Excellence and Equity For All Differentiated Instruction Excellence and Equity For All Donna Carbone Differentiated Instruction Title page

Differentiated Instruction is NOT twenty individual lessons for twenty students! it IS using best practices to ensure that every child has the opportunity to grow in knowledge and skills. Best practices

People learn best when they… have choices Best Practices People learn best when they… have choices make connections get authentic feedback acquire and use strategies are in a supportive environment R. Brandt, Powerful Learning, (1998) Best practices

And when what they learn is… Best Practices And when what they learn is… *meaningful * challenging * appropriately leveled R. Brandt, Powerful Learning, (1998) Best practices

Brain research confirms: No two children are alike. An enriched environment for one student is not necessarily enriched for another.  In the classroom we should teach children to think for themselves.  No two children learn in the identical way.       Marian Diamond. Enhance Learning With Technology http://www.ascd.org/publications/ed_lead/199811/darcangelo.html  Brain research

Howard Gardner’s research on brain injuries and their effect on cognitive skills led to his theory that everyone has eight multiple intelligences, in varying degrees. His belief is that we learn best when we are involved in activities that use our strengths. Gardner

The 8 Types of Multiple Intelligences Bodily\Kinesthetic Interpersonal Verbal\Linguistic Naturalist Intrapersonal Visual\Spatial Musical\Rhythmic Logical\Mathematical Multiple intelligences

Linguistic: word smart Logical/mathematical: number smart Spatial: picture smart Bodily/Kinesthetic: body smart Musical: music smart Interpersonal: people smart Intrapersonal: self smart Naturalist: nature smart Adapted from http://www.thomasarmstrong.com/multiple_intelligences.htm Core of di

Key Points of Multiple Intelligence We do not possess just one single intelligence Everyone possesses all of the eight intelligences, but we differ in strengths and weaknesses No two people have exactly the same learning profile, not even identical twins. Using our intelligences, material can be learned through different approaches. Key concepts and skills can be expressed in varied forms, depending on the interests and learning style of the student. Educators gravitated towards Gardner’s theory because it validated their beliefs that students learn in different ways. H. Gardner, Multiple Intelligences After 20 Years –http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf Core of di

How Does Multiple Intelligences relate to Differentiated Instruction? Just as we do not all have the same skills and talents, we do not all learn in the same way. Each of us has a learning style, based on our preferences. Intelligence preferences, as well as cultural, gender-based and environmental preferences , all play into our learning style. If teachers cannot reach students with the more traditional methods (linguistic and logical) they must find ways to use students’ other intelligences to successfully assess, motivate and teach. This is the core of Differentiated Instruction. Core of di

Differentiated Instruction: “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” Carol Tomlinson C.Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms (2001) 7. DI is:

Teachers differentiate instruction by varying content process product

according to a student’s readiness interests learning style readiness Learning style

Ways to Differentiate Content (what students learn) Vary levels of texts, resource materials and supplementary materials* Teach Mini-lessons Directions with more /less structure Highlight Print in materials Use Computer Programs Use Tape recorders to help with reading Curriculum Compacting * note: the internet is a good source for a wide selection of materials

Tiered Activities and Centers Anchor Activities Ways to Differentiate Process (how students use or store information) Small groups or individual work Assignments relate to interests Tiered Activities and Centers Anchor Activities Graphic Organizers Time Allotted Varies Levels of Support Cubing

Ways to Differentiate Product (how they demonstrate what they know) Outcome can be Student Choice or Teacher Assigned Product Based on Interest, Learning Style Expectations for content, quality Differing Time lines Help with resources

Products: Infinite Possibilities Journal Timeline Oral Report Poem Poster Role play Brochure Game Slide show Quiz or Test Computer program Model Internet search Portfolio Map Interview Diagram Photo-journal Webquest Power point demo… Adapted from G. Gregory and C. Chapman, Differentiated Instructional Strategies– One Size Doesn’t Fit All (2007) 119.

For the Teacher D.I. means: Organizing and focusing on only essential information (content) Continually assessing students for readiness, interests, and learning styles Planning activities to meet students’ needs Writing lessons that engage and involve creative thinking Giving students some choice Maintaining a safe classroom environment Creating challenging tasks (Teach Up)

BUT JUST START!” Carol Tomlinson Sounds like a lot to take on, doesn’t it? D.I. is not an “all or nothing” process. It builds over time. Take baby steps. “START SLOWLY, . . . BUT JUST START!” Carol Tomlinson Begin by choosing one option …either content or process or product…

Low-Prep Options For Differentiation choice of books open ended activities homework options work alone/together reading buddies games to practice mastery journal prompts flexible seating think-pair-share computer programs multiple levels of questions C. Tomlinson. How to Differentiate Instruction in Mixed –Ability Classrooms (2001) 34. And then as you become more comfortable, add another option …

High-Prep Options For Differentiation tiered labs independent study stations choice boards tournaments problem-based learning interest groups graduated rubrics multiple texts literature circles tape-recorded materials multiple levels of questions flexible reading formats student-centered writing tiered computer programs formats C. Tomlinson. How to Differentiate Instruction in Mixed –Ability Classrooms (2001) 34.

Transference: Why We Remember Transference is the movement of knowledge from short term memory to long term memory. Transference needs the higher order thinking that is inherent in good teaching practices. “Apply it, practice it, review it, use it in new situations” – a version of Bloom’s Taxonomy. Adapted from Deborah Taub, Creating a Brain-Friendly Classroom , http://www.kdp.org/publication/pdf/propointers.pdf,

Transfers and Assessment The goal of teaching is to have students learn new information and then apply their learning to a new situation. This is called a transfer. Assessments are used to evaluate a student’s ability to transfer or apply skills and concepts. Teacher’s differentiating instruction use assessments: Prior to a lesson to evaluate readiness, learning styles and needs. During a lesson to monitor learning, and decide if adjustments are necessary After a lesson to identify the skills learned and to plan the next step in instruction Bloom’s Taxonomy is the link between planning, activities and assessment . Adapted from C. Chapman and R. King, Differentiated Assessment Strategies – One Tool Doesn’t Fit All (2007) 5.

Differentiated Assessment in Full Bloom (Taxonomy) from: www. teachers Differentiated Assessment in Full Bloom (Taxonomy) from: www.teachers.ash.org.au/researchskills/dalton.htm J. Dalton & D. Smith, “Extending Children’s Special Abilities – Strategies for primary classrooms”  (1986) pp36- 7 http://www.teachers.ash.org.au/researchskills/dalton.htm KNOWLEDGE Useful Verbs Potential activities and Products Tell locate name write relate list Make a list of the main events..Recite a poem. List all the .... in the story. COMPREHENSION explain predict discuss interpret restate outline Cut out or draw pictures to show a particular event. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. APPLICATION solve show illustrate examine use construct Construct a model to demonstrate how it will work. Make a scrapbook about the areas of study.

Still in Bloom… ANALYSIS Useful Verbs Potential activities and Products analyze distinguish explain examine compare contrast investigate categorize Design a questionnaire to gather information. Write a commercial to sell a new product. Make a flow chart to show the critical stages. SYNTHESIS Create invent compose predict plan construct design imagine propose Cut out or draw pictures to show a particular event. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. EVALUATE Judge select choose decide justify debate verify argue recommend Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Form a panel to discuss views,. J. Dalton & D. Smith, “Extending Children’s Special Abilities – Strategies or primary classrooms”  (1986) pp36-7. http://www.teachers.ash.org.au/researchskills/dalton.htm

Lastly, Why D.I.? Differentiated Instruction: Motivates through student success Builds on a child’s strengths Strengthens weaknesses Promotes student engagement Allows student choice Supports advanced, grade-level and struggling learners Addresses diversity in experiences, readiness, languages, learning styles, gender and culture Links instruction to assessment Promotes a safe, “user-friendly” classroom Allows students to work at their own pace Helps students take on more responsibility for their learning.

References Brandt, Ron. Powerful Learning, Alexandria, VA.: ASCD , 1998. Chapman, Carolyn, and Rita King.. Differentiated Assessment Strategies – One Tool Doesn’t Fit All, Thousand Oaks, CA.: Corwin Press, 2005 Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms”  pp36- 7 http://www.teachers.ash.org.au/researchskills/dalton.htm Diamond, Marion. Enhance Learning With Technology, http://www.ascd.org/publications/ed_lead/199811/darcangelo.html  Gardner,Howard. Multiple Intelligences After 20 Years –http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf Gregory, Gayle and Carolyn, Chapman... Differentiated Instructional Strategies – One Size Doesn’t Fit All, Thousand Oaks, CA.: Corwin Press, 2007 Taub, Deborah. Creating a Brain-Friendly Classroom , http://www.kdp.org/publication/pdf/propointers.pdf, Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed- Ability Classrooms, Alexandrai, VA.: ASCD, 2001. Adapted from http://www.thomasarmstrong.com/multiple_intelligences.htm