1. Differentiated Instructional Strategies
Eden Central School District
Shana Cole
September 3, 2014
NOTE: We are the messenger, you are the expert.
Take a minute to introduce yourself to someone in the room. (If possible- someone from another school)
Creative Learning Connection, Inc.
CLC: Chapman, King

2. Back to School D.I.Poem
Twas the night before in-service And all through the school, The teachers were scrambling, For a new kind of tool, Differentiated instruction Was on the tip of our tongues, And so the one size fits all Instruction was flung. In order to learn What our students are about, We surveyed their learning style, To figure it out. All of a sudden, Our intenions were quite clear, Now the students could proceed, Without any fear. Our goals were like road signs, As clear as can be, Based on their strengths and interests, Different from you and me. On cubing, on tiering, On manipulatives too. On graphic organizing, and diagramming, Just to name a few. We heard them exclaim And though could it be? “I think with DI That school might just be for me.”

3. How do you reach the needs of every student? THE DILEMMA!
ACTIVITY- Think-Pair-Share: list to answer the question posed. (Introduce “energizer partner” and have participants share their list with that person)
After they share- Point out that teachers already do this. You already differentiate in your classroom.
CLC: Chapman, King

4. What do you have to teach?
STANDARDS
STUDENTS
Common Core
Modules

5. Before we begin… We need to… Know the learner
What type of learner are you?
What type of learners are your students?

6. B. Gregorc’s Thinking Styles C. Myers-Briggs Learning Styles
Views of You!
A. Learning Styles
B. Gregorc’s Thinking Styles
C. Myers-Briggs Learning Styles
D. Objects and you
Directions:
Fold a piece of blank paper into 4 sections.
Write “Views of You” on the top and the 4 categories in each square.
Keep this sheet out and so you can complete each section as directions are given.
CLC: Chapman, King

7. A. What type of learner are you?
Give each participant a blank piece of computer paper. (page 29 in training manual)
Fold paper into 4 sections.
Have colleagues rate each type on white boards on a scale of is their strongest and 3 is their weakest.
Say- sometimes when planning lessons and activities we tend to stay within our own learning style because that is what we are most comfortable with.
Far West Teacher Centers

8. B. Gregorc’s Thinking Styles
Concrete Random Thinkers
Yearn to experiment.
Find alternate ways to do things
Need to make choices
Concrete Sequential Thinkers
Identify through their senses
Require structure and
organization
Need systematic procedures and
steps
Abstract Sequential Thinkers
Are rational, logical thinkers
Investigate and analyze
Need time to examine
and investigate new ideas
Abstract Random Thinkers
Identify with feelings and emotions
Interact with others, then make decisions
Learn in centers and groups.
Display slide and discuss each thinking style above.
Have participants prioritize their thinking style in the Views of You (B) box. Have them document which one is their strongest (1) and which one is your weakest (2).
Share responses with your base group and discuss how this relates to your teaching style and how you develop your lesson plans.
Page 32 in training manual.
CLC: Chapman, King

9. C.The Myers-Briggs Model
Self-Expressive Learners
Want innovative, creative teachers
Need choices
Mastery Learners
Want direct instruction
Need time to practice
Seek Mastery
Understanding Learners
Want information
Need evidence
Need to analyze
Interpersonal Learners
Want content link
to their world
Need relevance
Display slide and discuss each thinking style above.
Participants may choose to take notes if they want. Have participants prioritize their thinking style in the Views of You box C. Have them document which one they use the most.
Share responses with your base group and discuss how this relates to your teaching style and how you develop your lesson plans.
Page 33 in training manual.
CLC: Chapman, King

10. Far West Teacher Centers
D. Objects and You
Variety of Resources
Organization
Investigative Learning
Comfortable Environment
Choice of activities
Structure
Critical Thinking
Encouraging Atmosphere
Spontaneity
Visual Directions
Deep Explorations
Supportive Grouping
Personal Freedom
Sequential Learning
Analyzing Concepts
Respectful Colleagues
Extensions to activities
Clear Procedures & Expectations
Discussions
Empathic Listeners
Various Manipulatives
Consistent Routines
Focus on Details
Sensitive Peers
Prioritize the category you MOST fit into.
Far West Teacher Centers

11. Far West Teacher Centers
Your Students…
come from different cultures
have different learning styles
come to school with varying levels of emotional and social maturity
have varying interests in both topic and intensity
reflect differing levels of academic readiness in various subjects
all of the above can vary over time and depending upon the subject matter
Far West Teacher Centers

12. Differentiate. Instructional. Strategies. Label the activities,
Differentiate Instructional Strategies. Label the activities, not students.
DON’T LABEL YOUR STUDENTS LABEL YOUR ACTIVITIES KEEPING YOUR STUDENTS INTELLIGENCES IN MIND.
CLC: Chapman, King

13. Far West Teacher Centers
SOMETHING TO THINK ABOUT…..
You tube title “One of the best motivational videos I’ve ever seen”
How does recognizing that kids perceive the world differently help us as practitioners?
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14. Far West Teacher Centers
The Goal for US:
“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 profile.”
Carol Ann Tomlinson
Far West Teacher Centers

15. Differentiated Instruction is NOT:
Separate learning for each student
The same assignments for all students
Single approach to learning
Allowing students to skip questions
Unstructured or chaotic
Homogeneous grouping which remains the same
Using mainly direct instruction
Differentiated grading by student
Far West Teacher Centers

16. Differentiated Instruction IS:
Proactive
Flexible Grouping
Learning Options
Assignment Choices based on learning styles or interests
On-going Assessment
Matching Content to the Learner
Multiple Approaches to Instruction
Student Directed
Far West Teacher Centers

17. Far West Teacher Centers
It is not the goal of a teacher to differentiate everything all the time.
Try to meet learners where they are in order to further their knowledge, understanding, and skill.
Use student-selected and teacher-assigned tasks and working arrangements.
REMEMBER:
Curriculum is WHAT we teach.
Differentiation is HOW we teach.
Fair does NOT mean equal…fair means everyone gets what s/he needs.
Keeping a Balance
Far West Teacher Centers

18. What can be differentiated?
1. Content
2. Assessment Tools
3. Performance Tasks
4. Instructional Strategies
One size does not fit all!
CLC: Chapman, King

19. What can be Differentiated?
1. Content- information is taught with texts, materials and resources on varying levels of difficulty.
2. Assessment- various collections of performance evidence are used.
3. Performance Tasks- Students choose their way to accomplish tasks from a list of options. Students use their creative abilities to complete tasks.
4. Instructional Strategies- Teachers use a variety of strategies to teach a concept.
CLC: Chapman, King

20. 1. Differentiating CONTENT
Content differentiation involves varying:
How students will gain access to new learning
Readiness differentiation: matching material to student’s capacity to understand it.
Interest differentiation: using materials that build on or extend student interest.
Learning Profile differentiation: using materials/methods that best match students’ preferred way of learning.
The content of lessons may be differentiated based on what students already know. The most basic content of a lesson should cover the standards of learning set by the district or state. Some students in a class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery of the content - or display mistaken ideas about the content, and some students may show mastery of the content before the lesson begins. The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's Taxonomy. For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's Taxonomy: knowledge, comprehension, and application. Students with partial mastery may be asked to complete tasks in the application, analysis and evaluation areas, and students who have high levels of mastery may be asked to complete tasks in evaluation and synthesis. When a teacher differentiates content they may adapt what they want the students to learn or how the students will gain access to the knowledge, understanding and skills (Anderson, 2007). Educators are not varying student objectives or lowering performance standards for students. They use different texts, novels or short stories at a reading level appropriate for each individual student. Teachers can use flexible groups and have students assigned to alike groups listening to books on tape or specific internet sources. Students could have a choice to work in pairs, groups or individually, but all students are working towards the same standards and objectives.
Far West Teacher Centers

21. Differentiating CONTENT Examples:
Using Varied Text and Resource Materials
Learning Contracts
Mini-lessons
Tiering
Far West Teacher Centers

22. 2. Differentiation Based on Assessment
Go to the corner which best represents your skill level as a cook.
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23. Pre-Assessment Informal Four Corners
Strategy is called Squaring off…
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24. Another way to display Readiness
Dirt Road
Paved Road
Yellow Brick Road
Highway
Kim- Training Manual page 40 and 41
Refer to page 49 in text
Examples to have them square off for:
Golf
Knitting, crochet
Finish with a discussion
CLC: Chapman, King

25. Purposes of Pre-Assessment
Find out background knowledge.
Find the standards, concepts, skills and objectives the individual student understands.
Discover needs for reteaching, instruction, or enhancement.
Learn information to establish flexible grouping:
T (total), A (alone), P (partner), S (small group).
CLC: Chapman, King

26. Assessment Tools Informal
Before
During
After
Squaring Off
Boxing
Yes/No Cards
Graffiti Facts
Pages 49-53
Thumb It!
Fist of Five
Face the Fact
Reaching the Top
Speedometer Reading
Pages 58-59
Talking Topics
2. Conversation
Circles
Donut
Pages 59-63
Discuss each or as questions come up
Model each informal tool on the chart
Before:
Square Off- already modeled
Boxing- students draw a box in the center and a smaller one inside it. Outside box students write “What do I know about this topic?” on the inside box they write “What do I want to learn or what is my goal?”
Yes/No- pinch cards are the least threatening
Graffiti Facts- a board displaying all the things the class knows about the topic.
Thumb it and Fist of Five- self explanatory
Face the Fact- students draw 3 faces on a card (happy, straight face, sad face)
Reaching the Top- students raise one arm up in the air and use it as a gauge to measure their own learning. 2 at the shoulders, number 4 and 6, number 8 fingers pointed at the ceiling
Speedometer reading- like the speedometer of the car students lay one arm on top of the other and measure their learning by their speed
Talking Topic- form A/B Partners. A Talk about a fact they know and then B shares a different fact
Conversation Circles- 3 people {give them A, B, C names and a topic to talk about. A starts the conversation until given the signal to stop and then B picks up where A left off and when the signal to stop is given then C discusses etc…
Donut-inside circle and the outside circle. Each student shares what he/she knows. Have outside move/inside stays still.
CLC: Chapman, King

27. Assessment Tools Formal38
Before
During
After
Written Pre-test
KWL
Journaling
Surveys
Inventories
Learning Board
Teacher-made tests
Portfolios
Checklists
Rubric
Effective Questions
Carousel Charts
Table Pass
Post Tests
Portfolio Conferences
Both of us
CLC: Chapman, King

28. 3 & 4. Performance Tasks & Instructional Strategies
Task Rotation cards
Learning Centers
Flexible Grouping
Adjustable Assignments aka Tiered Assignments
Effective Questions
Cubing
Choice Boards
* Those in red indicate an example has been provided in your packet.
Discuss the different choices as questions come up

29. Teachers in the movies do it too!
Video clip
Video (10 minutes)
“Inclusion and Differentiation: Teachers in the movies do it to”