Differentiated instruction

Differentiated InstructionDifferentiated Instruction

Lisa SwopeLisa Swope

Radford City SchoolsRadford City Schools

People learn differentlyPeople learn differently—we have various —we have various learning styles, learning strengths, learning styles, learning strengths, abilities, and interests.abilities, and interests.

We also learn alike in that we need to We also learn alike in that we need to find meaning and make sense of what find meaning and make sense of what we study.we study. We learn best from work that We learn best from work that demands we stretch ourselves, but does demands we stretch ourselves, but does not intimidate us.not intimidate us.

Differentiated Instruction is Differentiated Instruction is ProactiveProactive

• The teacher begins with the The teacher begins with the assumption that assumption that different learners different learners have different needs.have different needs.

• She proactively plans a She proactively plans a variety of variety of ways to “get at” and express ways to “get at” and express learninglearning..

• She She organizes materials and organizes materials and resources so learning will be resources so learning will be purposeful and not chaotic.purposeful and not chaotic.

Expect Expect BETTERBETTER work, work, not not MOREMORE work!!! work!!!

• The teacher does not simply give The teacher does not simply give more work to learners who are more more work to learners who are more capable; instead, he capable; instead, he adjusts the adjusts the nature of the assignment to meet nature of the assignment to meet student needsstudent needs..

• The The level of complexity, steps in a level of complexity, steps in a task, and levels of questioningtask, and levels of questioning can can be geared to student ability.be geared to student ability.

Begin With AssessmentBegin With Assessment

Students’ Students’ readiness levelreadiness level is is determined through determined through standardized standardized test results, pre-testing, test results, pre-testing, conversations with the student, conversations with the student, interest surveys, and/or instruments interest surveys, and/or instruments indicating preferred learning styles indicating preferred learning styles and/or multiple intelligences.and/or multiple intelligences.

Provide Several Provide Several Routes to Content, Routes to Content, Process, and Process, and ProductProduct

• Content—Content—what students learnwhat students learn

• Process—Process—how students go about how students go about making sense of ideas and making sense of ideas and informationinformation

• Product—Product—how students demonstrate how students demonstrate what they have learnedwhat they have learned

Differentiated Learning is Differentiated Learning is Student-CenteredStudent-Centered

• Students are given the opportunity to Students are given the opportunity to take increasing take increasing responsibility for their responsibility for their own growth.own growth.

• Teaching students to share Teaching students to share responsibility responsibility allows a teacher to work allows a teacher to work with different groups or individualswith different groups or individuals for for parts of the class time………….and it parts of the class time………….and it better prepares students for life.better prepares students for life.

Differentiation Blends Several Differentiation Blends Several Types of InstructionTypes of Instruction

• Whole-class instructionWhole-class instruction

• Individual instructionIndividual instruction

• Flexible groupingFlexible grouping

• Cooperative/collaborative learningCooperative/collaborative learning

Differentiation is FluidDifferentiation is Fluid

• Teachers participate in Teachers participate in ongoing ongoing collaboration with studentscollaboration with students

• Lessons and assignments are Lessons and assignments are adjusted as neededadjusted as needed

• There is There is no one “right” way to no one “right” way to differentiate as long as the basic differentiate as long as the basic principles of differentiated learning principles of differentiated learning are followed.are followed.

Some PrinciplesSome Principles

• Students are Students are pre-assessed to determine learning pre-assessed to determine learning needs.needs.

• The teacher plans proactively to The teacher plans proactively to provide several provide several learning options.learning options.

• Students Students work alone, in pairs, and in small groupswork alone, in pairs, and in small groups..• Students Students sometimes receive whole-class instructionsometimes receive whole-class instruction..• The teacher gives The teacher gives clear directionsclear directions and and shares shares

responsibility with students.responsibility with students.• The The teacher provides organizationteacher provides organization to the degree that to the degree that

learning is purposeful and not chaoticlearning is purposeful and not chaotic..• The The teacher provides supportteacher provides support as needed. as needed.• The The student takes responsibilitystudent takes responsibility for his/her own for his/her own

learning and learning and demonstrates understandingdemonstrates understanding through a through a student-designed product.student-designed product.

For First Grade ReadingFor First Grade Reading

• Create a flexible reading program.Create a flexible reading program.• Post a weekly reading schedule and allow students to find their names Post a weekly reading schedule and allow students to find their names

on it.on it.• Allow students to move to appointed parts of the room at times Allow students to move to appointed parts of the room at times

designated on the chart.designated on the chart.• Sometimes the whole class will meet to listen to a story and talk about Sometimes the whole class will meet to listen to a story and talk about

it or to volunteer to read it.it or to volunteer to read it.• Sometimes a small group meets with the teacher to work on decoding, Sometimes a small group meets with the teacher to work on decoding,

comprehension strategies, or to share ideas.comprehension strategies, or to share ideas.• Sometimes students will meet with peers to read on a topic of mutual Sometimes students will meet with peers to read on a topic of mutual

interest, regardless of their reading readiness (different level books on interest, regardless of their reading readiness (different level books on same topic).same topic).

• Students read alone (from books in discovery boxes based on various Students read alone (from books in discovery boxes based on various topics or from boxes designated by colors to match levels of reading topics or from boxes designated by colors to match levels of reading readiness).readiness).

• Students may meet with a reading partner to take turns reading or, at Students may meet with a reading partner to take turns reading or, at the direction of the teacher, to “choral read” so stronger readers can the direction of the teacher, to “choral read” so stronger readers can provide leadership for a peer who doesn’t read as well.provide leadership for a peer who doesn’t read as well.

From TomlinsonFrom Tomlinson

Third Grade ReadingThird Grade Reading

1.1. Design a variety of centers based on student learning profilesDesign a variety of centers based on student learning profiles2.2. Assign students to centers based on formal or informal Assign students to centers based on formal or informal

assessmentsassessments3.3. At centers related to people the students are studying, students At centers related to people the students are studying, students

can choose to work alone, in pairs, or within a small groupcan choose to work alone, in pairs, or within a small group4.4. Some possible centers include:Some possible centers include: Students select a person they’ve studied and make an Students select a person they’ve studied and make an

annotated time line of the person’s early life, noting events that annotated time line of the person’s early life, noting events that shaped the person. The student chooses whether to write a shaped the person. The student chooses whether to write a paper, draw a storyboard, or act out the events.paper, draw a storyboard, or act out the events.

Students select a biography and a fictional work each has read. Students select a biography and a fictional work each has read. Then they write about real-life events they and some of their Then they write about real-life events they and some of their friends have had. Students then look in all three works for friends have had. Students then look in all three works for common themes about growing up and decide to present their common themes about growing up and decide to present their work as a matrix or through conversations between or among work as a matrix or through conversations between or among the subject of the biography, the fictional work, and a 3the subject of the biography, the fictional work, and a 3 rdrd grader.grader.

From TomlinsonFrom Tomlinson

Seventh Grade ScienceSeventh Grade Science

• As part of an exploration of life science, As part of an exploration of life science, students chose a living creature and students chose a living creature and develop questions of interest to them develop questions of interest to them individually.individually.

• Students figure out how to find answers to Students figure out how to find answers to their questions.their questions.

• Each student determines ways to share Each student determines ways to share their findings with their peers.their findings with their peers.

(Questions can vary in complexity.)(Questions can vary in complexity.)

High School Algebra IIHigh School Algebra II

• Students can pre-test and “compact out” of a unit at any Students can pre-test and “compact out” of a unit at any time during the first three days of instructiontime during the first three days of instruction

• Students who opt out do an independent investigation of Students who opt out do an independent investigation of math in the real world, given guidelines by the teacher, math in the real world, given guidelines by the teacher, who works with them to tighten or focus plans, as neededwho works with them to tighten or focus plans, as needed

• Students who did not “compact out” receive whole group Students who did not “compact out” receive whole group instruction, and then—based on understanding—divide into instruction, and then—based on understanding—divide into cooperative groups for practice, or meet in a small group cooperative groups for practice, or meet in a small group with the teacher for further instructionwith the teacher for further instruction

• When the class has finished the chapter, everyone When the class has finished the chapter, everyone participates in two days of mandatory review and the entire participates in two days of mandatory review and the entire class takes the test.class takes the test.

From TomlinsonFrom Tomlinson

High School U.S. HistoryHigh School U.S. History

Students read biographies of their choice from a suggested reading list. Students read biographies of their choice from a suggested reading list. Each student chooses to do one of the following:Each student chooses to do one of the following:

Write a two-page summary of the person’s life.Write a two-page summary of the person’s life. Note transforming dates in the subject’s life and make a timeline.Note transforming dates in the subject’s life and make a timeline. Choose three events that most impacted the subject’s life and make a poster Choose three events that most impacted the subject’s life and make a poster

explaining each.explaining each. Students read names from a posted list and go to pre-assigned groups, Students read names from a posted list and go to pre-assigned groups,

which include:which include: Students meet in small groups and “tell the story” in first person of the subject of Students meet in small groups and “tell the story” in first person of the subject of

each biography each biography Students make a chart listing similarities and differences in their characters’ Students make a chart listing similarities and differences in their characters’

personalities, lives, and accomplishmentspersonalities, lives, and accomplishments Students brainstorm qualities of “greatness” and create a matrix they will use to Students brainstorm qualities of “greatness” and create a matrix they will use to

rank all of their subjectsrank all of their subjects Students choose one or a few topics making news in their lifetimes and conduct a Students choose one or a few topics making news in their lifetimes and conduct a

time-travel/round-table discussion in character as their subjects.time-travel/round-table discussion in character as their subjects. Students complete an assignment from the following product list:Students complete an assignment from the following product list: A PowerPoint presentationA PowerPoint presentation A scripted presentation to the classA scripted presentation to the class An argumentative or comparative essay.An argumentative or comparative essay.

The Equalizer: A Tool for The Equalizer: A Tool for Planning Differentiated Planning Differentiated LessonsLessons1.1. Foundational…………….Foundational…………….TransformationalTransformational

2.2. Concrete………………….Concrete………………….AbstractAbstract

3.3. Simple…………………… Simple…………………… ComplexComplex

4.4. Single Facet………………Single Facet………………Multiple FacetsMultiple Facets

5.5. Small Leap………………..Small Leap………………..Great LeapGreat Leap

6.6. More Structured…………..More Structured…………..More OpenMore Open

7.7. Less Independence………Less Independence………More More IndependenceIndependence

8.8. Slow………………………..Slow………………………..QuickQuick

Tiering InstructionTiering Instruction

• Change the Change the nature of the tasknature of the task, not the , not the workloadworkload

• Change the Change the sophistication of the prompt sophistication of the prompt and/or the student’s response to itand/or the student’s response to it

• Remember to keep all students “above Remember to keep all students “above water” by water” by adjusting challenge levels so adjusting challenge levels so all students can make sense of their all students can make sense of their learninglearning

Tiering FormatsTiering Formats

• Learning ContractsLearning Contracts

• Learning MenusLearning Menus

• CubingCubing

• Summarization PyramidSummarization Pyramid

• Change the VerbChange the Verb

Learning ContractsLearning Contracts

Students enter into independent study Students enter into independent study with an agreed-upon set of tasks with an agreed-upon set of tasks supporting adjusted goals.supporting adjusted goals.

Learning MenusLearning Menus

Students are given choices of tasks in Students are given choices of tasks in a unit or for an assessment. They a unit or for an assessment. They most do one “entrée task”, may most do one “entrée task”, may select from two “side dish” tasks, select from two “side dish” tasks, and may choose to do one of the and may choose to do one of the “dessert” tasks for extra enrichment“dessert” tasks for extra enrichment..

CubingCubing

Students receive foam or poster board Students receive foam or poster board cubes with a different task written on cubes with a different task written on each face; each task has a different each face; each task has a different complexity level than the others. complexity level than the others. Given a topic, students: Given a topic, students: Describe it, Describe it, Compare it, Associate it, Analyze it, Compare it, Associate it, Analyze it, Apply it, Argue for it or against it.Apply it, Argue for it or against it.

Summarization PyramidSummarization Pyramid

Create a pyramid of Create a pyramid of horizontal lines, horizontal lines, then ask students then ask students at different at different readiness levels to readiness levels to respond to tiered respond to tiered prompts as they prompts as they interact with the interact with the topic. topic.

SOME GREAT PROMPTSSOME GREAT PROMPTS

SynonymSynonym

AnalogyAnalogy

QuestionQuestion

Three attributesThree attributes

Alternative titleAlternative title

CausesCauses

EffectsEffects

ReasonsReasons

ArgumentsArguments

IngredientsIngredients

OpinionOpinion

Formula/sequenceFormula/sequence

InsightInsight

Larger category Larger category

ToolsTools

SampleSample

PeoplePeople

Future of the topicFuture of the topic

Change the VerbChange the Verb

Raise or lower the Raise or lower the challenge level by challenge level by changing the verb in changing the verb in your prompt:your prompt:

CONSIDER USING:CONSIDER USING:

AnalyzeAnalyze

ReviseRevise

Decide betweenDecide between

Why didWhy did

DefendDefend

DeviseDevise

IdentifyIdentify

ClassifyClassify

DefineDefine

ComposeCompose

InterpretInterpret

ExpandExpand

ImagineImagine

SupposeSuppose

ConstructConstruct

RecommendRecommend

Predict Predict

Argue for (or against)Argue for (or against)

ContrastContrast

CritiqueCritique

Some TipsSome Tips

• All students need coherent lessons All students need coherent lessons that are relevant, powerful, and that are relevant, powerful, and meaningful.meaningful.

• Good curriculum pushes students a Good curriculum pushes students a bit beyond what is easy or bit beyond what is easy or comfortable.comfortable.

• Encourage students to “work up” and Encourage students to “work up” and complete tasks that stretch them.complete tasks that stretch them.

• Sidebar StudiesSidebar Studies

• Interest CentersInterest Centers

• Specialty TeamsSpecialty Teams

• Real-Life Applications of Ideas and Real-Life Applications of Ideas and SkillsSkills

• New Forms of ExpressionNew Forms of Expression

Strategies That Support Strategies That Support Interest-Based StudiesInterest-Based Studies• Studying concepts and principles through the lens of Studying concepts and principles through the lens of

interestinterest• Student choice of tasksStudent choice of tasks• Independent StudyIndependent Study• I-SearchesI-Searches• OrbitalsOrbitals• MentorshipsMentorships• Group InvestigationsGroup Investigations• Interest GroupsInterest Groups• JigsawJigsaw• Literature CirclesLiterature Circles• WebQuestsWebQuests• Student-selected audiencesStudent-selected audiences

Four FactorsFour Factors

• Learning Style PreferencesLearning Style Preferences

• Intelligence PreferencesIntelligence Preferences

• Culture-Influenced PreferencesCulture-Influenced Preferences

• Gender-Based PreferencesGender-Based Preferences

Strategies for Learning Profile Strategies for Learning Profile PreferencesPreferences

• Vary teacher presentation (auditory, Vary teacher presentation (auditory, visual, kinesthetic)visual, kinesthetic)

• Vary student mode of expression Vary student mode of expression (Gardner’s Multiple Intelligences)(Gardner’s Multiple Intelligences)

• Working choice arrangementsWorking choice arrangements

• Multiple modes of assessmentMultiple modes of assessment

• Varied approaches to organizing ideas Varied approaches to organizing ideas and informationand information

Strategies for Differentiating Strategies for Differentiating ContentContent

• Curriculum CompactingCurriculum Compacting

• Learning ContractsLearning Contracts

• Mini-lessonsMini-lessons

Ways to Support StudentsWays to Support Students

• Reading partners or audio/video Reading partners or audio/video recordersrecorders

• Note-taking organizersNote-taking organizers

• Highlighted print materialsHighlighted print materials

• Digests of key ideasDigests of key ideas

• Peer and adult mentorsPeer and adult mentors

Processing: Making Sense of Processing: Making Sense of the Contentthe Content

• Present activities that are interesting Present activities that are interesting to the studentto the student

• Provide opportunities for students to Provide opportunities for students to think at a higher levelthink at a higher level

• Cause students to use key skills to Cause students to use key skills to understand key ideasunderstand key ideas

Strategies for Differentiated Strategies for Differentiated ProcessingProcessing• CubingCubing• Learning logs or journalsLearning logs or journals• Graphic organizersGraphic organizers• Centers or interest groupsCenters or interest groups• Role playingRole playing• Choice boardsChoice boards• JigsawJigsaw• Think-pair-shareThink-pair-share• PMI PMI • Model-makingModel-making• Labs Labs • Tiered activitiesTiered activities

Creating Product Creating Product AssignmentsAssignments• What students must know, understand, be What students must know, understand, be

able to do as a result of the study.able to do as a result of the study.• Identify the format of the project.Identify the format of the project.• Determine expectations for quality Determine expectations for quality

(content, process, product).(content, process, product).• Decide on scaffolding (brainstorming, Decide on scaffolding (brainstorming,

rubrics, time lines, planning/goal setting, rubrics, time lines, planning/goal setting, storyboarding, critiquing, storyboarding, critiquing, revising/grading).revising/grading).

• Differentiate based on readiness, student Differentiate based on readiness, student interest, student learning profile.interest, student learning profile.

Why have you been looking at the Why have you been looking at the ocean during this ocean during this presentation????????presentation????????

Because………. Because……….

Like being on the ocean, when you Like being on the ocean, when you differentiate you must:differentiate you must:

• Find exactly where students are before you know Find exactly where students are before you know how to take them someplace newhow to take them someplace new

• Organize your resourcesOrganize your resources• Adjust for varying degrees of depthAdjust for varying degrees of depth• Support those who can’t keep their heads above Support those who can’t keep their heads above

waterwater• Modify your strategy as you goModify your strategy as you go• Recognize there are different ways to reach the Recognize there are different ways to reach the

same destinationsame destination

The content of this presentation is The content of this presentation is based on the work of Carol Ann based on the work of Carol Ann Tomlinson of the University of Tomlinson of the University of Virginia and on her book, Virginia and on her book, How to How to Differentiate Instruction in Mixed-Differentiate Instruction in Mixed-Ability ClassroomsAbility Classrooms..

Supplementary ResourcesSupplementary Resources

• Glossary of termsGlossary of terms

• Learning Style inventoryLearning Style inventory

• Sample lessonsSample lessons

• List of additional resourcesList of additional resources