Designed for Professionals Teresa Donarumo Elementary Art Teacher, Guilford Public Schools, Guilford, CT Differentiated Instruction - An Original Contribution

Understanding of Differentiated Instruction To develop challenging and engaging tasks for each learner (from the struggling learner to advanced learner). Instructional activities are evaluated and based on content, process and product as well as are flexible. Instructions are responsive to students’ level of readiness, personal interests and learning preferences. Provide opportunities for students to work in varied instructional groupings and formats. In a nutshell, a classroom that utilizes differentiated instruction is a learner-responsive, teacher-facilitated classroom where All students have the opportunity to meet curriculum foundational objectives. Lessons should be on inquiry based, problem based and project based instruction.

Mr. Awesome or Mr. Boring? A short video clip comparing teachers who differentiate to those who do not

Investing in a Cohesive Environment

Professional Development Session

Professional Development Session continued

Improving the Framework The common theme of research is the effort to understand who our students are as individuals and how we can best assist and engage them in lessons that provide meaning. Additionally, we (as teachers) should constantly be seeking ways to improve the framework and structures of the lessons we teach and the student groupings utilized within those lessons. Frisby, Weber and Beckner (2014) mentioned, “The traditional lecture-only classroom format is being replaced by classroom structures that encourage class activities, discussions, peer review, group work, and classroom participation, as modern students have been found to benefit from an interactive classroom style” (p. 311)

Why it makes sense… Dixon, Yssel, McConnell and Hardin (2014) discussed "Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child’s profile of strengths, interests, and styles” (p. 111).

An Analogy of Differentiated Instruction Teaching differentiated can be compared to tending to a garden where the teacher is the gardener. Each student is a different plant in the garden who prefers different growth conditions. Some students and plants grow well together and can be grouped as such, while other students and plants thrive when individual. All students and plants go through essential stages for growth, but depending on the environments, they can lean in a variety of directions. Based on the conditions for growth, students can express their learning just as plants can in the end grow leaves, flowers, etc.

Initial Skills Using inquiry-based and performance-based methods to delivering a lesson, students can approach lesson content in an individual manner which allows them to understand concepts at their own pace. Dostál (2015) discussed one perspective of inquiry as, “An activity during which we observe, deduce, offer hypotheses and try to verify them, do not have to reach any final conclusion – the conclusions are depending on our current perspective – different individuals can interpret the same facts differently” (p. 74). All students receive information and plants receive water and sunlight, but individuals process those attributes differently.

Enhanced Skills Using the dyad lesson form, students can take on the role of teacher/gardener to nurture and assist their peers in learning. When students act as mentors for their peers, they can take on a leadership role.

Advanced Skills The role of the teacher/gardener is to assess the conditions for each of their students/plants and monitor the growth individually. Based on student/plant performances of growth, the teacher/gardener can adapt and change the conditions (or framework).

The Myth of Average TED Talk with Todd Rose (Click the link above for a presentation encouraging individualized instruction) Designing “To the edges”

Strategies for Implementing Differentiated Instruction Flexible Grouping – the opportunity to work with others to master skills. Learning Centers - for use with a variety of materials geared to invest interest. Independent Study – for students who have mastered content and focused on personal interests. Tiered Assignments – formal and informal assessments to determine level of student understanding. Adjusting Questions – modify discussion questions per readiness level. Choice Activities – for improving motivation based on individual needs.

Peaking student interests Frisby, Weber and Beckner (2014) describe student interest, "By assigning personal meaning to the information as opposed to learning it superficially, students are more likely to want to learn the information” (p. 312).

4th Grade Student Poll (based on 82 responses)

Staff Survey During this Professional Development workshop: Please rate the following 4 questions on a scale from 1 -10. (where 1 equals “Not at All” and 10 equals “Strongly Agree”) During this Professional Development workshop: Did your vision and awareness of differentiated instruction increase? How likely are you to implement the lesson plans you modified in your own instruction? Do you feel confident that you can teach differentiated? How likely are you to seek additional resources to assist students who excel as well as struggle academically?

Staff Survey Results

Survey Feedback Translation Teachers felt highly confident that their understanding of differentiated instruction increased. Some teachers plan to utilize their modified lesson plans. More professional development is needed to heighten their differentiated teaching skills. Teachers are willing to seek additional help and guidance.

References Acosta-Tello, E. e., & Shepherd, C. c. (2014). Equal Access for All Learners: Differentiation Simplified. Journal Of Research In Innovative Teaching, 7(1), 51-57. Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal For The Education Of The Gifted, 37(2), 111-127. Dostál, J. j. (2015). The definition of the term "Inquiry-based instruction". International Journal Of Instruction, 8(2), 69-82. Frisby, B. b., Weber, K., & Beckner, B. N. (2014). Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning. Communication Quarterly, 62(3), 308-322. Tedx Talks. (2015, September 23). The Myth of Average: Todd Rose at TEDxSonomaCounty [Video file]. Retrieved from https://www.youtube.com/watch?v=4eBmyttcfU4