Neligh-Oakdale Public Schools October 20, 2014 ESU 8 Staff – Jill Bates, Corey Dahl, Deb Wragge Differentiated Instruction: A Review & Preview

Why Differentiated Instruction? Dealing with the reality of diverse learners

One way to think about differentiation Differentiation is classroom practice that looks “eyeball to eyeball” with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” -Carol Ann Tomlinson

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

Teachers can differentiate: Content Process Product Readiness Interests Learning Profile according to student ’ s through a range of instructional and management strategies… Source: The Differentiated Classroom, Tomlinson 1999

CONTENT PROCESS/ ACTIVITIES PRODUCTS/ ASSESSMENTS Ask yourself about:

Content: How do we adjust or modify the knowledge and skills we expect students to learn?

3-Minute Buzz

Activities: How do we modify our teaching strategies to help students acquire the knowledge and skills they need?

Think – Pair - Share

Products/Assessments: How do we adjust or modify the way we assess student learning to better measure student growth?

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

What is meant by ongoing assessment and adjustment? Assessment is organic!  Quick, not always recorded for a grade  Is a tool that directly affects ongoing plans for instruction  Leads to increased “yields” in academic growth

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

What is meant by “ Flexible Grouping? ”  Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency  Students sometimes work in groups defined by interests and/or learning styles  Teachers sometimes move between groups to provide instruction

 Teacher becomes more of a “ facilitator ” of knowledge and skills  Removes the negatives and stigma of “ static ” groups, i.e. “ Once a buzzard, always a buzzard ” syndrome  Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture Benefits of Flexible Grouping

Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom, Tomlinson 1999

Just a sampling of strategies that support Differentiated Instruction Multiple IntelligencesTiered Lessons4-MAT JigsawTiered CentersVaried questioning strategies Taped materialTiered ProductsInterest Centers Anchor ActivitiesLearning ContractsInterest Groups Varying OrganizersSmall Group InstructionVaried Homework Varied TextsGroup InvestigationCompacting Varied Supplementary Materials OrbitalsVaried Journal Prompts Literature CirclesIndependent StudyComplex Instruction CubingTiered AssignmentsReading Buddies

“ I ’ m a secondary teacher. How can I differentiate? ” It can be done! Anchoring Activities Adjusting Questions Tiered Assignments

First steps for differentiating at the high school level

Just a Few Management Strategies for the Differentiated Classroom...  Appoint a class expert (student)  Have clear, written directions for all activities  Grade judiciously  Schedule “quiet” days  Post procedure list for “early birds”  Have sponge/anchoring activities available at all times and well-known to your class

 Clearly communicates standards that are being used  Clearly delineates separate grades  for growth (changes in learning from the beginning to the end of the instructional component)  for achievement relative to standards of performance  for effort  Provides full disclosure to all Principles of Grading in a Differentiated Classroom:Tomlinson

It can be done! Teachers who utilize D/I find that:  They have fewer discipline issues  Student growth is significantly increased  Their interactions with students are more positive and productive  Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them