Differentiated Teaching and Learning Karen L. Parker, Ed.D. Liberty University

God created individuals I will praise you; for I am fearfully and wonderfully made: marvelous are Your works; and that my soul knows very well. Psalm 139:14

Differentiated instruction Adapted for wide range of individual needs in classroom Planned proactively with varied approaches GOAL: Each student learns as much and as effectively as possible.

ContentProcessProduct According to students’ ReadinessInterest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

ChallengedAverageGifted CONTENT What Three concepts All aspects of topic In-depth study PROCESS How Direct instruction of each step Modeling Independent Review and practice Minimal instruction with probing questions PRODUCT Assess Group paper of one page Five page paper Presentation with computer graphics and tables

Differentiation? Rather than “Yes” or “No” Think of a continuum: Not implemented Fully implemented Are you using differentiated instruction in your classroom?

Planning whole-class instruction How many students need the instruction? 60 % rule Possible scenario - 1/3 don’t get it - 1/3 get it - 1/3 already know it - waste of time for 2/3 of class!

Assessment Cycle Instructional Plan Pre- Assessment Formative Assessment Summative Assessment

Tips for Success 1.Standards 2.Student goals 3.Starting point Diagnostic Interest inventory Learning profiles

Tips for Success 4.Learning styles 5.Grouping 6.Teach skills - example: thinking processes

Model Thinking Processes Ask thoughtful questions about important concepts - avoid “trivial pursuit” Encourage participation - wait time - respect student responses Demonstrate “think aloud” Support answers

Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogroves, And the mome raths outgrabe. “Jabberwocky,” by Lewis Carroll 1. What were the toves doing? 2. Where were they doing it? Lower-level questions

When his dinner finally arrived, Tony ate hurriedly and left a very small tip. Think Aloud

Failing to remember things is a problem that plagues most of us. We forget to perform routine tasks like stopping at a grocery store on the way home or picking up dry cleaning. Worse still, we may forget important information such as a new student’s name. Fortunately, there are some reasonable solutions to our forgetfulness. 1. What is a problem that plagues most of us? 2. What audience is being addressed? Support answers

Tips for Success 7.Student choice 8.Multiple assessments 9.Success!

Sample Instructional Strategies Tiered Compacting Independent Centers

Sample Instructional Strategies Groups Contracts Choice

Next Steps What are you already doing to differentiate instruction in your classroom? Begin with one strategy Reflect Develop a plan

God created individuals I will praise you; for I am fearfully and wonderfully made: marvelous are Your works; and that my soul knows very well. Psalm 139:14