1. Differentiated Instruction in the Classroom and Behind-the-Wheel
Brad Countermine, Ph.D.
Beekmantown High School
NYSDTSEA

2. About me Driver Education teacher Special Education teacher
Adjunct Instructor, Special Education
MS Ed. – Special Education
Ph.D. – Curriculum & Instruction

3. Differentiation
Provides access to content and curriculum for ALL students

4. Differentiation
Differentiated instruction. (n.d.). Retrieved from

5. How can we differentiate?
Classroom
Content
Process
Product
Learning environment

6. Classroom differentiation
Note-taking
Demonstrations
Partner work
Think-pair-share
Presentations
Final Project

7. Demonstrations
Demonstrating the 3 point turn through scaffolded learning
Earlier in the semester, I demonstrated how to 3 point turn in the classroom and behind-the-wheel
In this exercise, students broke into flexible groups, practiced 3 point turns (with instructor support), and demonstrated the maneuver for the rest of the class using model steering wheels.

8. Partner work Students work with partners Assigned Unassigned
When assigning partners, I’ll often determine student ability to provide for high-low mixture
Unassigned partners…students can pick their partner
Occasionally, I’ll use an app on my iPhone to randomly assign partners
Team Shake
Classroom Teammates

9. Think-pair-share Wait time Discuss Explain answer
Wait time to allow students to process
Discuss gives students the opportunity to try out their answers
Share with the group

10. Presentations Students create a PSA on a driver education topic
Differentiates product
Students work collaboratively in groups of 2-4 to create a PSA on a driver education topic approved by the instructor
Products produced in the past have included:
Skit
Role Play
Video Presentation
Power Point presentation
Poster session
Song creation
Music video
Announcement facts

11. Final project
Students complete two mandatory tasks and choose one of two supplemental tasks.
Driver Education Reflection Essay (mandatory)
Trip Planning (mandatory)
Tire change (choice)
Accident analysis/report (choice)
Give students the opportunity to shape their learning while addressing crucial driver education topics
Provides for self-reflection
Provides real-world skills
Trip Planning
Tire Change
Provides upper-level Bloom’s Taxonomy activities
Essay
Accident analysis/report

12. BTW differentiation Data collection Establish baseline
Flexible grouping
Task analysis
Modified routes
Extra instruction
Additional observation
Ability grouping at end of semester

13. Data collection
Establish a baseline and collect data throughout the experience to tailor learning to student needs and strengths.

14. Establishing baseline
Students complete an obstacle course in a controlled setting on the first day of driving to determine baseline skills. Skills addressed include:
pre-checks
Adjusting mirrors/headrest
Proper seating position (from steering wheel)
Starting/stopping
Turning (serpentine)
Backing into position
Pivot points (backing through serpentine)
Parallel parking
Three point turn
First, I show them how to complete the course, by completing the tasks in the driver seat
Then, I walk them through the steps to determine:
Ability
Ability to listen
Ability to process information and complete tasks
Finally, I note qualitative data and use it to develop future BTW lessons

15. Establishing baseline, continued…
Obstacle Course setup

16. Flexible grouping Students grouped according to free periods
Students grouped with friends if possible
To lower the stress level and gain buy-in

17. Task analysis In the classroom and BTW
Students learn how to complete maneuvers in steps using reference points to aid comprehension and increase ability
Students receive a handout (visual), are walked through the handout (auditory), and practice the steps BTW (kinesthetic)

18. Task analysis, continued…
Parallel Parking task analysis

19. Modified routes 17 Drives 10 weeks to learn 7 weeks to assess
We drive in multiple environments during the learning phase, and switch to the assessment phase using a rubric developed on the NYS DMV road test form.
During the first 10 weeks, route sequence is structured to spiral learning, exposing students to basic skills, moving to more complex skills (Vygotsky’s Zone of Proximal Development), and returning back to the basic skills in more challenging environments to promote growth.
In the last 7 weeks, each graded route addresses the same skills:
Merging/Lane changing
Turns from a stopped position
Turns from a moving position
Stopping points at intersections/crosswalks/stop signs
Parallel Parking
3 Point Turning
Adjusting speed for conditions (school zones, highway, ramps)
Each route, while dealing with the same content is differentiated to determine whether learners have mastered the skill.
The assessment portion is modified depending on skill but still evaluates the task during each section of the route.

20. Extra instruction
Students are targeted for extra instruction based on assessment scores, an informal RTI Tier 3 approach
- Targeted specific intervention in a small group setting (with one other student)

21. Additional observation
Students may also utilize additional observation of stronger drivers to see skills modeled by their peers (a Situated Learning Experience as developed by Lave (1988) and Wenger (1990).
David L. (17 January 2007). Situated learning theory (Lave). Retrieved from

22. Ability grouping
At the end of the semester, students may be ability- grouped, if time and schedule permit
In an effort to promote success of all students in the program, if possible, students will have extra driving sessions with other learners in a two person setup to develop skills and provide more practice.
Building once again on Lave and Wenger – Situated Learning Theory.

23. How can we accommodate students in the classroom?
Jigsaw activity
Carousel
Scaffolding
KWL charts
Options/menus
Student-developed rubrics
For more models of teaching and participatory activities, see Estes, Mintz, & Gunter. (2015). Instruction: A models approach (7th ed). New York: Pearson.
For more on differentiated instruction, see Tomlinson & Moon. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: ASCD.

24. How do we accommodate students behind-the-wheel?
Because there’s no extended time for the driving task…

25. How do we accommodate students behind-the-wheel?
Through defensive driving
Proper following distance – increase it
Commentary driving – promote it
Formative assessment – use it
Scaffold skills
Spiral skills
Spiral curriculum – teach skills first through modeling, then through guidance, then on their own. A form of scaffolded learning that provides numerous opportunities for mastery.

26. Differentiation works
In the past two years, I have had over 30 students with disabilities successfully complete my course through the use of differentiated instruction. Not only that, other students that may not have earned their certificate, did, because of the use of a variety of methods in the classroom and behind the wheel.

27. Questions/comments?