Differentiated Learning Kayla Nakano Education Manager Kayla.nakano@youngmarines.com ALC 2018

Disclaimer

What is differentiated learning? “Differentiated instruction is an approach to teaching in which educators actively plan for students' differences so that all students can best learn. In a differentiated classroom, teachers divide their time, resources, and efforts to effectively teach students who have various backgrounds, readiness and skill levels, and interests.” (ASCD, 2017) Plan for students’ differences – taking in each child’s personality and preferred method for learning Divide time, resources, and efforts – using what you have available to reach the most children Students who have various backgrounds, readiness, skill levels, and interests – taking into account that each child comes to you from a different place, both mentally and physically, and being ready to meet them where they are in order to get them where they need to be

Why is it important? Differentiated learning leads to: Meaningful learning A sense of competence Autonomy Positive relationships Mastery of concepts

How to Differentiate By process – changing the “how” of learning, focuses on activities and methods of representation By product – changing the “end” of learning, how you know what children have learned By content – changing the “what” of learning, ensuring engagement and appropriate level of challenge

By process Learning Style and Multiple Intelligences Methods: independent, pair work, cooperative/collaborative groups

Multiple intelligences More than usual learning styles – visual, auditory, and kinetic Based on children’s personalities and learning preferences

Activities to Reach Different Styles Learning Style Activity Linguistic Explain map features and discuss the importance of each Spatial Point out features of a map and then locate them on a corresponding photo of the area the map refers to Musical Write a song using the information in the lesson; play music while working Bodily-Kinesthetic Learn about map features as they use maps in the map area Intra-personal Create maps of important places to them Interpersonal Work with a group to create a map Existential Discuss the importance of maps and how they have been used throughout history

How to Incorporate It Most children have multiple intelligences, preferences in several categories Best lesson will cater to two to four intelligences or learning styles Not all of them need to be met each lesson, not all will be met consistently Choose the styles that fit best into the lesson Choose the styles that reach a majority of your YMs Offer choice when available – YMs choose the activity that appeals most to them or will be most beneficial Push YMs to try activities outside of their comfort zone

Learning Methods Individual vs. Partner Activity vs. Cooperative/Collaborative Grouping Individual: best for assessing knowledge or understanding Partner Activity: useful in discussion, practicing newer material, complex activities that may be too difficult alone or that require two people Cooperative/Collaborative Grouping: use when teaching new material and for practical application How to group: By ability – forms groups of YMs who have similar ability levels or experience who will learn at the same pace or for reteaching activities By learning style – forms groups of YMs who have similar learning styles to participate in chosen activities A mixture – YMs will benefit from exposure to different ways of thinking or learning and peer tutoring

How to Incorporate It Decide at the start of the lesson what types of activities you will be doing (learning styles included) and consider how best for the YMs to work Alert them at the start of each activity how they will be working and who they will be working with (if using partner or groups) Include a mixture in each lesson Assessments are best done individually but since we are so team oriented, some assessments will need to be done in pairs or in groups to see, in addition to how much each YM knows, how well they can work as a group

By Product Also fits in with Multiple Intelligences/Learning Styles Just as children have a preferred way to learn, they will also have a preferred method of showing what they’ve learned. Mostly applies to formal tests instead of practical application activities Consider YMs who may struggle with formal assessments and allow them to show or tell you what they know in a different way I.e. reporting orally, drawing pictures, performing the skill

Examples of Differentiated Assessments Learning Style Activity Linguistic State rank name when shown chevron pictures Spatial Match the chevrons with rank names on cards Musical Create a rank song; play music during test Bodily-Kinesthetic Intra-personal Explain how they will progress through the ranks Interpersonal Work with a group to create a rank system poster Existential Explain why we use ranking systems

By Content Refers to ability levels and levels of understanding as well as complexity of tasks Want to encourage YMs to think critically and creatively, to use higher order thinking skills (HOTS) First, we must reach them where they are and work to get them where they need to be. How do we know? Consider Bloom’s taxonomy.

How do we get them there? Scaffolding “Instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance.” (Great Schools Partnership, 2014) Moving students progressively toward stronger understanding – starting from where they are and slowly moving them through more difficult skills/tasks Successive levels of temporary support that help students reach higher levels of comprehension… they would not be able to achieve without assistance – helping them to reach higher learning but slowly backing off How do we get them there? Scaffolding

Methods for Scaffolding Modeling – peer modeling, think alouds, examples Using prior knowledge Give time to talk Pre-teach important terms or concepts Use visual or thinking aids – graphic organizers, handouts, models Give think time Ask questions, pause for thinking, review Incorporating differentiated strategies

Multiple Intelligences + Bloom’s taxonomy The way to reach the most kids and give equal access to opportunity Consider your Young Marines: What do they know? What do you need them to know? What are the steps you would take to get them to where they need to be? What activity would best teach the skills? Which learning styles can you adjust the activity to reach? How can you adjust the activity to address higher order thinking skills? Should you incorporate grouping strategies or conduct an independent activity? How will you know what they have learned?

Your Turn Think of one of the most important skills that your Young Marines need to learn and be able to do and one activity that you currently use to teach it. Using the questions on your table, think of some activities that you can create to differentiate this activity by process, product, or content. Bounce ideas off of your table mates – the best lessons are created when people collaborate, just like some of the best products come when students are allowed to collaborate.

Notes for me Tell them ask questions at the end Supply questions sheet, the learning styles/taxonomy, and a sample lesson plan to look at Change to cowboy background