1. Differentiated Instruction In plain English EDG 535 Cabrini College Jessica Weaver

2. Most-Effective Teachers J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

3. DI is not… Just another way to group kids Just another way to group kids Expecting less of struggling learners Expecting less of struggling learners A substitute for specialized services A substitute for specialized services Chaotic Chaotic New New Just one more thing Just one more thing

4. …One size fits all

5. DI is… Different styles of content, process, product Different styles of content, process, product Respectful of all learners Respectful of all learners Proactive Proactive A blend of whole class, small group, and individual instruction A blend of whole class, small group, and individual instruction Focused on students Focused on students

6. Definition??? “A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests and learning needs.” Carol Ann Tomlinson

7. In plain English??? “…an appropriate teacher response to learners’ needs.” “…an appropriate teacher response to learners’ needs.” So…make connections between the content and students’ human needs. So…make connections between the content and students’ human needs.

8. The opposite of meeting student needs? “You can have any color you want…

9. …as long as it’s black.” Henry Ford

10. Why use DI? Using your non-dominant hand: 1. Write your name at the bottom left corner 2. Recreate the following image from memory

12. You’ve got 30 seconds…

13. How did you do???

14. Using your non-dominant hand, write the following number from memory…

15. 17766024365911

16. You’ve got 30 seconds…

17. “Currently, students are required to adapt…to the prevalent teaching practices, instructional materials and assessment instruments. Those who aren’t adept are viewed as being deficient in their ability to learn.” Marie Carbo, Educating Everybody’s Children

18. Let’s try again, but use your dominant hand and think of… The Declaration of Independence The Declaration of Independence Minutes/Hours/Days Minutes/Hours/Days Emergencies Emergencies

19. Declaration of Independence Declaration of Independence1776 Minutes/hours/days Minutes/hours/days60/24/365 Emergencies Emergencies911

20. 17766024365911

21. Are you “deficient” in your ability to learn???

22. What do you “need to know?” Accommodating multiple learning needs within regular units Accommodating multiple learning needs within regular units Safe classrooms in which students feel valued Safe classrooms in which students feel valued No “fuzzy” curriculum or busy work No “fuzzy” curriculum or busy work Multiple forms of assessment Multiple forms of assessment Flexible grouping Flexible grouping No silver bullets No silver bullets

23. So what does DI look like?

24. What is content, process, product? Content Content Multiple options for delivering appropriate information Process Process Multiple options for making sense of that information Product Product Multiple options for expressing what students know

25. In plain English??? Stuff you want kids to understand Stuff you want kids to understandContent Ways a kid messes with stuff Ways a kid messes with stuffProcess Ways kids prove they know your stuff Ways kids prove they know your stuffProduct

26. ContentProcessProduct According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

27. Consistent for all students Ideal areas for differentiation May be differentiated Lesson Template http://Week unit overviewWeek unit overview

28. How do I adapt content? Different starting points for different kids Different starting points for different kids Varied resources/multimedia/integrate technology Varied resources/multimedia/integrate technology Exit cards Exit cards

29. How do I adapt process? Tiered assignments by “readiness” Tiered assignments by “readiness” Flexible grouping Flexible grouping Graphic organizers Graphic organizers Modify environment/allow movement Modify environment/allow movement

30. Provide “fidgets” Paper clips Paper clips Painter’s tape Painter’s tape Pipe cleaners Pipe cleaners Stress balls Stress balls Fake grass under desks Fake grass under desks

31. Howard Gardner’s…

32. I will read:I will look at and listen to:I will write: I will draw:I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract (elementary) #1 Name _______________________ Student signature: ___________________ Date __/__/__ Teacher signature: ________ __________ Date __/__/__

33. Learning Contract (secondary) #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

34. How do I adapt product? Culminating performance tasks Culminating performance tasks RAFTs/WebQuests RAFTs/WebQuests Varied assessment types Varied assessment types Encourage choices Encourage choices

35. What does all of this really mean??? Know your kids! Know your kids!

36. “The biggest mistake…in teaching has been to treat all children as if they are variants of the same individual and thus to feel justified in teaching them the same subjects in the same way.” Howard Gardner

37. How are kids different? Biology Biology Privilege Privilege Position for learning Position for learning Preferences Preferences Background Background

38. Our task is not to provide an education for the kind of kids we used to have, or want to have, or the kind that exists in our dreams.

39. Our task is to provide an education for the kind of kids we do have. Mary Kay Utecht

40. Which one is Differentiated Instruction? StudentEmpty Vessel StudentEmpty Vessel TeacherProvides answers TeacherProvides answers TimeFixed TimeFixed CurriculumMastery of Facts CurriculumMastery of Facts InstructionWhole class, single pace & summative assessments InstructionWhole class, single pace & summative assessments StudentProblem solver TeacherProvides the questions TimeRelated to student needs CurriculumMastery of ideas InstructionVaried structure, pace, multiple assessment types

41. Tiered Lesson Activity- Mod. 7 Indiana Department of Education Indiana Department of Education Indiana Department of Education Indiana Department of Education Jordan School District, Jordan, Utah Jordan School District, Jordan, Utah Jordan School District, Jordan, Utah Jordan School District, Jordan, Utah