Differentiated Instruction

Differentiated Instruction

Why Differentiate Instruction?

To…• Address classroom diversity

• Challenge every student

• Address gender differences

• Consider cultural issues

• Draw on student interests

• Increase academic learning; decrease learning gaps

• Improve student self-efficacy for learning

• Enhance intrinsic motivation for learning

• Promote self-directed learning behaviors

•Curriculum differentiation is a process used to maximize student learning by improving the match between a student's individual needs and the curriculum.

•Adapting the curriculum to meet the unique needs of learners by making modifications in complexity, depth, and pacing.

•Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. (Tomlinson, 1995)

•A proactive decision-making process that considers critical student learning differences and the curriculum.

•When we teach the same to all kids 1/3 already know, 1/3 will get it, 1/3 wont. This means 2/3 kids are wasting their time (Tomlinson & Schmidt)

Elements that can be differentiated

• Content• Curriculum & materials

• Process• Instructional activities & approaches

• Product• Assessments

Purpose of Assessment

• To identify the characteristics of an individual student that can impact on their learning and achievement

• To assess prior knowledge, experiences, and preconceptions

• To monitor learning progress over time

• To support teachers’ problem solving and decision making

• To measure the impact or a Differentiated Instruction initiative or specific Differentiated Instruction strategies

A Functional Ecological Assessment begins with….

• Knowing the targeted learner

• Observing what is going on in the general education classroom

• Beginning with one specific activity

• Noting the natural cues and skills required to participate in the activity

• Noting what the teacher is doing

• Noting what the students are doing

• Looking at with whom is the targeted learner is interacting

• Looking to see in what way is they are participating within the activity

Functional Ecological

Assessment

Using the Ecological Data

Develop intervention strategies based upon

• Physical, emotional, sensory needs

• Modified materials and/or technology

• Individualized instruction

• Individualized demonstration of learning, evaluation, and grading

Adaptations

Curricular adaptations are changes permissible in educational

environments which allow the student equal opportunity to obtain access,

results, benefits and levels of achievement

Adaptations Include:

• Modifications (What)• Changes in the curriculum are made to meet

the educational needs of the students and also to provide meaningful and productive learning experiences based on individual needs and abilities

• Accommodations (How)• Allow access to the current level of

instruction in the classroom by altering the environment, format of an assignment or equipment used so all students can access the curriculum

Modifications

Some adaptations do alter or lower standards or expectations and can be

termed “modifications.” These modifications, although providing access,

will necessitate careful selection of assessment components to achieve

accountability for performance

11

Accommodations

Some curricular adaptations do not fundamentally alter or lower

standards or expectations in either the instructional or assessment

phases of a course of study and can be designated “accommodations”

Nine Types of AdaptationsSize

Adapt the number of items that the learner is

expected to learn or complete.

Time

Adapt the time allotted and allowed for learning, task

completion, or testing.

Level of Support

Increase the amount of personal assistance with a

specific learner.

Input

Adapt the way instruction is delivered to the learner.

Difficulty

Adapt the skill level, problem type, or the rules on how the

learner may approach the work.

Output

Adapt how the learner can respond to instruction.

Participation

Adapt the extent to which a learner is actively

involved in the task..

Alternate Goals

Adapt the goals or outcome expectations while using the

same materials.

Substitute Curriculum

Provide different instruction and materials

to meet a learner’s individual goals.

Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

Teachers can Differentiate the:CONTENT:Knowledge, skills and attitudes we want children to learn; differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction

PROCESS:Varying learning activities / strategies to provide appropriate methods for students to explore the concepts; important to give students alternative paths to manipulate the ideas embedded within the concept (different grouping methods, graphic organizers, maps, diagrams, or charts)

PRODUCT:Varying the complexity of the product that students create to demonstrate mastery of the concepts; students below grade level may have different performance expectations than students above grade level (ie. more complex or more advanced thinking ~ Garner’s Multiple Intelligences)

According to Students’:READINESS/ DEVELOPMENTAL:Some students are ready for different concepts, skills, or strategies; others may lack the foundation needed to progress to further levels

INTEREST:Student interest inventories provide information to plan different activities that respond to individual student’s interest

LEARNING STYLEIndividual student preference for where, when or how students obtain and process information (visual, auditory, kinesthetic; multiple intelligences; environment, social organization, physical circumstance, emotional climate, psychological climate)

13

Different StrategiesDifferentiation by: Content• The pupils study different materials within the same topic area but do the

same activities.

Activities• The pupils study the same content but do different activities.

Negotiation• The pupils study different materials within the same topic area and also

do different activities. Teachers help pupils to select appropriate materials.

Support• The pupils study the same materials, do the same activities, but receive

different amounts of support from the teacher or from extra printed information.

Extension• The pupils study the same materials and do the same activities. Extension

work is given to the most able after they have finished the basic activities.

Different Strategies cont’

Response• The pupils are set open-ended assignments that can be interpreted at

different levels.

Group Work• The pupils work in mixed ability groups. Pupils help each other by

working together and interpreting the tasks at different levels.

Gradation• The pupils are given the same information and activities. The

activities become progressively more difficult. The pupils work through the activities at different rates and therefore only the more able do the more difficult tasks.

Role• The pupils carry out different activities depending on the role they

are playing in a simulation. The roles are matched to the abilities, aptitudes and needs of the pupil.

Some Key Guidelines for Differentiation

• All of you are already doing some differentiation

• Take small steps to implement

• Use assessment as a teaching tool to extend rather than merely measure instruction

• Emphasize critical and creative thinking as a goal in lesson design

• Engaging all learners is essential

In a differentiated classroom, the teacher proactively plans and carries out

varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning

needs.

(Tomlinson, 2001)

Who benefits? How is it beneficial?

• All students benefit from appropriately challenging learning experiences.

• Teachers benefit because they can target essential skills that all students must have in order to meet the school accountability requirements.

Remember

• Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

• One size does not fit all

• One size fits one!