1. Differentiated Instruction: One Size Does Not Fit ALL
Overview
Facilitated By
Sara Fridley
Region 3 Education Service Agency 1

2. Workshop Outcomes
Increased understanding of what Differentiated Instruction IS & IS NOT
Add to our Instructional Strategies Toolbox
Reflection Activity
What is Differentiated Instruction reflection survey - individually!
Discussion follows.
No right or wrong answers.

3. “If students don't learn the way we teach them, we must teach them the way they learn.”
- Marcia Tate, Developing Minds Inc., Conyers, GA
In a differentiated classroom it is the teacher who does the adapting.

4. Differentiation IS NOT . . .
The same as an IEP for every student
Just another way to group kids
Expecting less of struggling learners than of typical learners
A substitute for specialized services
Chaotic
New

5. Good Differentiation IS . . .
Varied avenues to content, process, product
Respectful of all learners
Proactive
Student-centered
A blend of whole class, small group, and individual instruction
Based on students’ readiness, interests, and/or learning profile

6. Shift Happens

7. Essential Questions Who are the students in our classrooms?
What diversity impacts and influences curriculum and instruction?

8. Diversity in the Classroom
ADD
ADHD
Gifted/Talented LD
Vision Impaired
Hearing Impaired
Maturity
Readiness
Autistic
Physically Disabled
Multiple Handicapped
English Language Learners
Social Status
Economic Status
Samples. What others can the group add?
Group will read article “No Two Are Quite Alike” using a jig saw & reporting back to the whole group about diversity in our classrooms and how we handle it.
Administrators will read Leadership Compass article – and discuss what they expect to see in the classroom. Share high points with group.

9. Do You Know Your Students?
Getting to know your students is the key to making DI work
Variations
Interest Surveys (students & parents)
Graphing How I’m Smart
Profile Poster
Mystery Bag
Bio Match

10. How well do YOU know the people around you?
3 Facts & a Fib
Write 3 facts about yourself
Write 1 fib about yourself
Circulate & talk to 5 people
If they do not correctly identify the fib, they must sign your postcard
3 Facts & a Fib Activity:
Participants will use an index card and write 3 facts about themselves and 1 fib – in random order.
Then they will make the rounds to introduce themselves with each other.
Each person they talk to will have the opportunity to identify the FIB. If they are wrong, then they must sign the back of the person’s index card.
This activity works great with students as a review of content/knowledge. It does require some follow-up with the teacher to make sure the fibs are all clearly identified.

11. Begin With the Brain

12. Brain Principles The brain is a complex adaptive system.
The brain is social.
The search for meaning is innate.
The search for meaning occurs through patterning.
Emotions are critical to patterning.
Every brain simultaneously perceives and creates parts.

13. More Brain Principles
Learning involves both focused attention and peripheral perception.
Learning always involves conscious and unconscious processes.
Multiple ways of organizing memory.
Learning is developmental.
Complex learning is enhanced by challenge and inhibited by threat.
Every brain is uniquely organized.

14. The Body, Movement, and the Brain
Movement (large motor) increases the flow of oxygen to the brain
Stimulates internal memory triggers
Standing up
Stretching
Changing location for a new concept (outside, library, lunchroom, sitting on the floor)
Koosh balls, bean bags, “fidgets”

15. Strategy Ideas Stations (centers, etc.) Movement during a short quiz
These work for EVERY age group
Movement during a short quiz
Post questions on bright paper around room
Students walk around to each “station”
Create human histograms

16. Time, Time, and More Time Attention span is impossible to control
Time is a four-letter word!!
Prep time
Need more time
Time on task
Opportune times for learning
Attention span is impossible to control
10-15 minutes maximum
Less for younger students

17. Time On Task . . . “Change gears” every 15 minutes
Break up an activity into parts
Pause activity to move/reflect/question/review
Calling on students at random
Not just the kids with their hands up!

19. Need More Time . . . Adequate practice & reflection take TIME!!!
Reflection solidifies understanding of concept
Practice needs to come in more than one format
Problem/Question of the Day
Sometimes the “fluff” is the best learning experience
Integrate other content areas
Studying grammar? Use social studies or science concepts in your sample sentences!

20. 20 – 2 – 20 Rule . . . Re-explain within 20 minutes
Review & apply within 2 days
Reflect & re-apply within 20 days

21. Opportune Learning Times . . .
Hold reasonable expectations
Some kids aren’t “there” developmentally
Downtime is real
Time of day matters
Not the same for big kids & little kids
Time during class or lesson matters
First & Last

22. Involve the Senses
See
Hear
Taste
Smell
Touch

23. The Role of Music Stimulates the brain & increases attentiveness
Right side for creativity
Activates thinking parts of the brain
Creates a sound curtain to isolate groups
Effects emotions, heart rate, mood, mental images of listener
Embeds learning faster
Alphabet song

24. Smell & Taste Trigger Memory. . .
Common Trigger Smells
Fresh air
Peppermint
Lavender
Lemon
Cinnamon
Chocolate
Can trigger both positive & negative memory
Use common sense & check on allergies

25. Time For a Break

26. Color Increases Understanding
Using color for key concepts can increase memory retention up to 25%

27. Experiment

28. Memorize the Pattern 30 seconds
Orange
Purple
Yellow
Blue
Red
Pink
Black
Green
Orange
Purple
Yellow
Blue
Red
Pink
Black
Green

29. Memorize the Pattern 30 seconds
Orange
Blue
Green
Purple
Yellow
Pink
Red
Orange
Blue
Green
Purple
Yellow
Pink
Red

30. Teach in Color Color Code Painted Essay Colored Acetate Key Concepts
Colored Pens
Color with Sunshine
Painted Essay
Colored Acetate
Number chart
Sliding mask
Highlighting tape
Strategies to share:
Color with Sunshine
use yellow to highlight errors
Hand back the work to provide opportunity to correct & master skill (Mastery Learning)
Record attempts at assignment on back of paper
Acetate strips & the numbers chart
Make sliding mask & focus frames
Modify sliding mask with colored acetate

31. A Quick Start “Color Code” key concepts Correct “with sunshine”
Easy in modern classrooms
White boards, Smart Boards, & computer software
Key terms in all content areas
Math (parts of equations)
Language arts (parts of speech, important vocabulary, editing)
Correct “with sunshine”
Students do their own color coding
Highlighting Tape
Colored pens/pencils/highlighters

32. Word Walls in Color
CALEB GATTEGNO

33. Correct “With Sunshine”
Use yellow highlighter to identify incorrect answers
Give student option to correct and receive partial (or whole) credit
Key to success – require students to explain in writing what they did wrong and how they corrected the problem

34. Use Colored Pens/Pencils
In writing for peer editing
Each member of group gets a different color
Can instantly see if everyone has contributed
Option – students use colored pen for their own editing/revising
For language study
Color code the different tenses
Color code the verb endings (world languages)
Color code roots/prefixes/suffixes

35. Skier (to ski) Je skie Tu skies Il/elle/on skie Nous skions Vous skiez
Ils/elles skient

36. The Painted Essay
Students from a 6th grade class in Sheldon VT

37. Peripherals Post key concepts or terms on walls
Use bright colored paper
At test time . . .
Leave it up in same place
Cover the concept with the same color paper
Memory trigger for visual learners
They can “picture” the words.

38. Enhancing Memory Memory storage is stimulated by Novelty
Emotion (fear, excitement)
Personal Connections

39. Phases & Categories of Memory
Learning/encoding
Storage
Retrieval
Sensory
Short term
Immediate
Active working
Long term

40. What Are Memory Barriers?
Lack of sleep
Dehydration
Lack of focus/concentration
Lack of appropriate cues
Distortion of information

41. TEACHER: Donald, what is the chemical formula for water?
DONALD: H I J K L M N O.
TEACHER: What are you talking about?
DONALD: Yesterday you said it's H to O.

42. Characteristics of Memory
Sensory
The more of the 5 senses stimulated, the easier it will be to recall
Intensity
Stands out in our memories
Emotional
Both positive & negative
Survival
Emotional & psychological as well as physical

43. More Characteristics of Memory
Personal Importance
Easier to remember things that have a personal impact
Repetition
More often we recall info, the better we get at recalling on demand
Pattern . . .
First & Last
The brain most easily remembers things from beginning & end of sessions

44. Memory Strategy Ideas Use the 5 senses Movement Time Chunk information
Make connections between old and new knowledge
Find the patterns
Frequent understanding checks
Practice
Reflection
Interest
Intent

45. Dots on Grids A B D C

46. Time For Lunch

47. Simple Learning Styles
Auditory
Learns best from listening
Visual
Learns best from seeing
Kinesthetic/Tactile
Learns best from doing
Take Learning Styles Inventory to identify our own learning preferences.

48. Why Visual Literacy? Over 80% of today’s students are visual learners!
Average youth today
By age ,000 hours watching TV
By age 14 has seen 12,000 murders on network TV programming!!!!
By 18 – 12,500 hours in school
Average vocabulary of 14-year-olds is shrinking
In 1950 – 25,000 words
In 1999 – 10,000 words

49. Visual Learner Images go directly to long-term memory in brain
Humans process visuals 60,000 times faster than text
Words processed sequentially
Keyboard
Images processed simultaneously
Camera

50. perimeter
area

51. Graphic Organizers – Show ‘n Tell
Teacher use
Help learners visualize information
Critical for visual learners!!
Student use
Great way for students to process understanding
Add another aspect
Large size for group work
Manipulate the pieces

52. Graphic Organizer Examples

53. Nomadic Learners
“If we build in enough movement during the class period, students will be less likely to move on their own.”
Motion resources
Minds in Motion
Learning on Their Feet

54. Tactile/Kinesthetic Learner
Needs to manipulate information
Needs to MOVE frequently
Act it out
Music stand learning
Home away from home
Fidgets

55. Turn Your Paper Sideways
Grades 2-7 (lower or higher if needed)
A trick for lining up numbers when working with multi-digit numbers in columns
TURN THE PAPER SIDEWAYS & use the lines as column guides
Also provides novelty (brain trigger)

56. Gardner’s Multiple Intelligences
Logical/Mathematical
Visual/Spatial
Musical/Rhythmic
Bodily/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Verbal/Linguistic

57. Sternberg Intelligences
Analytical
Practical
Creative
Use handout 17 for this topic. Discuss!!!!!

58. Essential Question
How do we enrich the experiences of our students, so that they will remember their experiences in our classrooms?

59. Here’s to the crazy ones. The misfits. The rebels. The troublemakers
Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who see things differently. They’re not fond of rules. And they have no respect for the status quo. You can praise them, disagree with them, quote them, disbelieve them, glorify or vilify them. About the only thing you can’t do is ignore them. Because they change things. They invent. They imagine. They heal. They explore. They create. They inspire. They push the human race forward. Maybe they have to be crazy. How else can you stare at an empty canvas and see a work of art? Or sit in silence and hear a song that’s never been written? Or gaze at a red planet and see a laboratory on wheels? We make tools for these kinds of people. While some see them as the crazy ones, we see genius. Because the people who are crazy enough to think they can change the world, are the ones who do.

60. 3 Keys to Differentiated Instruction
Content
What we teach students
Materials and methods used
Process
Activities
Calls on students to use key skills
Product
How students show what they have learned
Should also allow students to extend what they learned
In a differentiated classroom it is the teacher who does the adapting – not necessarily the student.

61. Key #1 – Adapt Content Refers to both materials & methods
Accommodate students’ different starting points
Some students ready for more complex or abstract levels
Some students ready for independent work

62. Can You Identify This?
Migrating Bacteria. Bacterial colonies growing in a pattern in a petri dish. (ABCNews.com)

63. Use Large, Rich Words Encourage kids to ask, “What does that mean?”
Hydrophobic: what are the roots of this word that help us know what it means? (ABCNews.com)

64. Key #2 – Adapt Process Students use key skills Common focus
Bloom’s Taxonomy
Multiple Intelligence Theories
Common focus
Vary student activities – not the target
Vary complexity
Teacher uses a variety of methods

65. More Than One Way to Get There

66. Examples of Process DI Adding “movement” Adjusting “time”
Use good reading strategies in ALL content areas & grade levels
Choices of tasks
Jig Saw Assignments
Cubing, ThinkDots, Think-Tac-Toe
RAFTS
Graphic Organizers
Learning Centers & Learning Logs

67. Have a computer in your classroom?
Great Online Resources
(formerly Marco Polo)

68. eField Trips & Scavenger Hunts
Virtual Tours
Many require registration
Includes “ask the expert” sessions

69. eField Trips & Scavenger Hunts
Internet Scavenger Hunts
Univ. Sioux Falls site with lots of topics

70. Q – How many Wiki people does it take to change a light bulb?
A – One, but anyone can change it back.

71. Time For a Break

72. Key #3 – Adapt Product Students have choices of product
Students use key skills to create product
Bloom’s Taxonomy
Multiple Intelligence Theories
Common focus
Vary student activities
Vary complexity

73. In an increasingly fast-paced world we don’t make time for
Life in the fast lane . . .
In an increasingly fast-paced world we don’t make time for
creative activities.

74. Providing Task Choices
Cubing
Think Dots
Think Tac Toe
RAFTS
Student Contracts
Tiered Assignments

75. Tiered Assignments
Rationale – “when tasks are well beyond the grasp of students, those students do not learn.”
Burn out
Rationale – “advanced learner may make A’s when tasks are too easy for them, but they also do not learn.”
Tedium
Zone of Proximal Development
“we learn only when tasks are a little too hard for us and a support system is available to help us.”
Moderate Challenge

76. When Tiering – Adjust . . . Level of Complexity Amount of Structure
Materials
Time/Pace
Number of Steps
Form of Expression
Level of Dependence
Dr. Carol Tomlinson from the University of Virginia has developed an instrument called “The Equalizer” that can be used by teachers to consider different factors that can be adjusted to provide challenge and success.
This overhead lists some of the areas that teachers should consider when making adjustments for students in different groups.

77. Indicators of Effective Tiers
Tiers are squarely focused on essential knowledge, understanding, and skill
Tiers are equally engaging to students
Pre-assessment formed basis for assigning students to tiers
ALL students must think at a high level to complete task
Support system is in place
Students understand the task and why they are not all doing the same thing

78. IDENTIFY OUTCOMES THINK ABOUT YOUR STUDENTS INITIATING ACTIVITIES
WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTS
PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIES
USE AS COMMON EXPERIENCE FOR WHOLE CLASS
This graphic represents a sequence for planning a tiered activity or assignment. (Walk through graphic) There is nothing sacred about three groups---the teacher may want to use two groups or as many as four or five. Assessment, diagnosis, and prescription are integral to the use of this strategy. The strategy itself is very visible and viable and usually makes sense to students and parents.
GROUP 1
TASK
GROUP 2
TASK
GROUP 3
TASK

79. Layered Curriculum Kathie Nunley Layers based on Bloom’s Taxonomy
“C” Level (knowledge base)
“B” Level
“A” Level (highest level thinking skills)
Layers based on Bloom’s Taxonomy
Each student makes choices from ALL layers

80. Differentiated & Tiered Lesson Resources
Kathie Nunley’s Layered Curriculum
Indiana Dept. of Ed Gifted & Talented
Regina, Saskatchewan Schools
Check out their other resources too
Washington and Lee University

81. Cubing / Think Dots / Think Tac Toe
Provide for levels of thinking
Bloom’s levels
Learning Styles
Multiple Intelligences
Variety of uses
Choice of task
Below, At, or Above Grade Level options
Individual or group tasks

82. Connect It
Illustrate It
Change It
Solve It
Rearrange It
Question It
Cartoon It
Satirize It
Evaluate It
Cubing
Describe It Look at the subject closely (perhaps with your senses in mind).
Compare It What is it similar to? What is it different from?
Associate It What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.
Analyze It Tell how it is made. If you can’t really know, use your imagination.
Apply It Tell what you can do with it. How can it be used?
Argue for It or Against It Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

83. Ideas for Kinesthetic Cube
Arrange _________into a 3-D collage to show_________
Make a body sculpture to show__________________
Create a dance to show_______________________
Do a mime to help us understand_________________
Present an interior monologue with dramatic movement that________________________
Build/construct a representation of________________
Make a living mobile that shows and balances the elements of __________________
Create authentic sound effects to accompany a reading of ________________
Show the principle of _____________with a rhythm pattern you create. Explain to us how that works.

84. Ideas for Cubing in Math…
Describe how you would solve_____________
Analyze how this problem helps us use
mathematical thinking and problem solving.
Compare this problem to one on p._____
Contrast it too.
Demonstrate how a professional (or just a regular
person) could apply this kind of problem to their work
or life.
Change one or more numbers (elements, signs) in
the problem. Give a rule for what that change does.
Create an interesting and challenging word
problem from the number problem. (Show us how to
solve it too)
Diagram or Illustrate the solution to the problem.
Interpret the visual so we understand.

85. Think Dots Typically a small group or individual activity
Vary the purpose for using
Pre-assessment
Anchor activity
Bell-ringer
Review
Post-assessment
Homework

86. THINK DOTS Describe… Apply… Question… Argue for or against… Satirize…
Compare and/or contrast…

87. a, b, c and d each represent a different value.
If a = 1, find b, c, and d.
a + b = c
b - b = d
c + a = -a
Explain the mathematical reasoning involved in solving
card 1.
Explain how a variable is used to solve word problem.
Create an interesting word problem that is modeled by
2x + 4 = 4x - 10.
Solve the problem.
Diagram how to solve
3x + 1 = 10.
Explain why
x=4 in 2x = 8,
but x=16 in ½ x = 8.
Why does this make sense?
Continue with example.
Think Dots
Title: Algebra level 2

88. R.A.F.T.S.
Role
Audience
Format
Topic
Strong Verbs

89. RAFT Activities Role Audience Format Topic Gingerbread Man Our Class
Oral Response
I never should have listened to the fox
Squanto
Other Native Americans
Pictographs
I can help the inept settlers
Band Member
Other Band Members
Demo Tape
Here’s how it goes
Monet
Van Gogh
Letter
I wish you’d shed more light on the subject
Water Vapor
Water
A Love Letter
You make me so hot
Battery
Loose Wire
A Newspaper Article
Man has shocking experience
Multiplication Fact
Division Fact
Invitation to a Family Reunion
Here’s how we’re related

90. Wrapping It All Up

91. Assessing for Differentiation
Formative Assessment SHOULD
Happen frequently
Drive instruction
Who needs differentiation
The struggling student?
The gifted student?
What needs to be differentiated
Summative Assessment CAN
Be used formatively!

92. Principles to Guide Differentiated Classrooms
Focus on essentials
Attend to student differences
Assess often and use it to make adjustments/modifications
Mutual respect
Be flexible
Doesn’t happen 100% of the time!!!!

93. Simple Ways to Start
Add an interdisciplinary element to a favorite unit
Collaborate with other teachers
Add movement/touch/visual aids to existing lessons & activities
Apply Multiple Intelligence thinking to group/individual projects
Offer students choices of product/presentation

94. Four Steps to MUCH better Curriculum

95. Step One: Hook
How am I going to make the task appealing, inviting, and intriguing to my students?

96. Step Two: Focus
Does the task absolutely and with no ambiguity call on students to grapple with one or more of the key understandings and skills of the unit?

97. Step Three: Ratchet
Is the task crafted at very high levels of thought and production for the students who perform it? Are you confident it will stretch them in use of information, critical and creative thinking, reflection on their thinking, skill and accuracy,research, insight, or other areas valuable in this effort?

98. Step Four: Tighten
Are the directions written in such a way that the students cannot take the “low road” or the easy way out with their work? Are they written to direct students to the “high road” of the quest for quality in work and thought?

99. High Quality Teaching…
Who we teach
How we teach
Where we teach
What we teach
It’s About Having All the Parts in Place…
Tomlinson ‘01