One Size Does Not Fit All: An Introduction to Differentiated Instruction Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency Workshop 1

Take Care of Business Introductions Expectations of Trainers Credit Service Agreements

Workshop Outcomes Increased understanding of what Differentiated Instruction IS & IS NOT Add to our Instructional Strategies Toolbox Increased understanding of theories of multiple intelligence/learning styles Begin planning a differentiated lesson/unit for your own classroom

Essential Question What are we preparing students to do?

What Differentiation IS NOT... The same as individualization Just another way to group kids Expecting less of struggling learners than of typical learners A substitute for specialized services Chaotic New

What Good Differentiation IS... Varied avenues to content, process, product Respectful of all learners Proactive Student-centered A blend of whole class, small group, and individual instruction Based on students’ readiness, interests, and/or learning profile

“Currently, students are required to adapt... to the prevalent teaching practices and instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” - Marie Carbo, Educating Everybody’s Children

Essential Question What contextual issues impact and influence curriculum and instruction?

Diversity in the Classroom ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Maturity Autistic Physically Disabled Multiple Handicapped English Language Learners Social Status Economic Status

3 Key Ways to Differentiate Instruction Process Activities Calls on students to use key skills Content What we teach students Materials and methods used Product How students show what they have learned Should also allow students to extend what they learned

Key #1 – Adapt Process Students use key skills Bloom’s Taxonomy Multiple Intelligence Theories Common focus Vary student activities Teacher uses a variety of methods

Process Differentiation Examples Tiered Assignments Layered Curriculum (Nunley) Learning Centers Interactive Journals Jig Saw Assignments Learning Logs Graphic Organizers

Key #2 – Adapt Content Refers to both materials & methods Accommodate students’ different starting points Some students ready for more complex or abstract levels Some students ready for independent work

Content Differentiation Examples Multiple texts Interest centers Learning contracts Support systems Audiotapes Mentors Study partners

Key #3 – Adapt Product Culminating learning experience that occurs after many days or weeks of study Demonstration and extension of what they know, understand, and are able to do

Product Differentiation Examples Variety of assessment types Tiered Assignments Independent Study

TIME FOR A BREAK Questions On the Wall Use your envelope to write any question you might have for the group on any curriculum design or classroom management topic. Make sure your name is on the flap!

Variables to Consider Readiness – in reading, math, & beyond Complexity & Challenge of both process & product Pace of learning and production Grouping practices Use of assessment results to inform teaching and learning

Principles to Guide Differentiated Classrooms Focus on essentials Attend to student differences Assess often and use it to make adjustments/modifications Mutual respect Be flexible Doesn’t happen 100% of the time!!!!

Simple Ways to Start Add an interdisciplinary element to a favorite unit Collaborate with other teachers Offer students a variety of presentation options Apply Multiple Intelligence thinking to group/individual projects

A Few Fun Strategies Teach In Color! Lefties Rule!

Color Increases Understanding Using color for key concepts can increase memory retention up to 25%

Teach in Color Color with Sunshine Colored Acetate Number chart Sliding mask Scotopic Sensitivity Syndrome Highlight grammar Painted Essay

The Painted Essay

Scotopic Sensitivity Syndrome Contrast problems (only 1 symptom) Strategies Use dull colored paper for writing Use colored acetate over black text on white paper Use a bookmark when reading to avoid losing place

Left Handed – In a Right Handed World One person in 10 is left handed Hand preference is evident by age 5 Most common items/tools are designed for right handed people Scissors Rulers Musical instruments

Time For Lunch Come back at 1:00

Multiple Intelligences Begin With the Brain

Simple Learning Styles Auditory Learns best from listening Visual Learns best from seeing Kinesthetic/Tactile Learns best from doing

Gardner’s Multiple Intelligences Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic Naturalist Interpersonal Intrapersonal Verbal/Linguistic

Sternberg Intelligences Analytical Practical Creative

Watch the ASCD Video

TIME FOR A BREAK Questions On the Wall Share your experience & expertise with your peers Use your index cards and share any idea for any question on the wall

Writing an Intelligence Preference Activity As a result of the lesson, students should Know what? Understand what? Be able to do what? What range of learner needs in your class relate to the topic?

Assignments for February Try a new strategy & report back to the group Begin the planning process for a lesson using intelligence preference Bring your lesson materials to use

Resources Click on Region 3, Resources, Teacher 2class/ Variety of online topics Assessment & Curriculum Redesign Constructivism Multiple Intelligences