born 1946-1959
Generation X Born 1960-1989
Generation Y Born since 1990
Essential Questions
Who are the students in our classrooms?
What “diversity” impacts and influences curriculum and instruction?
Teams complete Star Diagram
Differentiation IS NOTNOT . . .
The same as an IEP for every student Just another way to group kids Expecting less of struggling learners than of
typical learners A substitute for specialized services Chaotic New
Good Differentiation IS . . .
Varied avenues to content, process, product Respectful of all learners Proactive Student-centered A blend of whole class, small group, and
individual instruction Based on students’ readiness, interests,
and/or learning profile
Begin With the Brain
Dots on Grids
A B
C D
Give the Brain What It LOVES
ProcessingMovementNoveltyConnectionsThreat-free environmentPatternFeedback
MusicHumorEnrichment
Simple Learning Styles
Auditory Learns best from listening
Visual Learns best from seeing Over 85% of Generation Y
Kinesthetic/Tactile Learns best from doing
Why Visual Literacy?
Average 18 year old today 22,000 hours watching TV
By age 14 has seen 12,000 murders on network TV programming!!!!
12,500 hours in schoolAverage vocabulary of 14-year-olds is
shrinking In 1950 – 25,000 words In 1999 – 10,000 words
Visual Learner
Images go directly to long-term memory in brain
Humans process visuals 60,000 times faster than text Words processed sequentially
Keyboard Images processed simultaneously
Camera
Vision & Learning
“25% of students in grades k-6 have visual problems that are serious enough to impede learning.” (American Public Health Association)
“It is estimated that 80% of children with a learning disability have an undiagnosed vision problem.” (Vision Council of America)
20/20 does not mean that vision is perfect!
The 20/20 test does not test how well you see at reading distance. In fact, the 20/20 test fails to evaluate many other important aspects of normal vision such as: Eye focusing Eye coordination Eye teaming (binocular vision) Eye movement Visual perceptual skills
Color vision
TEACHER: Donald, what is the chemical formula for water?
DONALD: H I J K L M N O.
TEACHER: What are you talking about?
DONALD: Yesterday you said it's H to O.
Show ‘n Tell
Teachers use graphic organizers Help learners visualize information Critical for visual learners!!
Students use graphic organizers Great way for kinesthetic & visual students to
process understandingAdd another aspect
Large size for group work Manipulate the pieces for the kinesthetic
Graphic Organizer Examples
Gardner’s Multiple Intelligences
Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic
Naturalist Interpersonal Intrapersonal Verbal/Linguistic
It’s not “how smart you are” – it’s “how you are smart”! - Howard Gardner
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
A Few Fun Strategies
Involve ALL of the Senses . . .
SeeHearTasteSmellTouch
Learning On Their Feet
Movement stimulates the brain Use frequently at all ages levels
Demonstration Participatory modeling Role-play Simulation Manipulatives
Minds in Motion http://doe.sd.gov/oess/schoolhealth/mindsinmotion/
Smells Trigger Memory
Fresh air Peppermint Cinnamon Lemon Lavender (relaxing)
Caution – check for smell sensitivity & allergies
Smells stimulate memory – both positive & negative.
The Role of Music
Stimulates the brain Activates thinking parts of the brain
Creates a sound curtain to isolate groupsIncreases attentivenessEffects emotions, heart rate, mood, mental
images of listenerEmbeds learning faster
Alphabet song http://www.school-house-rock.com/Prea.html
COLOR Increases Understanding
Using color for key concepts can increase memory retention up to 25%
ExperimentExperiment
Memorize the Pattern30 seconds
Orange Purple Yellow Blue
Red Pink Black Blue
Yellow Orange Red Green
Orange Purple Yellow Blue
Red Pink Black Blue
Yellow Orange Red Green
Memorize the Pattern30 seconds
Orange Blue Green Purple
Purple Yellow Pink Red
Red Orange Blue Green
Orange Blue Green Purple
Purple Yellow Pink Red
Red Orange Blue Green
Memorize the Colors Used30 seconds
Purple Orange Yellow Blue
Red Orange Yellow Green
Blue Purple Green Orange
Purple Orange Yellow Blue
Red Orange Yellow Green
Blue Purple Green Orange
Differentiation . .
More Than One Way to Get There
3 Keys to Differentiated Instruction
Content What we teach students Materials and methods used
Process Activities Calls on students to use key skills
Product How students show what they have learned Should also allow students to extend what they
learned
Key #1 – Adapt Content
Refers to both materials & methodsAccommodate students’ different
starting points Some students ready for more complex or
abstract levels Some students ready for independent work
Content Differentiation Examples
Multiple versions of textsVariety of texts to support conceptInterest centersLearning contractsSupport systems
Audiotapes Mentors Study partners
Key #2 – Adapt Process
Common focus Vary student activities
Students use key skills Bloom’s Taxonomy Multiple Intelligence Theories
Teacher uses a variety of methods
Process Differentiation Examples
Tiered Assignments Layered Curriculum (Nunley)
Learning CentersJig Saw AssignmentsLearning LogsGraphic OrganizersModify their environment
Fidgets Time flexibility
Key #3 – Adapt Product
Culminating learning experience that occurs after many days or weeks of study
Demonstration and extension of what they know, understand, and are able to do
Product Differentiation Examples
Variety of assessment typesTiered AssignmentsIndependent StudyEnrichment vs remediation
Variables to ConsiderReadiness – in reading, math, & beyondComplexity & Challenge of both process &
productPace of learning and productionGrouping practicesUse of assessment results to inform
teaching and learning
Guidelines for the Classroom
Focus on essentialsAttend to student differences
NO strategy works on ALL studentsAssess often and use it to make
adjustments/modificationsMutual respect
DI is a proactive strategyBe flexibleDoesn’t happen 100% of the time!!!!
Building Blocks . . .
ChoiceEncouraging higher level thinkingAccountability
Simple Ways to Start
Add an interdisciplinary element to a favorite unit Collaborate with other teachers
Provide choices Offer students a variety of process and/or
presentation options
Apply Multiple Intelligence thinking to group/individual projects
Exit Card – 3 2 1
On an index card, please write 3 strategies from today
you think you can do in your classroom next year 2 strategies from today
that you are not comfortable with doing 1 strategy from today
you will need help to implement you want more information for