1. Final Project EDU 610 University of New England Course: Differentiation Theory & Strategy Date: December 15, 2008 Instructor: Dr. DeeAnn Cornelison Student: Debra Gardner-Baasch

2. Differentiated Instruction Putting Together the Pieces Presented by Debra Gardner-Baasch Rutland South Supvisory Union January 2009

3. What is it?  “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.” Carol Ann Tomlinson

4. Differentiation is responsive teaching which recognizes that students are diverse, so our teaching should reflect those differences. Recognizes Diversity

5. DI is a synthesis of best practices in education:  Educational psychology  Learning theory  Brain research  Motivational theory  Instructional best practice

6. What isn’t it?  Differentiation is NOT  New  A fad  Individualized lessons  Enrichment for those who finish early  MOTS (more of the same) curriculum  A type of tracking

7. Why bother with DI?  Motivating reluctant learner Student choice “Electives” versus “Required” Respects individual needs  Increases student engagement Student choice = buy-in Variety of entry points

8. Why bother with DI? (continued)  Accountability for student learning  Preassessments / Provides map  Formative Assessments / Ongoing  Summative Assessments / Conclusion

9. More about Assessment as a Diagnostic Continuum  Preassessment: Finding Out  Pretest  KWL  Self-evaluations  Formative Assessment: Keeping track & checking up  Quiz  Journal Entry  Self-evaluation  Conference  Exit card  Summative Assessment: Making Sure  Product/Demonstration  Test/Task

10. I teach it, but they just don’t  listen  get it  remember  DI “teaches for success.”

11. DI Addresses Attention  Attention Getters  Anticipation Guides  Variety  Audiovisuals

12. DI Addresses Understanding  Formative Assessment  Exit cards  Quizzes  Summarizing  Self- assessment

13. DI addresses Memory  Makes real-world connections  Variety of entry points  Choice adds to memorability

14. Tips for Comprehension: Activate prior knowledge Set purpose for reading Question the text Use Graphic Organizer Visualize Summarize in Chunks BEFORE DURING AFTER Reread Summarize Discuss

15.  Differentiate by planning for student differences in  Readiness  Interests  Learning style

16. Plan to differentiate curriculum Content Basic level for all Basic level for all One step further for most One step further for most Higher level yet, for some Higher level yet, for someProcess Variety of ways to get information: whole group, small group, individual via lecture, readings, online, videos, research, interviews, hands-on experience, etc. Product Variety of ways to display learning: editorial, interview, advertisement, map, time-line, mural, cartoon, PowerPoint, collage, musical, role play, TV show, charade, riddle, field trip, scientific drawing, photo essay, collection.

17. DI Lesson Planning Differentiate ContentProcessProduct According to student’s Readiness Interests Learning Style Style

18. How might that look? Divide class time into two sections: 1.Whole-class instruction 2.Independent / small group work Add choice options for independent work.  Start with only two or three options.

19. Would this add more grading?  Planning is the key Don’t try to add too many options at once. Keep it simple.

20. Low-Prep Differentiation  Choices of books  Homework options  Varied journal prompts  Student-teaching goal setting  Varied supplementary materials  Open-ended activities  Projects by interests

21. High-Prep Differentiation  Tiered activities, products  Independent studies  Learning contracts  Compacting  Interest groups  Community mentorships  Simulations  Problem-based learning  Lectures coupled with graphic organizers

22. Kathie Nunley’s Layered Curriculum C Layer : Gather Information Basic knowledge, understanding. B Layer : Apply or manipulate information Problem solving or other higher order thinking tasks. Connections to previous information. A Layer : Critically evaluate Highest and most complex thought. Analysis of real world issues

23. How does technology support DI?  SmartBoards: Add audiovisuals, interest, and real-world connections.  Web-based research: VT on-line library, World Book online, webquests  Google for Education suite of web 2.0 tools.  United Streaming: audiovisuals, real- world applications and connections.

24. Helpful links: Dr. Kathie Nunley’s website: http://www.help4teachers.com/samples2.htm DI Instruction links: http://www.internet4classrooms.com/di.html http://school.discovery.com/schrockguide/ http://edweb.sdsu.edu/people/bdodge/Professional.html Technology and DI: http://www.members.shaw.ca/priscillatheroux/differentiating.html http://www.teach-nology.com/teachers.lesson_plans www.kuglin.com http://webquest.org http://www.google.com/educators/index.html=

25. Bibliography Chapman, C. & King, R. (2005) Differentiated assessment strategies: One tool doesn’t fit all. Chapman, C. & King, R. (2005) Differentiated assessment strategies: One tool doesn’t fit all. California: Corwin Press. Nunley, K. (2006) Differentiating the high school classroom: solution strategies for 18 common obstacles. California: Corwin Press. Tomlinson, C. (2001) How to differentiate instruction in mixed-ability classrooms (2 nd ed.). Alexandria, VA: ASCD.