1. Universal Design for Learning: Differentiated Instruction

2. Last Week: Diverse Learners

3. Differentiated Instruction No two students are alike. No two students learn in the identical way. An enriched environment for one student is not necessarily enriched for another. In the classroom we should teach students to think for themselves.

4. Although essential curricula goals may be similar for all students, methodologies employed in a classroom must be varied to suit to the individual needs of all students Learning must be differentiated to be effective. Differentiated Instruction

5. Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning. Differentiated Instruction

6. Three Characteristics of Differentiated Instruction

7. Several elements and materials are used to support instructional content. – These include acts, concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated classroom is most frequently in the manner in which students gain access to important learning. Access to the content is seen as key. Differentiated Instruction

8. Align tasks and objectives to learning goals. – Designers of differentiated instruction view the alignment of tasks with instructional goals and objectives as essential. Goals are most frequently assessed by many state-level, high-stakes tests and frequently administered standardized measures. Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks. An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels. Differentiated Instruction

9. Instruction is concept-focused and principle- driven. – The instructional concepts should be broad-based, not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles and skills that students should learn. The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners. Differentiated Instruction

10. Approaches to Differentiated Instruction

11. Differentiated Instruction

12. Differentiation can occur in four ways; the content, process, product or environment in the classroom Differentiated Instruction

13. Differentiating content (or topic) requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. 1. Differentiating the Content

14. Differentiating the processes (or activities) means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. 2. Differentiating the Process

15. Learners are expected to interact and work in groups. Teachers may have whole-class introductory discussions followed by work in groups. These groups must change members as for different evaluations and projects. 2. Differentiating the Process

16. Differentiating the product means varying the complexity of the product. Students do assignments to demonstrate mastery of the concepts. Weaker students may have reduced performance expectations, while advanced students may be asked to produce work that requires more complex or more advanced thinking. 3. Differentiating the Product

17. Items to which students respond may be differentiated so that different students can demonstrate or express their knowledge and understanding in different ways. A well-designed student product allows varied means of expression and alternative procedures and offers varying degrees of difficulty, types of evaluation, and scoring. 3. Differentiating the Product

18. Through Accommodating Individual Learning Preferences There has been a great deal of work on learning styles over the last 2 decades. 4. Differentiating the Environment

19. "Here you are in Slytherin, Where you'll make your real friends, Those cunning folk use any means To achieve their ends." "You might belong in Gryffindor, Where dwell the brave at heart, There daring, nerve, and chivalry Set Gryffindors apart” "Here in wise old Ravenclaw, If you've a ready mind, Those of wit and learning, Will always find their kind." "You belong in Hufflepuff, Where they are just and loyal, Those patient Hufflepuffs are true And unafraid to toil"

20. Dunn and Dunn focuses on manipulating the school environment Howard Gardner identifies individual talents or aptitudes in his Multiple Intelligences theories. Based on Jung’s work, the MBTI and Kiersey focuses on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment 4. Differentiating the Environment

21. Dunn and Dunn

22. Multiple Intelligences

23. V.A.R.K. Visual Auditory Read/Write Kinaesthetic V A R K

24. Jung’s Model Judgement Perception FeelingThinking Perception Sensing Intuiting Carry out different teaching for different students - Ancient Chinese Proverb

25. Introduction to Type Theory Swiss psychiatrist Carl Jung developed a theory early in the 20 th century to describe basic individual preferences and explain similarities and differences between people – Main postulate of the theory is that people have inborn behavioral tendencies and preferences Your natural response in daily situations Used when we are generally not stressed and feel competent, and energetic Could be defined as those behaviors you often don’t notice

26. Development of the MBTI Instrument Jung’s theory important but inaccessible to the general population Isabel Myers and Katherine Briggs (mother-daughter team) expanded on Jung’s work by developing an instrument to help people identify their preferences The MBTI tool is an indicator of personality type (i.e. innate preferences) that has proven to be remarkably reliable and valid – Represents the result of over 50 years of research – Is used globally in both education and corporate settings; over 2 million people each year

27. Development of the MBTI Self-reported and nonjudgmental psychological instrument categorizing people Based on mental “preferences” – We develop strength, skills, and abilities with one hand and underdevelop the other, but we still use both hands – We have dominant personality traits and auxiliary traits which surface under certain conditions Normative data set

28. Framework of the MBTI Mental processes – Perceptions – Judgments Mental orientations – Energy orientation – Outer world orientation

29. Mental Processes Perceptions – How you perceive your surroundings – Sensing (S) Rely on actual data Gather information through the five senses Pay attention to details – Intuition (N) Rely on inspiration Gather information through “sixth sense” Look at the big picture

30. Mental Processes Judgments – The basis for decision making – Thinking (T) Base decisions on logic and principles Objectivity – Feeling (F) Base decisions on human values and harmonious relationships Subjectivity

31. Mental Orientations Energy orientation – Where you get your energy – Introversion (I) Energy directed inward Prefer concepts and ideas Think before speaking – Extraversion (E) Energy directed outward Prefer to interact with people and things Speak before thinking

32. Mental Orientations Outer world orientation – The lifestyle used to deal with your environment, i.e., most often used mental preference – Judging (J) Decisiveness, closure Value task or project completion – Perceiving (P) Curiosity, flexibility Value starting a task or project

33. Four MBTI Dichotomies Extraversion – Introversion E - I Dichotomy Where do you prefer to focus your attention – and get your energy? Sensing – Intuition S - N Dichotomy How do you prefer to take in information? Thinking – Feeling T - F Dichotomy How do you make decisions? Judging – Perceiving J - P Dichotomy How do you deal with the outer world?

34. Interpretation of MBTI I/E, S/N, T/F, J/P 16 possible types Relation to: – Cognitive ability or general intelligence – Other personality characteristics – Communication style

35. Communication Using Type Basic compatibility Focus on style recognition and understanding Appropriate response the key Avoid stereotypes Appreciate the uniqueness of each person

36. Decision-Making Using Type Recognize how group members may complement or contrast each other On the other hand, watch out for groupthink! Focus on respectful debate and compromise Appreciate the unique value of each person’s viewpoint and input

37. Occupational Trends by Type ISTJ Management Administration Law enforcement Accounting ISFJ Education Health care Religious settings INFJ Religion Counseling Teaching Arts INTJ Scientific or technical fields Computers Law ISTP Skilled trades Technical fields Agriculture Law Enforcement Military ISFP Health care Business Law enforcement INFP Counseling Writing Arts INTP Scientific or technical fields ESTP Marketing Skilled trades Business Law enforcement Applied technology ESFP Health care Teaching Coaching Childcare worker Skilled trades ENFP Counseling Teaching Religion Arts ENTP Science Management Technology Arts ESTJ Management Administration Law enforcement ESFJ Education Health care Religion ENFJ Religion Arts Teaching ENTJ Management Leadership

38. Ability rather than disability Teachers who focus on students learning styles tend to forget about the disabilities. They group students according to learning preference rather than disability.

43. Using the de Bono 6-Hats Technique as a Learning Styles Model

44. Topics Six-Hats Technique Six-Hats as a Learning Styles Model Hexagrid Similarities Conclusions

45. Six-Hats Technique

46. Using 6-Hats as a Learning Styles Model de Bono says often and clearly that the 6-Hats is not a learning styles model Previous attempts have been made to make it so, which have concentrated on classifying learners as either ‘wearers’ of one single hat or as having a primary and a secondary hat This gross approach to cataloguing learners is antithetical to the central premise of the 6-Hats Our approach has his approval

47. White Hat White Hat (Logical) The ‘White Hat’ is the logical approach to learning, which is similar to the logical dimension of any number of learning styles models. For example, the Thinking dimension of the Myers-Briggs Type Indicator, the Quadrant A dimension of the Herrmann Brain Dominance Indicator, the Assimilators of the Kolb Model, and the Logical-Mathematical intelligence of Howard Gardner’s Multiple Intelligences. White Hat learners are therefore logical and analytical, they like the facts, figures and theories, and tend to be objective about ideas. Ideally they like to do independent research, read books, and compile facts and figures. They usually work best alone and are generally very strong at academic subjects.

48. Yellow Hat Yellow Hat (Positive) The ‘Yellow Hat’ is the optimistic approach, this dimension describes learners who are upbeat and positive, like the Participant dimension of the Grasha- Riechmann Model. Yellow Hat learners are upbeat and optimistic, and try to find the positive side to all situations. They enjoy learning real-world examples, are group-orientated and very supportive of other members of the group. They like practical subjects and demonstrations.

49. Black Hat Black Hat (Negative) The ‘Black Hat’ is the so-called negative approach, but is better described as the cautious or practical approach. It is equivalent the practical dimension in a number of models, for example, the Quadrant B dimension of the Herrmann Brain Dominance Indicator, Pragmatists in the Honey-Mumford Model, but most particularly it is like the Concrete Sequential learners of the Gregorc Model. Black Hat learners are cautious and practical, and they worry that the costs will outweigh the benefits of their decisions. They enjoy learning from real-world examples and like to work in groups to help them explore ideas. They like practical subjects and demonstrations.

50. Green Hat Green Hat (Creative) The ‘Green Hat’ is the creative approach, this dimension describes learners who are creative and think laterally. It is equivalent to the creative dimension in a number of models, for example, the Quadrant D dimension of the Herrmann Brain Dominance Indicator, Divergers in the Kolb Model, and Type 4 (Dynamic Learners) in the 4MAT Model. Green Hat learners are creative and innovative in their approach to learning, they enjoy puzzles and problem-solving exercises. They like to think “outside the box” and will keep seeking alternative solutions to problems and should therefore be challenged with practical exercises that require many points-of-view to fully solve.

51. Red Hat Red Hat (Emotional) The ‘Red Hat’ is the emotional approach, this dimension describes people who are in touch with their feelings and with themselves, like the Intrapersonal intelligence of Howard Gardner’s Multiple Intelligences. Red Hat learners are emotional and instinctive, they love to debate and discuss ideas. They are in touch with their feelings and care a lot about their own environments. They like to participate in lectures, love working in groups and are very strong at practical subjects.

52. Blue Hat Blue Hat (Facilitator) The ‘Blue Hat’ is the facilitating approach, this dimension describes the learners who are holists and natural leaders. It is like the Interpersonal intelligence of Howard Gardner’s Multiple Intelligences. The Blue hat learners are holistic in their approach, can be very effective leaders, but need lots of thinking time to help them ensure they have thought things out fully. They prefer lectures or exercises where a clear overview is given, can have a strong visual preference, and tend to be very rule-orientated.

53. Questionnaire Particularly for the non-verbal students in this study, two key decisions were taken, – the questions were kept relatively straightforward – the number of questions was kept to a minimum.

57. Some Heuristics for forming teams Only one learner with strength in the blue hat to avoid conflict between multiple leaders. As many learners with strengths in green hat as possible, to ensure high creatively. An equal number of yellow hat as black hat learners, to balance the positive with the negative. An equal number of white hat as red hat learners, to balance the logical with the emotional. Considering that black hat thinking is heavily emphasised by Western thinkers (de Bono 00, p. xii) and comes most naturally to us, as an alternative to point (c) it may be worth considering having a few more yellow hats than black hats. Clearly it may not always be possible to have all of these criteria

58. A new Model ?

59. Logical & Analytical Structured & Practical Imaginative & Holistic Intrapersonal & Discussion

60. Logical & Analytical Structured & Practical Imaginative & Holistic Intrapersonal & Discussion

61. Structured & Practical Imaginative & Holistic Intrapersonal & Discussion

62. Imaginative & Holistic Intrapersonal & Discussion

63. Intrapersonal & Discussion