1. Reading Instruction MODULE 6 PowerPoint Slides Differentiated
Learning Profile DI

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Direct all such inquires to:
Learning Profile DI

3. S-1/F Module 6 Foundations of Reading Instruction
Foundations of Differentiated Instruction (DI)
DI TOOL BASKET
3 x 3
x 3 = DI
Tiered Instruction
Anchors
Tic-Tac-Toe Choices
Choice Boards
Agendas
Centers & Stations
Learning Contracts
Curriculum Compacting
Orbitals
WebQuests
Literature Circles
I-Searches
Socratic Seminars
Readers’ Workshop
READINESS
Content
Process
Product
ASSESSMENT
INTEREST
Content
Process
Product
FLEXIBLE GROUPING
Refer participants to handout #48 Where Are We Now?
PPT S-1/F
Ask participants to tell you which new areas of the model are shaded gray on their handout (Interest-Based DI).
Ask participants to turn to someone sitting next to them and reflect on content, ideas, or skills associated with any of the gray areas in the model that have been meaningful or interesting.
Next, draw attention to the area you will be covering in this session (Learning Profile Differentiation).
LEARNING PROFILE
Content
Process
Product
CLASSROOM MANAGEMENT
READING TOOL BASKET
Phonological Awareness
Phonics
Fluency
Vocabulary Oral Language
Comprehension
Writing
Assessment Tools
S-1/F
Learning Profile DI

4. Learning Profile-Based Differentiation
Why are you differentiating?
What are you modifying?
Multiple
Learning Profiles of
YOUR Students
CONTENT
One or more
PROCESS
PRODUCT
NOTES:
Like both readiness DI and interest DI, learning profile DI is based on the specific students in a teacher’s classroom, and it can be used to modify content, process, and product of lessons.
Like them both, learning profile DI is also a highly effective tool for motivating and engaging students in their learning.
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Learning Profile DI

5. To find modes of learning that work best for each student
Purpose:
To find modes of learning that work best for each student
Group Orientation preferences
Learning Environment preferences
modify
PROCESS
to accommodate:
modify
CONTENT,
PROCESS,
and/or
PRODUCT
to accommodate:
Cognitive Style preferences
Intelligence Style preferences
Sensory Style preferences
NOTES:
However, learning profile DI focuses on providing other access routes for student learning that the other components do not:
First, by addressing preferences for both the social and the physical aspects of learning:
Group orientation (social interaction preferences)
Learning environment (physical preferences)
Second, by addressing student preferences for learning style-based aspects of learning:
Cognitive style preferences
Intelligence style preferences
Sensory style preferences
Like Interest DI, Learning Profile DI is a way for teachers to tap into the individual characteristics and capacities of their students and use them as bridges to increased attention, engagement, and motivation.
From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 61) by Carol Ann Tomlinson. Alexandria, VA: ASCD © Used with permission.
Learning Profile DI
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6. Group Orientation Preferences: Learning Environment Preferences:
Independent
Small Group
Whole Class
With help from the teacher
Variety
Learning Environment Preferences:
Quiet vs. Noisy
Warm vs. Cool
Still vs. Active
Varied vs. Predictable
High decoration vs. Low decoration
(“busy” vs. “spare”)
NOTES:
Group orientation preferences are important for a DI teacher to know about because so much of what happens in a DI classroom necessitates group work.
Learning environment preferences can become especially important as a means for providing physical comfort for students who find the busy, interactive environment of a DI classroom a bit overwhelming.
The DI teacher can easily modify lesson processes to accommodate these physical and social preferences.
Ask participants if they ever experienced a time as students themselves when lack of attention to their own social or physical preferences interfered with their learning.
From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 61) by Carol Ann Tomlinson. Alexandria, VA: ASCD © Used with permission.
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Learning Profile DI

7. Cognitive Style Preferences Sensory Style Preferences
Perceptual Styles:
Organizational Styles:
CONCRETE
ABSTRACT
GLOBAL
(Random)
SEQUENTIAL
Sensory Style Preferences
KINESTHETIC
TACTUAL
AUDITORY
VISUAL
NOTES:
Another route to learning profile DI is by addressing learning style preferences.
For our purposes, we will briefly address three ways of understanding learning style preferences:
Cognitive Styles
Sensory Styles
Multiple Intelligences Styles
Ask participants (particularly those who may have taken the PLS Kaleidoscope or a PLS course in which learning styles were studied) to say a few words about the two learning style approaches shown in this PPT.
If participants don’t bring it up, you may want to mention that the four styles at the top of the PPT are often combined:
Concrete Global
Concrete Sequential
Abstract Global
Abstract Sequential
Unfortunately, this topic can take up an entire course, so we will have to be satisfied with just knowing that the learning styles on this PPT are a part of what makes up a person’s learning profile.
For this reason, our learning styles focus will be on Howard Gardner’s multiple intelligences.
Learning Profile DI
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8. Intelligence Preferences
Bodily-Kinesthetic
Verbal-Linguistic
Logical-Mathematical
Visual-Spatial
Musical-Rhythmic
Interpersonal
Intrapersonal
Naturalist
NOTES:
Because Howard Gardner’s Eight Multiple Intelligences (MI) also encompass many of the other style preferences in one way or another, we will use them as the focus of this module.
It provides us with the means to address differentiation of content, process, and product using easily understood sets of learning characteristics and needs which Gardner calls “intelligences.”
MI is especially effective in helping teachers address how their students learn best, and this gives teachers an additional means for providing students access to the kinds of activities that will help them be most successful.
Since we all tend to teach the way we learn best, we’ll begin our study of learning profile-based DI by identifying each of our primary intelligences.
Later, we’ll use information associated with each of the intelligences to help us provide differentiated instructional opportunities for our students to improve reading competency.
Existential Intelligence unconfirmed as of 2005.
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Learning Profile DI

9. Differentiated Reading Instruction
PowerPoint Presentation
Module 6
Diana Brown
PowerPoint Presentation by:
Lawanna Martinec
© 2013 PLS 3rd Learning