Differentiated Instruction Lenora Richardson Sandi Duncan Lezlie Barton Instruction created to help our students to live and learn in our 21 st century world. DIFFERENTIATED INSTRUCTION Differentiated instruction is an approach to teaching essential content in ways that address the varied learning needs of students, with the goal of maximizing the possibilities for learning for each individual. FIVE MAJOR CONCEPTS FOR UNDERSTANDING THE DIFFERENTIATED CLASSROOM Concept 1: Differentiation does not take place overnight Think of it as a work in progress Differentiation requires careful planning Differentiation is not done in every lesson, every day Concept 2 Differentiated lessons provide clear and concise directions to students based on routines and procedures established at the beginning of each school year. It is important to communicate to students what they are to KNOW UNDERSTAND and DO as a result of each lesson Clear expectations = Better performance Facts (Columbus came to the New World) Vocabulary (voyage, scurvy) Concepts (exploration, change) Principles/Generalizations (Change can be both positive and negative. Exploration results in change. Peoples perspectives affect how they respond to change). Skills Basic Thinking (literacy, numeracy) Deeper Thinking (analysis, evidence of reasoning, questioning) Planning (goal setting; use of time) Social Interaction Create an end product PLANNING A FOCUSED CURRICULUM Know Understand Be Able to Do As a Result of a Lesson, Unit, and/or Curricular year Identify the concepts which students will: Identify the concepts which students will: Concept 3: When teachers know and understand their students, the quality of lesson design goes UP! Teachers who differentiate lessons administer surveys and inventories throughout the school year learning styles pre-assessments other subject areas student interest parent concerns...in order to design lessons which address student needs. Learner Profile Card Auditory, Visual, Kinesthetic Modality Multiple Intelligence Preference Gardner Analytical, Creative, Practical Sternberg Students Interests Array Inventory Gender Stripe Equations of Lines The Traditional Method of evaluating students knowledge of the three different forms of the equations of lines includes a basic paper and pencil test showing conversion of the lines into the different formats with a short answer question explaining the differences between the forms. A Differentiated Instruction Method will contain an activity that will require the students to show their knowledge of the different forms of the equations of lines in a format that fits their learning style. Equations of Lines Sternbergs Triarchic DI Activity (Choice Board) Analytical Compare the various forms of equations of lines. You may make a flow chart, table or any other idea to present your findings to the class. Be sure to consider advantages and disadvantages of each. Practical: Decide how and when each form of the equation of a line is best used. What are the strengths and weaknesses of each form? What specifically should you look for in order to decide which form to use? Find a way to present your conclusions to the class. Creative: Put each form of an equation of a line on trial. Prosecutors should try to convince the jury that the form is not needed, while the defense should defend its usefulness. Group members are the various equation forms and the prosecuting and defense attorneys. The rest of the class will be the jury, and the teacher will be the judge. Concept 4: Like students themselves, differentiation has lots of diversity. Teachers use: Respectful tasks, Flexible Groups, and Continual Assessment To Differentiate by: Content Lesson material Process Teaching methods Products Demonstration of learning Environment Classroom setting According to Students: Readiness, Learning profile, or Interest Readiness Learning Profile Interest If tasks are a close match for their skills If tasks ignite curiosity or passion If the assignment encourages students to work in a preferred manner Planning a DI Lesson When planning a DI lesson, teachers must decide whether to base the lesson on a students readiness, interest, or learning profile. Differentiation Is a teachers response to learners needs, guided by general principles of differentiation Respectful tasks Flexible groupingContinual assessment Teachers Can Differentiate Through: Content ProcessProductEnvironment According to Students Readiness Interest Learning Profile Concept 5 Teachers who differentiate keep up to date on Best Practices by: Attending conferences and workshops Observing and collaborating with other teachers in their content area who are already differentiating in their classrooms Working with Instructional Coaches or Administrators who are proficient in Differentiated Instruction to design Differentiated Lessons and Units Reading literature on differentiated instruction. Suggested readings: The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms 2 nd Edition by Carol Ann Tomlinson Differentiated Instruction: Different Strategies for Different Learners by Char Forsten, Jim Grant, and Betty Hollas UNIT TITLE_________________________ Unit Objectives: As a result of this unit, the students will KNOW: As a result of this lesson students will UNDERSTAND that: As a result of this unit, the student will be able to DO: Instructional Strategies Used in this Unit Collaborative Groups Lecture Writing Across Curriculum Reading in Content Areas Multicultural Other__________________ __________________ Teacher: Sandra Duncan Milton Middle School Milton, WV LFS Graphic Organizer Foldable KWL Frayer Ticket-out Other____________ ___________________ DI RAFT Think-Tac-Toe Cubing/Think Dots Choice Board Exit Cards Tiering Other____________ _ Technology Virtual Wht. Bd. Power Point Internet Activity Podcast Wiki Blog Other___________ _ Unit Overview Lesson EQs Whole Class Differentiated Projected Lesson Duration Acquisition Lesson Planning Form-- Plan for the Concept, Topic, or Skill --- Not for the Day E ssential Question: A ctivating Strategy: T eaching Strategies: Differentiated Instruction: S ummarizing Strategies: Projected Lesson Duration_________________________ Projected Lesson Duration________________________________ Unit Title ______________________ CSOs ADDRESSED: TEACHER NOTES/ REFLECTIONS Differentiated Instruction Unit Examples Questions? Comments?
