SUCCESS FOR ALL LEARNERS Differentiated Instruction Strategies DIFFERENTIATION

SUCCESS FOR ALL LEARNERS Differentiated Instruction Strategies

DIFFERENTIATION DEFINED Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they've learned. The goal of a differentiated classroom is maximum student growth and individual success.

DIFFERENTIATION CONTINUUM Not Differentiated Highly Differentiated “One-Size-Fits-All” Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning

COMMON MISUNDERSTANDINGS § Differentiation is a set of strategies. § Differentiation is group work. § “I already differentiate. ” § Differentiated lessons have to be creative, cute, and fun. § Differentiation is just the next educational fad.

COMMON MISUNDERSTANDINGS § Providing choice = differentiation. § Differentiation isn’t fair. § Differentiation means “dumbing down” the curriculum for less advanced learners. § Differentiation only works when kids are well-behaved. § Preparing a differentiated lesson takes a huge amount of time.

STEPS IN A DIFFERENTIATED LESSON Identification of Common Learning Goals Pre-Assessment Differentiated Activity § Every lesson should be designed with visual, auditory, and kinesthetic learners in mind. Whole-Group Discussion Post-Assessment Further Instruction

A HIGHLY DIFFERENTIATED CLASSROOM Looks Like … § An inviting environment with tables as opposed to rows § Students helping students § Teacher moving around room § Print-rich environment § Student movement § Different desk configuration § Positive focused energy § Leader in each group § Students working on the floor § Interactive and engaging § Ongoing assessment Sounds Like… § § § § Noisy and on task Happy Background music Talking Respectful sounds Encouraging others Respectful feedback Less teacher talk—more student talk § Teacher facilitation § Routines in place for getting help § Less discipline—more risk-taking

PRODUCT POSSIBILITIES VISUAL Advertisement Collage Poster Flowchart Venn diagram Painting Map Video Story map Time line AUDITORY Audiotape News broadcast Speech Debate Lecture Group discussion Interview Round table discussion Book review Teach others WRITTEN Book report Letter Poetry Research paper Story Checklist Journal Essay Newsletter Survey From Differentiating Instruction in a Whole-Group Setting, 3– 8 © 2005 Crystal Springs Books. KINESTHETIC A model Performance of a dance or skit Sculpture Mobile Diorama Dramatization Experiment Pantomime Role play Display

SHOW, DON’T TELL § Share the word with your group only. § Draw a visual of the word and figure out a motion for the word. § Show the visual and motion for the rest of the participants to guess your vocabulary word.

VOCABULARY WEB Definition: Fractions are part of a whole. They are made up of a numerator and denominator. Sentence/Picture: Fractions Non-example/Antonym: Fractions cannot be irrational numbers Example/Synonym: Fractions can be converted into decimals

VOCABULARY SELF-AWARENESS CHART

SOMEBODY WANTED BUT SO SOMEBODY (character) WANTED (goal/motivation) Unpleasant stepmother To stop Cinderella from going to the Ball She wanted the prince for one of her daughters. She made certain Cinderella had plenty of work and nothing to wear. Lewis and Clark To find an all-water route to the Pacific Ocean They ran into the Rocky Mountains. They cross the mountains on foot and finally reached the Pacific via the Columbia River. To return to his home after defeating the Trojans He was too proud of his heroics and angered the gods. The gods punished him, leaving him to wander the Aegean Sea for 10 years. Odysseus BUT/BECAUSE (conflict/reason) SO (resolution)

MIND MAP

R. A. F. T. Role Audience Format Topic Gingerbread Man Our Class Oral Response I never should have listened to the fox Water Heat A Love Letter You make me so steamy Battery Loose Wire A Newspaper Article Man has shocking experience Multiplication Division Fact Invitation to a Family Fact Reunion Here’s how we’re related

WE HAVE, WHO HAS? We have 4! Who has five times this? We have 20! Who has half this?

CUBING

ANYBODY FEELING OVERWHELMED?

DIFFERENTIATION CONTINUUM Not Differentiated Highly Differentiated “One-Size-Fits-All” Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning

REFERENCES Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Differentiated Instruction: Theory Into Practice. Peterborough, NH: Staff Development for Educators. http: //www. principals. in/uploads/pdf/educational_theory/Dif ferentiated_Classroom. pdf http: //irvington. k 12. nj. us/depts/sdv/post_sub/1213_Diff_Instr_Handbook. pdf http: //nrcgtuva. org/presentations/Do. As. IDo. pdf http: //differentiationcentral. com http: //www. tolerance. org/differentiated-instruction http: //tpri. wikispaces. com/Instructional+Strategies+that+Sup port+Differentiation https: //www. youtube. com/watch? v=kn 8 faeu. Qj. E 0