Presenter: Melanie Bailey-BirdProgram Specialist- LVJUSD

December 2008Part I

Differentiation Instruction (DI)1

What is Differentiated Instruction?To differentiate instruction is to RECOGNIZE

students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

It is a PROCESS to approach teaching and learning for students of differing abilities in the same class.

The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

Yeah!

Differentiation Instruction (DI) “NOT” “IS”

Individualized InstructionDifferent Reading

AssignmentsTaught Skill Practice

Tailoring the Same Suit of Clothes

One-Size-Fits-All Instruction Does NOT Reach All Learners

Student CenteredMultiple IntelligencesLearning Styles

Blend of Whole-Class, Group and Individual Instruction

Flexible and ResponsiveLearners of Multiple

Abilities CAN BE Educated Together

PROACTIVE

Differentiation Instruction (DI)2

Universal Design to DIBased on Student Readiness, Interest & Learning Profile

1. Content2. Process3. Products4. Learning Environment

Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

Content How can he/she access the information?

How do we Plan?How to? Examples:

Determine the Ability Level of Your Students Survey Past Records, Look at Their

Cums Align Tasks and Objectives to Learning

Goals Survey Student Interests

Interest Inventories, Interview/Conference, Respond to Open-Ended Questionnaire with Questions

What are Your Students Multiple Intelligences & Learning Styles?

What are Your Student’s Preferences and Motivators?

Instruction is Concept-Focused and Principle-Driven

Brain-Based Research Know YOUR Students

Use Reading Materials at Varying Readability Levels

Put Text Materials on TapeUse Spelling/Vocab. Tests

at Readiness Levels of Students

Use Reading BuddiesMeet with Small Groups to

Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning

How Do We Plan?Determine a Focus Area: Based on Research:Four T’s

Teaching ObjectiveTargetBloom’s TaxonomyText/Materials

Instructional StrategiesLearner Engagement

Effective PresentationsLearning Environment

All GOOD Instruction Must Have:Active EngagementReading & Writing

StrategiesAddress the Auditory,

Kinesthetic, Visual & Tactile Learners

Address Multiple Intelligences

Be Developmentally Appropriate

Do YOU Wing It?teaching.mrbelshaw.co.uk

(Or) Do YOUPlan it!

Planning PyramidFramework for Planning for Diverse Student Needs

& a Tool for Planning for DI The Five Points, or axes, of

the Pyramid, Represent the Factors Teachers Consider When Planning Any Lesson:

1. Topic2. Students3. Classroom Context4. Teacher5. Appropriate Instructional

Practices

See Handout, or Online at Teachervision.fen.com

After You Reflected About the Points of Entry:

Teachers Determine What Will Be Taught? How?

1. At the Base of the Pyramid: What all students will learn?

- Indentify Instructional Practices & Adaptations2. Middle of the Pyramid: What Most, But Not All,

Students Will Learn?3. Top of Pyramid: What Some Students Will

Learn?

Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

ProcessHow to process information, organize, store

retrieve & apply information?

How to? Examples:Flexible Grouping is

Consistently Used Groupings are Not Fixed, and

Should Be Dynamic in Process

Teach Whole Class Introductory Discussions ,then Follow with Small Group (or) Pair Work.

Direct Instruction Inquiry-Based LearningCooperative LearningClassroom Management

Benefits Students and Teachers Organization & Routines

Use Tiered Activities Provide Interest Centers Develop Personal Agendas for

Completion of Work Manipulatives (or) Hands on

Supports Varying the Length of Time Memorization KWL Reciprocal teaching Graphic organizing Scaffolding Webbing Self Talk WebQuests Guided Notes

Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

ProductsCulminating projects that ask the student to rehearse,

apply, and extend what he/she has learned in a unit

How to? Examples: Initial & On-Going

Assessment of Student Readiness & Growth are Essential

Authentic AssessmentStudents are Active &

Responsible ExplorersVary Expectations &

Requirements for Student Responses

Consider each Student’s Multiple Intelligences & Learning Styles Based on Outcomes

Give Students Options of How to Express Required Learning Create a Puppet Show,

Write a Letter, Develop Mural with Labels

Use Rubrics that Match Student’s Varied Skill Level RubiStar.com

Allow Students to Work Alone (or) in Small Groups

Performance -Based Assessment

Student PortfoliosKnowledge Mapping

Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

Learning EnvironmentsThe way the classroom works and feels

How to? Examples:How the Classroom is

Organized?Classroom Behavior

Management System is in PlaceProceduresConsequencesPositive Interventions

Places in Room Free of Distractions, and Places that Invite Student Collaboration

Materials that Reflect a Variety of Cultures & Home Settings

Clear Guidelines for Independent Work

Develop RoutinesStudents Understand

Differences of Learners

Possibilities for DI, What do YOU Consider?

Pre-Assessment

Decisions About Student Characteristics

Possibilities for

Differentiation

1. 2.3. 4.

Why?

The 4 Key Areas

Presenter: Melanie Bailey-BirdProgram Specialist- LVJUSD

December 2008Part II

Differentiation Instruction (DI)

3

10 Tips for DifferentiationMeaningfulnessCurrencyPracticeReading LevelAuthenticityActive ParticipationExperiencesMotivationRealismChallenge

Eduscapes.com

MeaningfulnessPoints to Remember: Strategies:“Students Need Work to Be

Meaningful Real Life Interests Learning Styles Multiple Intelligences

Without Meaning, Some Students Become Distracted and Others Mediocre Work. This is Where Behavior

Problems Begin to Arise.”

eduscapes.com

Utilize WebQuests Create it by Using Microsoft

Word/ Powerpoint Through Your Website Online, or on a Disk

A lot of Created WebQuests Online, Find One that Will Teach Your Content

Use PowerPoint as a Tool to Present Lessons Use Pictures and Sounds to

Make It More Interesting Have Students Create Their

Own Stories on PowerPoint Have students use Microsoft

Publisher and Create Their Own Brochures (or) Create Newsletters on a Specific Topic

CurrencyPoints to Remember: Strategies:“Some Students are Drawn

to Activities that Connect to Local (or) World Events

Students will Excel When Working with Real, Current Events, and Activities

Provide Students with Choices That Relate to Individual Interests, while Still Connecting to Current Information and Ideas.”

eduscapes.com

Design Activities from Certain Sections of News Articles.

Focus on Visuals, for Writing Prompts.

Good Sources: News2you.com Discover Kidsnewsroom.org National Geographic Kids News Hour Extra from PBS Time for Kids Weekly Reader (grade prK-6) Washington Post for Kids

*Consider Different Reading Levels

PracticePoints to Remember: Strategies:“Some Students Do Well

With a Brief Overview of a Topic, and a Single Example.

Other Students Need Lots of Practice.”

eduscapes.com

Create a List of Interactive Activities Students Can Use to Practice (or) Review Specific Skills

FunBrain National Geographic Games Yahooligans Games Discovery School Brain Booster

Use Resources Online for Practice: bbctype Starfall.com Raz-kids.com Softschools.com Factdash.com News2you.com

Design a Word Document that Uses the High-Interest Content

Yahooligans Music, Movies, Book Club

Scholastic News: Entertainment Sports Illustrated for Kids How Stuff Works

Reading LevelPoints to Remember: Strategies:“In Most Classrooms,

Students Read at a Wide Range of Reading Levels.

Be Sure That You’re Selecting Resources for a Variety of Levels.

Look for Websites that Provide Leveled Reading Resources.”

eduscapes.com

Create an Activity and Provide Online Readings at 3 Different Reading Levels:News2you.comStarfall.comReadinga-z.comRaz-kids.comEnchantedlearning.comEdhelper.comRosetta Stone

AuthenticityPoints to Remember: Strategies:“Students Enjoy Working

with Real Facts, Numbers, and Documents.

Rather than “Watered Down” Resources Found in Workbooks, Look for the “Real Thing” Online.”

Use Real World Data

eduscapes.com

Locate a Photograph, Document, (or) Piece of Data that Would Bring a Classroom Topic to Life.

Some Good Sites:American Memories

Learning PageNational Archives

ClassroomSteven’s InstituteTeacher Tap

Active ParticipationPoints to Remember: Strategies:“Students Need to Be

ActiveMany Students are

Motivated by Interactive Resources that Ask Them to Create, Build, Design or Make Decisions.

They Also Like to Make Decisions and Participate in Polls and Surveys.”

eduscapes.com

Online and Offline Tools:InspirationTimelinerTimeline builderKidPixPowerpointMicrosoft PublisherCreate a GraphTeacher Tap: Interactive

WebsitesTeacher made

WebQuests

ExperiencePoints to Remember: Strategies:“Use Virtual Field Trips,

When You Can’t Take Them to Far Off Places.

Remember: Some Students Lack Basic Experiences such as Visiting a City (or) a Farm.

Use the Internet to Help Students Make a Connection and Develop Prior Knowledge.”

eduscapes.com

Streaming.discoveryeducation.com

Homework Spot: Field Trip

JASON ProjectJourney NorthMuseum SpotTeacher Tap: Field Trips

and MuseumsGoogle Earth

MotivationPoints to Remember: Strategies:“Some Students Need

Motivation to Write, Draw, or Express themselves in Other Ways.

Sometimes Technology Can Provide Motivating Tools & Resources.”

eduscapes.com

Ecards Jan Brett Enature cards Teacher Tap: Electronic

Postcard Starfall.com

Microsoft Publisher Newsletter Brochure Flyer

Microsoft PowerPoint Create stories using

animation and sounds

RealismPoints to Remember: Strategies:“Students Enjoy Sharing

Their Ideas With a Real-World Audience.

Explore Ways to Provide Connections for Students.”

eduscapes.com

Locate a Class and Write Emails to the Class (or) Assign for Homework

Online Projects:KidsLearnePalsKids Space ConnectionTiggly Wiggly’s Pen Pal

List

ChallengePoints to Remember: Strategies:“Some Students Need a

Challenge.Ask Students to Think! Such as;

EvaluatingCritiquingCreating.”

Design an Activity that Involves Students in Critiquing Books Reviews (or) Websites created by Other Students.Book Review SitesThink Quest Projects

Differentiation Instruction (DI)

4

Accommodation HighlightsWhat’s the Difference?Choosing AccommodationsAccommodation to ModificationInstructional Tools

Presentation Instructional AccommodationResponse Instructional AccommodationTime & SchedulingSetting Instructional Accommodations

What’s the Difference?Accommodation Vs. Modification

Makes the Work Accessible, but Doesn’t Substantially Change the Work

Graded on Work Assigned Using Grade Level Standards

Example:Testing in a Quiet RoomReading Directions

AloudReduce Amount of WorkNot Counting Spelling

Errors

Subject Matter is Substantially Changed by Being Significantly Below Grade Level (or) for Testing-Changing What the Test Measures

Grades Based on Student’s Progress Towards IEPPass/Fail GradesModified Program

ExamplesHave Text Read to

StudentAllow Oral Responses to

a Writing Test

Choosing AccommodationsStart with standardsExamine Students

Strengths and ChallengesWhat Kind of Instructional

Strategies Work Best (e.g., visual, tactile, auditory)

What Learning Strategies will Help Student Overcome Challenges?

Increase Access to Instruction & Assessment What Has Been Tried in the

Past? What Works in What

Situations? What Does Student Prefer?

Practice Tests What are the Challenges of

Providing Accommodations? Is it Allowed on State &

District Assessments? What Arrangements Need to

be Made to Make Sure Student’s Preferred Accommodation can be Accommodated on Assessment Situations?

Student Self-Advocate Needs?

When to consider: Accommodation to Modification

1. What Grade Level Standards?2. With Accommodations, What Standards will the

Student NOT be able to Meet?3. Will Changes in Expectation Affect a Student’s

Performance on State Assessments?4. How will it Affect Your Student’s Ability to

Participate in the General Ed. Curriculum in the Future?

5. Will Your Student Fall Further Behind because of Missed Opportunities to Learn Grade Level Content?

6. What Other Strategies/ Accommodations Could be Used on Grade Level Content/Assessments?

Accommodation Categories:Instructional Tools

Presentation Instructional AccommodationResponse Instructional AccommodationTime & SchedulingSetting Instructional Accommodations

Presentation Instructional AccommodationWhat is It? Who Benefits?Allow Students to Access

Instruction in Ways that DO NOT Require Them to Visually Read Standard Print.

Students with:Print DisabilitiesInability to Read

Standard Print Because of : Physical Sensory Cognitive Disability

How to Use It?Presentation Instructional AccommodationsVisual

Large Print Magnification Devices

Enlarged Computer Monitors

Closed Circuit TV Visual Cues

Teacher Face Pass Out Printed Material

Before Class Repeat Questions Asked by

Students Summarize Class Discussion

Sign Language Written Notes, Outlines,

& Instructions Use Another Student’s

Notes Teacher’s Print Copy

Tactile Braille Nemeth Code Tactile Graphics

Maps, Diagrams, Illustrations, Charts that are Raised Format

Auditory Human Reader Audio Tape

Books on Tape Compact Disc Audio Amplification Devices

Visual & Auditory Screen Reader Video Tape & Descriptive

Video Talking Materials

Response Instructional AccommodationWhat is it? Who Benefits?Allow Students to

Complete Tasks in Different Ways , to Solve, or Organize Problems

Uses:Assistive Device Organizer

Students with Physical, Sensory, or Learning Disabilities (e.g., Memory, Sequencing, Directionality, Alignment, & Organization)

How to Use It?Response Instructional Accommodation

Materials /Devices to Solve or Organize Responses

Calculation Devices Spelling & Grammar Assistive

Devices Pocket Spell Checkers Dictionary

Visual Organizers Templates Highlighters Graph Paper Place Markers Photocopy Part of Text- Allow

Student to Highlight and Write in Margin

Graphic Organizers Used to Help Organize

Information Semantic Mapping Software:

Inspiration

Type on Brailler (similar to typewriter/computer)

Portable Note-Taking Devices Speak into Tape Recorder

Used to Complete Tasks Orally w/o Written Work

Write in Text or Test Booklet Instead of on Answer Sheet (e.g. bubble sheet)

Monitor Placement of Student Response on Answer Sheet

Express Response to a Scribe through Speech, Sign Language, Pointing, or by Using an Assistive Communication Device

Type on (or) Speak to Word Processor

Speech-to-Text Conversion Voice Recognition Touch Screen Sticky Keys Mouth or Headstick (Pointing

Devices)

Time & SchedulingWhat is it? Who Benefits?It Changes the Allowable

Length of Time to Complete Assignments, Tests, Activities & the Way Time is Organized

Students Who Needs More Time to Complete a Task

Extra Time to Process Written Text

To Write (Student with Limited Dexterity)

Use Other Accommodations or Equipment (Audio tape, Scribe, or Assistive Technology)

How to Use it?Time & Scheduling

Extended TimeKeep in Mind: Disability,

Type of Assignment, Accommodation

“Unlimited Time” is not Appropriate or Feasible Used to Reduce Anxiety Too Much Time – Lose

Interest & MotivationMultiple (or) Frequent

BreaksBe Given at

Predetermined Intervals (or) After Completion of Task

Use Timers to Signal End of Break

Change Schedule (or) Order of ActivitiesSchedule Work at

Student’s Peak Performance During the Day

Divide Long Term AssignmentsCreate BIG Task

Assignments into Smaller Chunks Reduces Anxiety &

Fatigue Helps Student Organize

WorkProvide 2 Sets of Books

for Home & School

Setting Instructional AccommodationsWhat is it? Who Benefits?It Changes the Location

in Which a Student Receives Instruction (or) the Conditions of an Instructional Setting.

Students Who are Easily Distracted in Large Group Settings

Students who Need Small Group (or) Individual Settings

Change in Location for Students Who Need Frequent Breaks

Students with Physical Disabilities Who Need a More Accessible Location (or) Specific Room Conditions

How to Use it?Setting Instructional Accommodations

Change Location to Reduce DistractionsSit near TeacherSit in front of ClassroomDon’t sit Near Pencil

Sharpeners, Windows, Door

Study Carrels Noise Buffers:

Headphones, EarplugsChange Location so

Student Does Not Distract OthersAllows Opportunity to

Read and Think out LoudReader Scribe Involuntary Make Noises

Change Location to Increase Physical AccessWheelchair with Specially

Designed TabletopKeep Aisles ClearedDon’t Leave Cupboards

and Doors OpenGuide DogHome Hospital

Change Location to Access Special EquipmentComputer LabAdaptive Equipment or

FurnitureStanding Work Station

The KEY to DIHigh Quality Curriculum & Instruction

Clarify Key Concepts & Generalizations for ALL LearnersEnsure

ComprehensionTap into Prior

KnowledgeUse Assessment as a

Teaching Tool to Extend vs. Merely Measure InstructionCollect Pre & Post

Baseline Data for Optimal Learning

Emphasize Critical & Creative Thinking as a GOAL in Lesson DesignTasks Should Require

Students to Apply Meaning

Engage ALL LearnersMix up your Activities

throughout a Period Joy & Satisfaction

Provide a Balance Between Teacher-assigned & Student-selected TasksAllow Student Choices

Best Way to BeginFrequently Reflect on

the Match Between Your Classroom & Your Philosophy of Teaching & LearningLook for Matches &

Mismatches to Guide You

Create a Mental Image of what You Want Your Classroom to Look LikeUse the Image to

Start Planning & Assess Changes

Talk Often with Your Students About the Classroom“How it’s working.”

Think Carefully About Management RoutinesMonitor Effectiveness

Take Time Off from Change to Regain Your Energy

Enjoy Your Growth!!

ReferencesHall, T. (2002). Differentiated Instruction. Wakefield, MA: National

Center on Accessing the General Curriculum. Retrieved October 22, 2008, from http://www.cast.org/publications/ncac/ncac.diffinstruc.html

Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved November 1, 2008 from http://www.teachervision.fen.com/intelligence/teaching-methods-and-management/4802.html

Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain. Retrieved November 1, 2008 from, www.urbanschools.org/events.docs/Penn320062.ppt

Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved November 1, 2008, from http://eduscapes.com/sessions/needs/elementary2.html

Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from http://help4teachers.com/

Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS: Special Connections. Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/speccconn/main.php?cat=instrucition...

Teachervision (2008). Structuring Lessons to Promote Learning from Materials. Partnership with Council for Exceptional Children. Retrieved, November 1, 2008 from, http:www.teachervision.fen.com/curriculum- planning/learning-disablilities/6731.html?Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1, 2008, from http://www.teach-nology.com/tutorials/teaching/ differentiate/print.htmThompson, S. (2005). Instructional Tools Related to Instructional Accommodations. KS: Special Connections. Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/ specconn/main.php?cat=instruction…Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades. Retrieved October 1, 2008, from http://www.ericdigests.org/2001-2/ elementary.htmlTomlinson, C. (2000). Educational Leadership, 58, 6-11, Retrieved October 1, 2008, from http://www.jamesviledewitt.orgtfiles/ folder257/ReconcileDITomlinson.pdf