Differentiated Instruction One size does not fit all

Let’s Differentiate! In your groups, think of a way to present the nursery rhyme “Mary Had a Little Lamb.” How many different ways did we come up with?

How many different ways can you get to Florida? Car (personal, rented, taxi, hitchhiking) Train Boat Plane Bicycle On Foot (you’ll get there eventually) The same method may not work for everyone. Our individual needs and resources help us choose the best method for us.

Children are individuals, too Knowing your students is key! Varying factors include Student’s learning pace Background knowledge Student interests How do we figure out that information? Observations PALS, PPVT, other assessments Parents and families Knowledge of child development Home Visits

What is differentiation? Not so much WHAT you teach, but HOW you teach. Learning experiences are tailored to the needs and preferences of the child Every child does not have to do the same thing What is your definition of differentiation? However, the WHAT of teaching is still important in differentiation

Create your own concept web

Differentiated Instruction Suggests… Teachers can challenge all learners By providing materials and tasks on the standard at varied levels of difficulty With varying degrees of scaffolding Through multiple instructional groups What is a scaffold used for? Teachers listen carefully to children to discover their interest and levels of understanding. You can then make tentative plans for activities and capitalize on those interest- though remaining ready to change those plans if children’s interests take them in other directions. Planning to teach a diverse group using developmentally appropriate practices based on individualized observations, so that each student learns.

What’s the difference? Differentiated Instruction Scaffolding Bridge building on what they know Same Objective Change Material Recognizes diverse learners Change Activity Adding to instruction to assist the learner Change student product Can occur simultaneously Support withdrawn as students gains proficiency

How can I differentiate? Three main ways to differentiate: Differentiating the Content Knowledge and skills students are to gain Differentiating the Process They way students practice what they are learning Differentiating the Product Outcome of the lesson In groups, think of an OWL example to differentiate

Nine types of Curriculum Adaptations

Substitute Curriculum Quantity Adapt number of items the learner is expected to learn or complete Time Adapt the time alloted and allowed for learning, task completion, or testing Level of Support Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure Input Adapt the way instruction is delivered to the learner Difficulty Adapt the skill level, problem type, or rules on how the learner approaches the work Output Adapt how the student can respond to instruction Participation Adapt the extent to which a learner is actively involved. i.e. One student may have a copy of the book and be expected to follow along during story time Alternate Goals Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. i.e. A non-verbal student learning colors may point as the teacher names a color. (Verbal students would name the color) Substitute Curriculum Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabiilities. i.e. During centers a student is learning toileting skills with an adult.

Specific ways to differentiate Tiered Instruction Compacting Centers/Interest Groups Flexible Grouping Learning Contracts Choice Boards

Tiered Instruction Create tiers based on students’ readiness, interests, and learning profile Plan various activities based on needs of students in the tier Essential skills at varying levels of complexity and abstractness Pre-assessment is key to create tiers!

Tiered Instruction Groups are flexible No definite number of tiers Complexity is relative High-level thinking in each tier Support all students in all tiers Students can move to a different tier with assessment Can have as few as 2 tiers or many more Assignments/ activities should be just beyond their ability level so they feel challenged yet competent Avoid diminishing thinking skills for students in lowest tier. Analyzing, synthesizing, and evaluating information is still possible Instruction, modeling, and guidance will help all students, even the highest tier

Tiered Instruction What to adjust Complexity Structure Materials Time Number of steps Student product Level of support

Tiered Instruction Example All: discuss plant life cycle plant seeds and observe growing process Tier 1: discuss what plants look like, where plants are seen, why plants are important, draw pictures of plants Tier 2: name different types of plants, discuss what plants need to live Tier 3: label parts of plants, compare plants and animals How can we tier a pattern activity? Based on background knowledge, students are placed in tiers and work at varying difficulty levels Teachers can share their own differentiation ideas as well.

Compacting Adjusting instruction based on prior students’ mastery Three steps Pre-assess Plan accordingly Plan for acceleration 1.Pre-assess to determine student’s current level 2. Plan for student’s needs. Exclude lessons/activities on what the student has already mastered. 3. Plan lessons/activities to use extra time (not spent on what child has already mastered) for acceleration

Compacting Example In the PALS assessment, Joseph already showed evidence of beginning sound awareness. Instead of more beginning sound instruction, his time can be spent practicing name writing which he did not show proficiency on.

Centers/Interest Groups Learning experiences directed towards specific interests Allowing children to choose their center can be motivating Intentionally planned based on data Centers are not randomly in place but from intentional planning!

Centers/ Interest Groups Example: Some students may work in dramatic play for extra support in interactions or social/emotional development Can use interest/unit themes such as a favorite character or animal

Flexible Grouping Groups that constantly change based on the activity, interests, readiness, or level Can be purposefully or randomly assigned Allows students to work with a wide variety of peers and avoid the stigma that comes with labeling “struggling” groups What are possible consequences of non-flexible grouping?

Flexible Grouping Example: Student are assigned to a group based on readiness for letter recognition but based on interests for an animal activity.

Learning Contract Teacher and student together decide on a task for student to complete Benefits Student works at own pace Can target learning styles Student uses planning skills Eliminates unnecessary skill practice Think-Pair-Share: How can we adapt this strategy to pre-k?

Learning Contracts Example Justin and Mrs. Gray decide that he is going to work on an ABC book. Mrs. Gray provides support and guidance but allows him to work at his own pace. When he is finished, he shares it with the rest of his class.

Choice Boards Organizers with a variety of activities that students can choose Can be set up so students have to choose certain types of activities or skills

Choice Boards Example After reading The Three Little Pigs, each student chooses two activities from a list of visual, kinesthetic, auditory, or tactile activities. Each student will do activities in two different learning styles.

Differentiated Instruction “What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.” -Carol Ann Tomlinson