Differentiated Instruction 101 Clare Kilbane, Ph. D. [email protected] .

Differentiated Instruction 101

Clare Kilbane, Ph. D.

[email protected]://www.otterbein.edu/home/fac/ckilbane/stateconf

Goals for this presentation To ensure that all participants members have

exposure to a common core of knowledge, vocabulary, and strategies.

Participants will:– Understand what differentiated instruction is and why it

is important, – Learn how technology can support the goals of

differentiated instruction, and

– Expand the tools they have available to make instruction more efficient, effective, and engaging for all learners.

Today’s classrooms are typified by academic diversity (Darling-Hammond, Wise, & Klein, 1999, Meier, 1995).

Seated side-by-side in classrooms are:– highly advanced learners,– English language learners,– students who are chronically underachievers,– students with learning disabilities and reading difficulties,– students of both genders,– students from broadly diverse cultures,– students from highly diverse SES, and– students displaying varying levels of motivation,

interests, skills, etc.

Thinking about English Language Learners

More immigrants arrived in the late 1990s than in any other decade on record

Today, students in our schools speak more than 450 languages

More than 12% of all pre-k-12 students are considered to be ESL learners

By the year 2015 more than 50% of all students in K-12 public schools across the US will not speak English as their first language.

Gray, T. and Fleishcman, S. (2004). Successful strategies for English Language Learners, Educational Leadership, 62 (4), 84-85.

Thinking about Students with Disabilities

96% of general education teachers have students with disabilities in their classrooms.

On average, there are at least 3-4 students with IEPs integrated into each general education class.

Three of four students with disabilities spend 40% or more of their day in general education classrooms.

US Department of Education (2001). 23rd report to Congress on the implementation of the Individuals with Disabilities Act (IDEA). Washington, DC. US Govt Printing Office.

What is differentiation?

Some definitions

Differentiation is teaching so that “typical” students; students with disabilities, students who are gifted, and students from a range of cultural, ethnic, and language groups can learn together, well. Not just inclusion but inclusive teaching.

Differentiation means that teachers proactively plan varied approaches to what students learn, how they will learn it and/or how they will demonstrate their learning in order to ensure that every student learns as much as he/she can as efficiently as possible.

Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

Differentiation doesn’t suggest that a teacher can be all things to all students all the time. It does however mandate that a teacher create a responsible range of approaches to learning much of the time so that most students find learning a fit much of the time.

What is Differentiated Instruction?

It is an instructional approach It is a community It is a new way of doing old things

What can be differentiated?

Content- the standards about which students interact to gain knowledge.

Process- the activities and materials engaged in/with while knowledge is gained.

Evaluation- the methods through which students demonstrate their learning.

What do we consider when differentiating?

Readiness- a combination of ability and other factors which influence the ability to learn.

Interest- that which evokes intellectual, psychological, and emotional attention.

Learning Profile- a blanket term that refers to factors not related to readiness or interest such as cognitive style.

Differentiated Instruction Lesson Planning Matrix Readiness Interest Learning Style Content ____Foundational- Transformational

____Concrete- Abstract ____Simple- Complex ____Single Facet- Multiple Facets ____Small Leap- Big Leap ____More Structured- Less Structured ____Less Independence- Greater Independence ____Slow- Quick

____Interest areas Travel, culture, sports Various Subject areas

____Modes of expression Oral Written Designed/built Artistic Abstract Service

____Group Orientation Independent Group Adult Combined

____Learning Environment Quiet/Noise Warm/Cool Still/Mobile Flexible/Fixed Quiet/Noise Warm/Cool Still/Mobile Flexible/Fixed

____Intelligence Preferences ____Cognitive Style

Creative/Conforming Essence/Facts Expressive/Controlled Linear/Non-linear Deductive/Inductive Concrete/Abstract Introspective/Interpersonal Collaboration/Competition Easily distracted/Long attention span Auditory/visual/Kinesthetic Whole-to-part/Part-to-Whole

Process ____Foundational- Transformational ____Concrete- Abstract ____Simple- Complex ____Single Facet- Multiple Facets ____Small Leap- Big Leap ____More Structured- Less Structured ____Less Independence- Greater Independence ____Slow- Quick

____Interest areas Travel, culture, sports Various Subject areas

____Modes of expression Oral Written Designed/built Artistic Abstract Service

____Group Orientation ____Learning Environment ____Intelligence Preference ____Cognitive Style

Product/ Evaluation

____Foundational- Transformational ____Concrete- Abstract ____Simple- Complex ____Single Facet- Multiple Facets ____Small Leap- Big Leap ____More Structured- Less Structured ____Less Independence- Greater Independence ____Slow- Quick

______Interest areas Travel, culture, sports Various Subject areas

____Modes of expression Oral Written Designed/built Artistic Abstract Service

____Group Orientation ____Learning Environment ____Intelligence Preference ____Cognitive Style

How does technology support differentiation?

To learn more,– http://www.otterbein.edu/home/fac/ckilbane/stateconf