Dr. Kristi James Director of Special Education, RESA 2 Courtney Pritchard Technical Assistance Support Specialist, RESA 2 DIFFERENTIATED INSTRUCTION

Know: A definition of Differentiated Instruction What DI is and is not Definitions of content, process, product based on student readiness, interests, and learning profiles Strategies that can be used to differentiate instruction Understand: DI is a way of thinking about teaching & learning and a model for guiding instructional planning that responds to student needs Students’ varied needs are the reason for differentiation Teachers can differentiate content, process, and product based on students’ readiness, interests, and learning profiles Instructional strategies can help teachers implement DI in manageable ways GOALS FOR SESSION:

Do: Explore characteristics of DI Learn key elements of a differentiated classroom Analyze a differentiated lesson Reflect on your own practices and beliefs KNOW, UNDERSTAND, AND DO

DIFFERENTIATION IS… Individualization Learning Styles Instructional Approach Planned Instruction Differences among Learners Student Interests Readiness Levels Personalized Learning

 Just for students with labels Every student has particular interests and learning preferences, as well as readiness levels that varies over time and context. Each learner needs appropriate support.  Something extra in the DI is not something you do when the curriculum real lesson is finished. It’s integral to ensuring that each student has access to success with content goals.  Individualization Although it is the aim of DI to focus on individuals, it is not a goal to make individual lesson plans for each student. WHAT DIFFERENTIATED INSTRUCTION IS NOT… EXPLANATION

Something that happens everyday all dayWhole class instruction is important and effective. Teachers need to build community as well as attend to students’ individual small group needs. An approach that “mollycoddles” students or makes them dependent Effective differentiation always enables a student to do more that a student would be able to without it All or mostly based on learning style preference. Attention to learning style is helpful for some students, but students’ readiness, interest, and learning profiles cannot be left out.

An approach to teaching that advocates active planning for student differences in classrooms, in the context of high quality curriculums. Carol A. Tomlinson DIFFERENTIATED INSTRUCTION IS

It means we proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he/she can, as efficiently as possible. How do we know what our students need? AS A TEACHER, WHAT DOES THAT MEAN TO ME?

Elements of Differentiation Content: (The What) Tiered lessons with varied task complexity, learning contracts, learning centers, wide range of texts Process: (The How) Learning centers, learning contracts, varied time allotments, assorted grouping structures, varied levels of support Product: (The End) Variation of homework, journal prompts, quizzes or tests, assignment options Environment: Seating arrangements, heat, light, culturally and linguistically responsive visuals

Examples of modifying content:  Using reading materials at varying readability levels  Presenting ideas/concepts through both auditory and visual means  Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners. Tomlinson, 2000 CONTENT: THE WHAT

Examples of modifying process:  Using activities with different levels of support, challenge, or complexity  Interest centers  Manipulatives  Varying the length of time Tomlinson, 2000 PROCESS: THE HOW

The purpose of small-group instruction is to meet the needs of all students in your classroom in a powerful way that will accelerate their learning. Debbie Diller, Making the Most of Small Groups, 2007 SMALL GROUP INSTRUCTION/CENTERS

Examples of modifying the learning environment:  Creating places to work quietly and places that invite student collaboration  Providing materials that reflect a variety of cultures and home settings  Clear guidelines for independent work that matches individual needs  Developing routines that allow students to get help when teachers are busy with other students  Helping students understand that some learners need to move around to learn, while others do better sitting quietly Tomlinson, 2000 LEARNING ENVIRONMENT

Examples of modifying the product:  Rubrics that match and extend students’ varied skill levels  Menus  Allowing students to work alone or in small groups on their products  Encouraging students to create their own product assignments as long as the assignments contain required standards. Tomlinson, 2000 PRODUCT: THE END

 How students’ emotions and feeling impact their learning… they impact motivation to learn, ability to work with others, and ones self-concept as a learner.  Positive affects toward learning opens the door to academic growth and negative affects does the opposite. AFFECT

 Readiness  Interests  Learning Profiles STUDENT NEED & VARIANCE

Teaching Channel New Teacher Survival Guide: DI Science 9-12 VIDEO

The Ultimate Vacation EXAMPLE OF DI LESSON

Lead and Support Anne Beninghof Video Clip-BERC HOW DOES CO-TEACHING FIT?

 Mix and Match  Exit Slips  Cup Stacking  Pass the Plate  Wikki Stix  Text Message Summary  Window Pane  Four Corners DI STRATEGIES

SPL is a system of support designed to meet the needs of ALL WV students ranging from those exceeding State-approved grade-level standards to those not meeting grade-level standards. Curriculum based on the State standards and high quality instruction are essential for maximizing student success. SPL is a framework for suggested best practice and supports collaborative decision-making as a process for meeting an individual student’s needs by providing a multi-level configuration of support: CORE, TARGETED, INTENSIVE and SPECIAL EDUCATION. Source: SUPPORT FOR PERSONALIZED LEARNING

As with all other human characteristics, learning is diverse and different for each learner. It is a function of heredity, experience, perspectives, backgrounds, talents, interests, capacities, needs, and the unpredictable flow of any particular life. Leading and Managing A Differentiated Classroom by: Carol Ann Tomlinson and Marcia B. Imbeau

Questions?