1. Author: Brenda Stephenson The University of Tennessee Date submitted to deafed.net – Date submitted to deafed.net – March 6, 2006 March 6, 2006 To contact the author for permission to use this PowerPoint, please e-mail: bsimmon1@utk.edu To contact the author for permission to use this PowerPoint, please e-mail: bsimmon1@utk.edu bsimmon1@utk.edu To use this PowerPoint presentation in its entirety, please give credit to the author. To use this PowerPoint presentation in its entirety, please give credit to the author.

2. Differentiated Instruction Presented by: Brenda Stephenson The University of Tennessee CEASD Conference Atlanta Georgia 2005

3. WHAT IS IT? Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse classrooms. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse classrooms. (adapted from Hall, T.,2003)

4. Preassessment Curriculum State and Local Standards & Benchmarks Student Readiness Ability Interests Talents Prior Knowledge Content What teacher plans to teach Process How T Plans Whole class Groups/Pairs Product

5. WHAT IT IS NOT? It is not just giving all students the same assignment and …only… It is not just giving all students the same assignment and …only… Adjusting the level of difficulty Adjusting the level of difficulty Grading some students harder than others Grading some students harder than others Letting students who finish early play games Letting students who finish early play games Giving gifted students more work Giving gifted students more work

6. HOW DO YOU DIFFERENTIATE? Differentiation can occur in: Differentiation can occur in: Content Content Process Process Product Product Environment of the classroom Environment of the classroom

7. Content Differentiation Teachers must PRE-TEST students Teachers must PRE-TEST students Determine which students need direct instruction Determine which students need direct instruction Plan application of concept through problem solving Plan application of concept through problem solving Allow students to work ahead independently Allow students to work ahead independently

8. Process Differentiation Vary the learning activities or strategies Vary the learning activities or strategies Use graphic organizers, maps, diagrams or charts to display comprehension Use graphic organizers, maps, diagrams or charts to display comprehension Vary the level of graphic organizer Vary the level of graphic organizer

9. Product Differentiation This means varying the complexity of the product that students create to demonstrate the mastery of concepts. This means varying the complexity of the product that students create to demonstrate the mastery of concepts. It is important to allow choices of products. It is important to allow choices of products. Group Activity: I need Group Activity: I need 4 volunteers… 4 volunteers…

10. Environment Differentiation This means accommodating the students individual learning styles. This means accommodating the students individual learning styles. Many studies and research about learning styles such as the work of Dunn and Dunn, Renzulli, and Gardner Many studies and research about learning styles such as the work of Dunn and Dunn, Renzulli, and Gardner Valuable to use what we know about students to enable them to demonstrate mastery of content. Valuable to use what we know about students to enable them to demonstrate mastery of content.

11. Learning Styles http://www.ldpride.net/learning_style.html http://www.ldpride.net/learning_style.html http://www.ldpride.net/learning_style.html This url has an interactive test to determine learning styles. This url has an interactive test to determine learning styles.

12. What does the research say? Very little empirical data is available in our field about research based strategies and best practices Very little empirical data is available in our field about research based strategies and best practices Most of what is published is anecdotal or experienced-based. Most of what is published is anecdotal or experienced-based. We need to establish a research agenda in our schools so that we can prove that the strategies we are implementing are effective. We need to establish a research agenda in our schools so that we can prove that the strategies we are implementing are effective.

13. How do teachers implement DI? Encourage teachers to begin with only one content area at a time. Encourage teachers to begin with only one content area at a time. Teachers need to focus on concepts and emphasize ways the content is meaningful. Teachers need to focus on concepts and emphasize ways the content is meaningful. Teachers must use ongoing assessment. Teachers must use ongoing assessment.

14. Begin at best practice level instead of middle of the range Begin at best practice level instead of middle of the range Time is needed to accomplish DI; block scheduling is helpful Time is needed to accomplish DI; block scheduling is helpful Use multiple texts and supplemental materials Use multiple texts and supplemental materials Use problem-based learning strategies Use problem-based learning strategies

15. The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson is a great resource

16. What is your role as an administrator? Promote your belief in the concept of DI by actions Promote your belief in the concept of DI by actions

17. Provide your faculty with a clear plan of action which includes your expectations Provide your faculty with a clear plan of action which includes your expectations

18. Training in DI must be provided. Training in DI must be provided.

19. Provide assessment training for your teachers. Provide assessment training for your teachers.

20. Provide time to your teachers for planning the implementation Provide time to your teachers for planning the implementation

21. Visit in the classrooms more Visit in the classrooms more

22. Assign mentors Assign mentors Group teachers Group teachers

23. Give examples of DI Give examples of DI

24. Be a part of the team Be a part of the team Allow teachers to discuss what they need Allow teachers to discuss what they need

25. Review lesson plans and make comments and suggestions Review lesson plans and make comments and suggestions

26. Lesson/Unit Template Subject: (Grade levels) Subject: (Grade levels) Rationale: Rationale: Strategy: Strategy: Differentiate What: Differentiate What: Differentiate How: Differentiate How: Resources Needed: Resources Needed: Teacher Preparation Teacher Preparation Grading Rubric Grading Rubric

27. Accept the pace of your faculty and reward their efforts! Accept the pace of your faculty and reward their efforts!

28. Conclusions… With IDEA and NCLB the need to use the general curriculum increases With IDEA and NCLB the need to use the general curriculum increases We need to find ways to help our deaf and hard of hearing students progress to their potential We need to find ways to help our deaf and hard of hearing students progress to their potential DI is a strategy that will promote that achievement! DI is a strategy that will promote that achievement!