Differentiated Instruction

DIFFERENTIATED INSTRUCTION

AN OVERVIEW

Androniki Nistikaki

EFL Teacher at 1ST Senior High School of Vyronas

Ministry of Education and Religious Affairs, Culture and Sports

Athens, Greece

Students are different regarding..

Prior knowledge-Experiences

Personality Cultural Background

Preferences

Readiness Gender Interests

Differentiation

It concerns…

•Exploring different ways to cater for students’ diverse needs in learning.

•Recognizing and supporting individuality while creating learning opportunities for all (Combine grade level expectations and individual learning needs).

•It’s about Equity and Respect in the learning process.

http://www.diffcentral.com/what-is-differentiated-instruction.html

It does not concern planning individualized lesson plans for every student.

Why is it important?

•Ensures equal access to learning

content

•Fosters strong connections between

teacher, learner and content

•Relieves conflict in the learning

environment

•Fosters independent, life-long

learning

•Builds on students’ skills, strengths

and interests.

•Increases motivation and

participation.

•Boosts self-confidence and feelings

of self-worth.

•Promotes flexibility through choices

made and problem-solving

processes.•

•

http://www.diffcentral.com/what-is-differentiated-instruction.html

http://bcove.me/0r9eoeua

https://www.teachingchannel.org/videos/differentiating-instruction

http://bcove.me/7qgzg87l

http://www.edutopia.org/stw-differentiated-instruction-learning-styles-video

http://www.youtube.com/watch?v=PTWXt1Sl3GU&feature=player_embedded#at=91

Basic Componentshttp://www.diffcentral.com/model.html

Framework-Basic Components to addressC

on

ten

t-w

hat

to t

each

(sk

ills,

kn

ow

led

ge)

an

d t

he m

ean

s u

sed

to

ach

ieve le

arn

ing

goals

curriculum

•Clear, well-defined (goals and objectives shared and assessed)

•Learner-centered (student needs, readiness, learning profile)

curriculum

•Consistent with National/regional standards

•Goal-oriented (short-term, long-term goals)

Teacher

•Knowledgeable ⇨ master the content before pre-assessing/planning/implementing

•Effective Decision-maker ⇨ What to teach, when, how to do/ assess/reflect upon

Framework-Basic Components to address

Process-Making

choices on:

activities

Assessment

materialsLearning environment

Teaching-learning

strategies

Pro

cess

- H

ow

to

teach

Activities and Strategies

Tiered ⇨ using various levels of difficulty to address the same content

Scaffold ⇨ working a step further of what a learner can do alone (Zone of Proximal Development)

Varied (Multi-sensory, Task-based, Motivating)

Flexible grouping ( readiness, interests, learning preference, randomly)

Cooperative learning strategies

Setting classroom routines and classroom contracts

Multi-leveled activities (texts, questions)

Choice Boards Web quests Direct Instruction

Modified Assessment Methods

Re-teaching, Reviewing, Paraphrasing, Rephrasing, Retelling key concept ideas.

Chunking instruction into shorter segments or Expanding assignments over longer periods (Variable pacing)

Extending wait time for

written/oral responses

Activities Strategies

Flexible grouping ⇨ varied and flexible grouping arrangement

Plenary, sma

ll grou

p, dyads,

independent work

Students work with a variety of peers either as instructed by the teacher or by their own choice.

The teacher can adopt different roles in the process (guide, monitor, supervisor, facilitator, mediator).

Groups can be formed by standards of Readiness, Interests, Learning preference or randomly.

Different techniques can be applied to group students and manage the process.

http://www.learner.org/workshops/readingk2/session6/byw1.html

List of Activities to make key content accessible and meaningful

A

C

T

I

V

I

T

I

E

s

Visual Representations ( Graphs, Charts, Mind maps)

Role plays Participating in

Group Discussions

Drawing Reading or

creating Comic strips

Participating in Drama activities

Producing Journal entries

Pointing to pictures, objects

Describing

characters, scenes, objects

Summarizing Providing

Examples Engaging in

Hands-on Activities (use of manipulatives)

Making Speeches

Engaging in Peer Interviews

Filling in Questionnaires

Conducting Brainstorming activities

Previewing (text, video)

Video viewing activities (video casts )

Engaging in Individual reading/ Team reading Sessions

Responding to Open, multiple choice, True/False, Yes/ no Questions

Writing Learning logs

Making Use of word banks

Doing Follow-up activities

( Enrichment and reflection)

Reviewing

Expressing emotions and feelings

Sharing opinions, products, information, materials

Thinkdots Tic-tac-toes Cubing

List of materials to engage students and illustrate content

M

A

T

E

R

I

A

L

s

Different types of Dictionaries (Picture Dictionaries, Bilingual, Monolingual, Thesaurus et al)

Videos with or without subtitles, transcripts

Picture files Flashcards Realia (Newspapers,

magazines, objects) Works of Art/ Graffiti Encyclopedias Screen projectors Video Games Crossword puzzles Listening material An infinite number of

digital products like infographs and word clouds.

Audio Recordings Poems Fiction Songs Rhymes Plays Fairy tales Comic Strips Story Books

Student Product-what students Know, Understand, are able to Do

Learning Preference

s

Readiness levels Interests

StudentProduct-varied,

multimodal

Assessment ⇨ On-going, tightly linked to instruction

Continual, accurate Varied Explorative Precious feedback

provider to all stakeholders

Guide to next steps or actions to be taken

Encourages reflection and dialogue

http://youtu.be/gFXbuE-21I4

Formal Standardized Focused on outcomes

and end products Takes place at the end

of a unit, term or school year

Certifies and rates according to achievement outcomes

Summative AssessmentFormative Assessment : A roadmap to effective instruction

Types of Assessment

Pre-assessment and Formative/Summative Assessment types to learn about student mastery of content, readiness level, background and interests.

Initial skills assessment End-of- year exams Mid-term exams Informal Tests Diagnostic tests/Placement

tests Individual student

performance notebooks Portfolios Questionnaires Student surveys Writing samples Oral participation in

various activities ( e.g. Classroom Discussion)

Responses to various types of input information

Learning style inventories Teacher/ peer Observation Checklists

Self-assessment/ Group Assessment docs

Student created products Student reflection

(learning journal entries, Exit slips

Technology tools to assess levels of retention and foster engagement and expansion of content

Learning Environment in a Differentiating Class

C

O

M

P

O

N

E

N

T

S

Physical arrangement of the classroom Learning stations Materials/tools available Level of noise Atmosphere, Classroom climate Associations with community or state bodies,

educational institutions, experts, agents. Mentor support Classroom Aides Student Services Peer Support Systems Available Resources Use of technology to enhance enrichment of

information, creativity and collaboration (social media, professional networks, technology co-coordinators)

TEACHER-STUDENTS

Affect- the key to effective learning

HOW STUDENTS PERCEIVE THEMSELVES, THEIR PERFORMANCE, THEIR CLASSROOM, THEIR LEARNING AS A WHOLE

Engagement of senses and emotions in the learning process.

The Learning environment is a crucial factor either in hindering or promoting learning.

Provides all interested parts with a sense of community and self-worth.

Changes in value systems (beliefs, ideas, attitudes) pace with changes in the cognitive domain.

Asks crucial questions before setting off with the process1. Who am I teaching? Who are my students?2. What do they need to learn and be able to do? What is

the key content about? How much is there to know about the main concept/s of the lesson?

3. How are they going to achieve these goals?4. What resources and tools shall I need to facilitate and

expand learning?5. How will I know the choices made have worked?Believes that all children can learn.

The teacher in the differentiating process

Learning outcomes

Any knowledge, skill or attitude the student exhibits at the end of a learning

experience

Assessment

Action

Change Conclusions

Learning modalities theory-Perceptual model (V.A.K.)

Despite being a popular, widely-accepted model in differentiating instruction to cater for a variety of learner preferences, it should not serve as set of criteria to categorize people. People learn through well-designed learning programs using a variety of multi-modal materials, instructional activities and assessment methods.

As quoted below: “..it is far more important to match the presentation with the nature of the subject, such as providing correct learning methods, strategies, and context; rather than matching individual preferences” (Coffield, et. al., 2004).

Retrieved on 24/8/13 from: http://www.nwlink.com/~donclark/hrd/styles.html

Learning Styles

• Visual• Auditory• Kinesthet

ic

Auditory Learner-learns by Hearing and Speaking

Use recordings of content material instead of reading through.

Read-out loud (notes, assignments, texts).

Say new information out loud.

Talk problems/new ideas through with teacher/peers/friends.

Use self-talk to process and memorize information.

Suggested Activities Tips for Auditory learners

Listening to lectures, audio scripts

Participating in whole class/small group discussions

Reciting information Story-telling Making speeches or

presentations

Visual learner-Learns by seeing and visualizing information

Use various kinds of visual organizers (maps, graphs, charts, outlines)

Visual brainstorming activities Images, pictures, comic strips,

illustrations to illustrate content and engage students in the process

Digital mind mapping software to organize concepts and ideas.

Video clips and films with subtitles

Well organized hand outs Transparencies

Take detailed notes Highlight key concept/main

ideas. Use color. Write down new information

repeatedly to memorize it. Observe speakers closely,

paying attention to body language and facial expressions.

Use visual organizers extensively. (maps, graphs, charts, outlines, timetables, schedules, agendas, planners)

Use multimedia material to enhance learning.

Suggested activities and materials

Tips for visual learners

Kinesthetic Learner - Learns by doing and touching

PHYSICAL ACTIVITIESDancingParticipating in Games (Action,

Card, floor games)Writing on the BoardActing-outRole-playingMaking presentationsOperating multimedia ResourcesEXPERIMENTS (Chemistry lab,

physics lab)

EDUCATIONAL VISITS ( museums, galleries, institutions)

FIELD TRIPS (zoos, archaeological sites, nature trails, theme parks, castles)

ARTS AND CRAFTS Image making and

editing Drawing Comic Creations Advertisements Book Cover

Designs Video production Collages Graffiti Building Structures

Kinesthetic learner tips for the teacher

Use1. Practice a lot of team

work (seat changes, movement)

2. Allow for frequent breaks while studying

3. Encourage pacing or moving around while learning new material

4. Provide opportunities to handle physical objects

Avoid1. Prolonged seating,

writing, listening or reading tasks

2. Assigning Tasks without prior explanation/guidance/ modeling

3. Abstractions4. Unstructured

lessons or assignments

Small Tips for teachers

Get to know your students well before planning or implementing anything.

Have a variety of tools in your “tool kit”. Observe closely and reflect on things you have

spotted. It’s an effective way to learn about your students and adapt instruction respectively.

Inform both students and parents of your differentiated class. Share your ideas and expectations.

Allow some time for energy-saving and tension relief. Build a support group of colleagues to learn from

and share with (physical school environment, social networks, collaborative platforms like Edmodo).

Food for Thought…

Mistakes are allowed, and ways to rectify things are always there to trace and put into practice. In fact, it’s a good way to learn.

Good intentions and understanding of the human nature are valuable tools in your “big bucket”.

Learning is a dynamic process that changes the world we live in. As it is, it leads to action and progress. So, gather experience because….

“Experience is the teacher of all things”.Julius Caesar

“Experience is not what happens to you; it's what you do with what happens to you”.

Aldous Huxley

Conclusion…

“Differentiating instruction alone will not automatically improve student performance. Tomlinson (2000) points out that efforts to differentiate are most successful when they are combined with the use of a high-quality curriculum, research-based instructional strategies, well-designed activities that address the needs and interests of students, active learning, and student satisfaction with the lesson.”

http://www.education.com/reference/article/Ref_Teacher_s_Guide/?page=3 Retrieved on 28/8/13

Quotes to think about

"If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job." Donald Quinn (commercial artist and cartoonist)“Tell me and I forget, teach me and I may remember, involve me and I learn.” ― Benjamin Franklin

Resources and Credits http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools

for Differentiating Instruction in the ESL Classroom http://www.eduplace.com/science/profdev/articles/valentino.html Flexible Grouping http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf

Differentiated Instruction - How to Ensure Success for All Students http://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the

Elementary Grades-Carol Ann Tomlinson http://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal

development tools http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&ur

l=http%3A%2F%2Feducation.alberta.ca%2Fapps%2Faisi%2Fliterature%2Fpdfs%2FFinal_Differentiated_Instruction.pdf&ei=XV8kUr7dAqjR7Abt2oDADw&usg=AFQjCNF0ixuedDVIF3ItUSC0KgBWDoQyUw&sig2 Differentiated Instruction: A Research Brief for Practitioners

http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipedia http://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional

Development Tools on Differentiation including valuable videos.  http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boards  http://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Grouping  http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for

building a positive classroom climate http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8

Lessons Learned on Differentiating Instruction http://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated

instruction: success for every student  http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation

Planning for and managing Differentiation  http://www.nldontario.org/articles/DifferentiatedClassroom.html Key Principles of a

Differentiated Classroom 

Resources and Credits (con’t)

http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered Lessons 

http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/ Tiered Instruction and Assessment Tiered Instruction and Assessment

http://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf Steps to provide differentiated instruction 

http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf Differentiated Instruction - How to Ensure Success for All Students  http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication

_WEB%20ONLY_FINAL.pdf Innovations in learning technologies for English language teaching http://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf

Classroom strategies and tools for differentiated instruction in the Esl classroomhttp://www.wida.us/ World class instructional design and assessment 

http://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinking http://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create

-independent-readers Predictograms Improve Reading Comprehension

http://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction: Before You Watch

http://www.diffcentral.com/ Ann Tomlinson’s website http://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the

meaning of differentiation. http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to

Differentiating Instruction