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Marjorie Hall Haley, PhD - GMU
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Differentiating Instruction
Marjorie Hall Haley, Ph.D.
George Mason University
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K-W-L This is what I know about
Differentiating Instruction (DI) This is what I want to know
about DI This is what I learned about DI
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Differentiation is….
Creating different opportunities within the same curriculum
Putting students in situations where they don’t know the answer – often
Differing the product from simple to complex
Differing the process from concrete to abstract
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Differentiation is……
Differing the content from below to above grade level
Differing the pace from slow to accelerated
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Differentiation isn’t…..
Creating more work (extra credit or “do this when you’re done.”)
Using higher standards when grading
Giving the same work, but expecting more
Providing free-time challenge activities
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Differentiation isn’t…..
Using capable students as tutors to classmates
Using individualized instruction exclusively
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Carol Tomlinson, Ph.D.
“Differentiation calls on us to make big leaps in the way we think about the classroom and curriculum. It takes a willingness to be a teacher who partners with kids in teaching and learning – who’s more of a facilitator than a dictator. It challenges the sense that curriculum is just coverage of facts.”
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How Do I Differentiate?
Keep the focus on concepts, emphasizing understanding and sense-making
Use ongoing assessments of readiness and interests – preassess to find students needing more support and those who can excel
Make grouping flexible. Move between whole-group, groups, and individuals.
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Why should I differentiate? There is strong evidence that
meeting students where they are and addressing their needs is more likely to make their learning efficient and effective.
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Meet the diverse needs of ALL our learners
Multiple Intelligences, IEPs and 504 plans, learning styles, cultural and linguistic differences
Address the Standards (local, state, and national)
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Daily, weekly, monthly, yearly Teachers move away from seeing
themselves as keepers and dispensers of knowledge
Teachers move toward seeing themselves as organizers of learning opportunities
Teachers organize classes for effective activity with a concentration on exploration
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Rules of Thumb – How to differentiate Be clear on the key concepts and
generalizations Every lesson should emphasize
critical thinking Every lesson should be engaging Provide a balance between student-
selected and teacher assigned tasks and working arrangements
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Differentiating involves 3 aspects of the curriculum
Content Process Products
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3 Aspects of Differentiating Content: refers to concepts, principles,
and skills that teachers want students to learn
Process: refers to the activities that help students make sense of, and come to own, the ideas and skills being taught
Products: refers to culminating projects that allow students to demonstrate and extend what they have learned
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Strategies for DI
Stations Compacting Agendas Complex Instruction Orbital Studies Entry Points
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Strategies for DI
Problem-based Learning Choice Boards
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What does a differentiated classroom look like?
Teachers begin where the students are Teachers engage students in
instruction through different learning modalities
A student competes more against him/herself than others
Teachers provide ways for each individual to learn
Teachers use classroom time flexibly
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Where do I go for help?
www.nctm.org/standards/ www.mcrel.org/products/noteworth
y/barbaram.asp www.reading/org/links/lit_tp.html Ericec.org/ www.sricboces.org/Goals2000/
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Where do we go from Where do we go from here?here? Set clear expectations for student-
centered responsive instruction Create mentoring opportunities
between and among your colleagues Look to teachers who practice DI to
provide models Start slowly and purposefully – don’t
take on any more than you’re ready for!
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Have Fun!
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Differentiating Instruction:Something you are already doing to Meet All Your Students Needs
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THE ENDTHE END
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THANK THANK YOU!!YOU!!
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Differentiating Curricular elements
Content: refers to “input” of the unit – ideas, concepts, information and facts
Process: refers to the ways students make their own sense of the content or input. Process is the how of teaching
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Product Product is the output of the unit
or the ways students demonstrate their understanding of the content: role-plays, multimedia presentations, brochures, plays, songs, graphic organizers, posters, research papers, essays, videos, etc.
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When organizing a differentiated lesson, ask
these ?’s What are the key concepts
that every student must know, understand, and be able to do?
What is being differentiated? (content, process, product)
How is this lesson being differentiated? (readiness, interests, learning profiles)
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Why is this lesson being differentiated? (motivation, access, efficiency)
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THINK/PAIR/SHARE 1. How can you create a learning
environment that supports differentiation of instruction?
How can you prepare students for differentiation of instruction?
What can you do to help students understand their learning differences?
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DI Terms Anchoring Activities: These are
done at the beginning of the class period. The teacher provides students with options of things they may work on as an initial exercise. Usually they are a series of tasks. Students move from task to the next as they are completed.
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DI Terms Adjusting Questions: These can
be in the form of a daily quiz or question/answer period during which time the teacher determines comprehension of previous class work. The teacher can target interest, readiness, and level of complexity of students.
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DI Terms Tiered Assignments: Providing
students a variety of choices, depending on degree of interest, readiness, and complexity.
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DI Terms Learning Contracts: Students
are provided with a listing of which tasks are to be completed.
Flexible Grouping: Teachers group students according to mixed readiness and/or interest.
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K-W-L Differentiated Instruction
This is what I know. This is what I want to know. This is what I learned.