Differentiated Instruction in the Mixed Ability Classroom Differentiated

Differentiated Instruction in the Mixed Ability Classroom

Differentiated Instruction Differentiated instruction (also called differentiation), is a process through which teachers enhance learning by matching student characteristics to instruction and assessment.

What Differentiated Instruction Is… Ø Proactive Instruction Ø Rooted in assessment Ø More qualitative than Ø Provides multiple approaches to content, process, and product quantitative Ø Student centered Ø A blend of whole class, group, and individualized instruction “At its most basic level, differentiated instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (Tomlinson, 2001, p. 1).

What Differentiated Instruction Is Not… Ø “Individualized Instruction” of the 1970’s Ø Just another way to provide homogenous grouping Ø Simple Modifications (same assignment slightly altered) Ø Chaotic “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and production in anticipation of and response to student differences in readiness, interest, and learning needs” (Tomlinson, 2001, p. 7).

All Students/Learners are Different In differentiated instruction, each student is taught in a manner that he or she can learn regardless of variances in abilities. Gardner’s Multiple Intelligences theory supports the differentiated instruction process because regardless of a student’s weakness in a particular intelligence, they have noticeable strengths in another. http: //assist. educ. msu. edu/ASSIST/modules/2/pdf/multiple. Int. pdf http: //www. edutopia. org/multiple-intelligences-learning-styles-quiz “Teachers construct differentiated classrooms in varying ways depending on their own personalities, the nature of the subject and grade level they teach, and the learning profiles of their students“ (Tomlinson, 2001, p. 27).

Engagement Time!!! Now that we have discovered our intelligences, identify your strongest intelligence and partner with someone in the room that has the same strongest intelligence as you. We will complete an active engagement activity together. Now that we have completed the activity, let’s discuss our results.

A good education is defined as. . . ”one that helps students maximize their capacity as learners” (Tomlinson, 2001, p. 8). The Differentiated Classroom Role of the Teacher ØBe clear on key concepts and generalizations/ principles The Learning Environment ØEveryone feels welcome ØStudents feel safe in the classroom ØThink of assessment as a road map for your thinking and planning ØPrevalent expectation of growth ØTeacher teaches for success ØMake all lessons engaging ØMutual respect ØForm a balance between studentselected and teacher-assigned task ØEvident fairness ØCollaboration between teacher & ØLessons should emphasize critical students for mutual growth & and creative thinking success (individual/ personal growth)

The Differentiated Classroom Management 17 Key Strategies to help design and manage successful differentiated instruction : 1. Explain to your students and their 9. parents your rationale for DI. 10. 2. Begin DI at a pace that is comfortable 11. for you. 3. Time DI activities to support student 12. success. 13. 4. Use an “anchor activity” to free you up to 14. 15. focus your attention on your students. 5. Create and deliver instructions carefully. 16. 6. Assign students into groups or seating 17. areas smoothly. 7. Have a “home base” for standards. 8. Be sure students have a plan for getting help when you’re busy with another group. Minimize noise. Make a plan for students to turn in work. Teach students to rearrange the furniture. Minimize stray movement. Promote on-task behavior. Have a plan for “quick finishers”. Make a plan for “calling a halt”. Give your students as much responsibility for their learning as possible. Engage your students in talking about classroom procedures and group processes.

“It is difficult and somewhat unnatural to carve apart the curricular elements of content, process, and products, because students process ideas as they read content, think while they create products, and conjure ideas for products while they encounter ideas in the materials they use” (Tomlinson, 2001, p. 72). Content, Process, and Products In a differentiated classroom, teachers differentiate content, process and product according to a student's readiness, interest and learning profile. - Content- what the teacher wants the student to learn and the materials or resources through which that is accomplished - Process- activities designed to ensure that students use key skills to make sense out of essential ideas and information - Products- vehicles through which students demonstrate and extend what they have learned http: //www. adifferentplace. org/classroom. htm

Content, Process, and Products Content Strategies that work: - Concept-based teaching - Curriculum Compacting - Using varied text and resource materials - Learning contracts - Mini-lessons Process Some strategies for processing are. . . -learning logs -interest centers -journals -literature circles -graphic organizers -role playing -cubing -choice boards -learning centers -mind-mapping -creative problem solving Products Some product possibilities are. . . -Design a game -Write a book -Present a radio program -Present a mock trial -Be a mentor -Design a Web page -Write a poem -Create a song -Conduct a debate -Write a newspaper article -Conduct a training session

How Is Differentiated Instruction Implemented? Use diagnostic assessments to determine student readiness. (i. e. KWL charts, that ask students to identify what they already Know, what they Want to know, and what they have Learned about a topic). Determine student interests. Identify student learning styles and environmental preferences. Teachers incorporate different instructional strategies based on the assessed needs of their students.

Technology in the Differentiated Classroom Technology and education makes it possible for educators to meet students where they are regardless of their various learning styles/preferences. Technology motivates and captivates the interest of the 21 st century learning in the classroom developing critical thinking and problem solving skills http: //www. youtube. com/watch? v=Aqep. SNNjow. U Technology makes variance in assessment achievable and meaningful for learners of various learning styles and levels. http: //www. youtube. com/watch? v=g. FXbu. E-21 I 4&feature=relmfu

What Does it Look Like in Science ? Science instruction can be differentiated to allow students to explore topics of interest, expand their research skills, and receive instruction on discrete science and inquiry skills. Strategy Focus 1. Tiered assignments Readiness 2. Compacting Readiness 3. Interest Centers or Interest Groups -Readiness -Interest 4. Flexible Grouping -Readiness -Interest -Learning Profile Strategy Focus 5. Learning Contracts -Readiness -Learning Profile 6. Choice Boards -Readiness -Interest -Learning Profile

(Example) Tiered Assignments The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness. Tier I Use a variety of pre-made experiments, where students choose and organize the existing collected data. These students often procrastinate, use judgment rather than scientific inferences, and have low achievement because of a lack of comfort in the subject or academics. Taking away the 'wonder' time allows these students to move directly into achievement. Tier II Students attempt a suggested topic to work with. For example, suggest the group do a behavioral study. One student may study the effects on one's success with vocabulary when being rushed compared to the success of someone not being rushed. Student's will see how moods and frustrations play a part in success. Students in this tier are appropriately challenged because they are creating, however, the weeks of wonder have been eliminated by the general suggestion for the group. Tier III Students create their own study or experiment. Most of these students have mastered the experimental process and data collection. Therefore, the real learning and appropriate challenge is the process of planning their own experiment.

(Example) Compacting The process of adjusting instruction to account for prior student mastery of learning objectives. Involves a three-step process: (1) Assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master. (2) Create plans for what the student needs to know, and excuse the student from studying what he/she already knows. (3) Create plans for freed-up time to be spent in enriched or accelerated study. EXAMPLE: In a science class, students who already know the process of photosynthesis are given a lab assignment in which they must develop and test hypotheses related to the topic, while other students are given more direct instruction on the concept.

Curriculum Compacting In the first column the teacher names what area of the curriculum could be compacted for a certain student. The second column documents how the teacher made sure, the student already knows the material. The third column contains suggestions for alternative work or describes how instructions for the student could be streamlined.

Interest Centers or Interest Groups and Flexible Grouping ) le p m a Ex ( - Interest centers (usually used with younger students) & Interest groups - Flexible grouping ranges from (usually used with older students) grouping students for delivering are organized so that learning instruction as a whole class, small experiences are directed toward a group, to pairs. specific learner interest, which. allows students to choose a topic that interests & motivates them.

(E ) e l p m a x Learning Contracts A learning contract is a working agreement between student and teacher concerning how that particular student will meet specific learning objectives. The contract may include such aspects as: -What the student will learn. -Allotted time for completion of goals. -Evidence for meeting these objectives. -Student assessment for personal learning. -Teacher assessment for student learning.

(Example) Choice Boards Offer students a way to make decisions about what they will do in order to meet class requirements. A choice board could be for a single lesson, a week-long lesson, or even a month-long period of study. In order to create a choice board: Identify the most important elements of a lesson or unit. Create a required assignment or project that reflects the minimum understanding you expect ALL students to achieve. Create options which expand upon minimum understanding of these choices requiring students to go beyond the basic levels of Bloom’s Taxonomy. Create a final optional section that extends students the opportunity for enrichment.

Questions?

Helpful Websites 8 Lessons Learned on Differentiating Instruction http: //www 2. scholastic. com/browse/article. jsp? id=3747932 20 Technology Skills that Every Educator Should Have, Part 3 http: //www. youtube. com/watch? v=g. FXbu. E-21 I 4&feature=relmfu Web 2. 0 Tools for Teachers http: //www. scribd. com/doc/19576895/Web-20 -Tools-for-Teachers Using Multiple Intelligences in Testing and Assessment http: //www. teachervision. fen. com/intelligence/resource/4933. html

References Text Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Websites Bosch, N. (1997 -2008). A Different Place. Retrieved from http: //www. adifferentplace. org/classroom. htm Differentiated Instruction for Science http: //www. k 8 accesscenter. org/training_resources/sciencedifferentation. asp What's Your Learning Style? http: //www. edutopia. org/multiple-intelligences-learning-styles-quiz Gardener’s Multiple Intelligences http: //assist. educ. msu. edu/ASSIST/modules/2/pdf/multiple. Int. pdf

References Differentiated Instruction Ignites Elementary School Learning http: //www. youtube. com/watch? v=Aqep. SNNjow. U How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary http: //www. youtube. com/watch? v=g. FXbu. E-21 I 4&feature=relmfu