Differentiated Instruction Melissa Ferrell, KDE - - PDF document

Slide 1

Differentiated Instruction

Melissa Ferrell, KDE melissa.ferrell@education.ky.gov

Handout the Action Steps organizer for noting taking and prep to share out at the end of the presentation.

Slide 2

Learning Targets

• I understand the process of differentiating instruction to meet

the needs of all learners.

• I can design learning experiences that are responsive to the

varied needs of my students using the UbD model that integrates DI.

• I can identify instructional methods and approaches that

support the needs of diverse learners and how and when to use them.

Slide 3

Think – Pair – Share Define differentiated instruction. Pair w/ a partner and discuss your definition. Share w/ whole group.

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Differentiated Instruction

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Know your students!

• Aptitude – Transcripts (IC), Assessment Scores (MAP, ThinkLink/PAS, AIMS web), IEPs, 504

Plans…

• Learning Styles Inventory - ILP
• Interest Inventory – ILP
• Surveys – List of technology options that students can access. Students generate and update

a list of new tech tools and possible learning uses.

Slide 6

Carol Ann Tomlinson on Critical Transformations

Carol Ann Tomlinson on Critical Transformations http://www.youtube.com/watch?v=PNfshXciwUA&list=FLM5LDijiO3ool5PY3PEJFgw&index=25& feature=plpp_video Carol Tomlinson website http://www.caroltomlinson.com/

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• Differentiation doesn’t suggest that a teacher can be all

things to all individuals all the time. It does however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

• The idea of differentiating instruction is an approach to

teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums.

• Differentiated Instruction focuses on whom we teach, where

we teach, and how we teach. ~ Carol Ann Tomlinson

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http://www.literacywithoutlimits.org./

Science teacher highlights how to differentiate by allowing multiple ways for students to show what they know. Allow students choice so they can be creative and innovative in how they demonstrate learning. How can you use learning styles and student choice in order for students to utilize their strengths to interact w/ the content and show you what they know? http://www.literacywithoutlimits.org./

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Designing Differentiated Learning Experiences

As you view the following videos that showcase models of differentiation, consider the following question. How can you structure your classroom environment , schoolwide collaborative planning time, and school wide system that supports implementation of differentiated instruction and is specific to your school? Reteach and Enrich: How to Make Time for Every Student http://www.youtube.com/watch?v=J8DQugVxHv0&feature=player_embedded Differentiated Instruction: Fast Track to the Top http://www.edutopia.org/stw-differentiated-instruction-budget

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Designing Learning Experiences

1. What do students need to learn? (standards) 2. How will students make sense of and remember new information? (cognitive needs) 3. Which natural ways of learning will support this intellectual work? (interactive needs)

Know your students and content.

• What are the standards you are addressing?
• What is the content of those standards?

— What knowledge, processes, and/or skills will students need to master the standard?

• How can you design learning experiences that support the broad learner types in your class?
• Which instructional approaches or methods will support the specific needs of your students

in this particular learning experience? Differentiated Instruction, Robyn Jackson Mindstepsinc.com Designing Learning Activities in a Standards-based System – Ann Reeves (webinar archive) http://www.ascd.org/professional-development/webinars/anne-reeves- webinar.aspx

Slide 11 Texas SEDL, 2004 report

Remember to frame student learning by teaching the intended curriculum that aligns to the assessment and the standards.

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Instruction Curriculum Assessment

Here’s another way to visualize the alignment of instruction. “Align instruction to standards, benchmarks, and assessments, but also present instruction that is aligned to the learning needs of each individual student.” Total Instructional Alignment, Lisa Carter

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UbD

• Curriculum design model
• Focuses on what we teach and what assessment evidence

we need to collect

Understanding by Design + Differentiated Instruction DI

• Instructional design model
• Focuses on whom we teach, where we teach, and how we

teach

What is UbD? http://www.youtube.com/watch?v=WsDgfC3SjhM&feature=related Honoring the common core standards via UbD http://groups.ascd.org/resource/documents/122463-CCSS_UbD_slides_handout.pdf Meeting Standards by Design: Embedding Standards in the UbD™ Framework for Curriculum, Assessment, and Learning (webinar archive) http://www.ascd.org/professional-development/webinars/grant-wiggins-webinar.aspx UbD whitepaper http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

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Key Criteria for assessment should NOT be differentiated. Should NOT be differentiated.* May be differentiated. Should be differentiated.

Stages 1 and 2 outline the content and assessment for the lesson. In stage 3, where you design the learning activities/experiences, plan activities that provide multiple pathways for students to learn and show mastery of the content. Planning differentiated instruction enhanced by technology means that before any digital tools are chosen, before a single activity is determined, before assessment instruments are designed, the intended results must be

• decided. Then the technology should match the demands of the tasks.

*Small number of students w/ IEP may require alternative curriculum. Backward Design (UbD) http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf UbD Template edtech4schools.pbworks.com/f/UBD+Template.doc Differentiation Meets Digital Technology, Thomas Wolsey http://literacybeat.com/2012/06/18/differentiation-tech/

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This is a lesson/unit template that also highlights how to plan across categories of students. *Gradual Release: I do it, We do it, You do it. This is taken from Robyn Jackson’s DI Workbook. Student Categories: These descriptors show where pre-assessment data places the level the students are for the content of a particular lesson. HCHP – High Content, High Process HCLP – High Content, Low Process LCHP - Low Content, High Process LCLP - Low Content, Low Process The great thing about these descriptors is that pre-assessment shows which group a student falls into – not disability, language, or other label. So these descriptors are more acceptable and less stigmatizing than some of the labels we put on students. They simply show where the student performance is for that moment in time and how to plan for that level of performance.

They are fluid and vary from content area to content area and/or from lesson to lesson. For example, a student may be HCHP for one unit and need extensions because they know the content and accompanying processes but in the next unit they score LCLP and will need support. We just need to know the students background knowledge and increase it and build in scaffolds/supports. Access more info about these student descriptors at mindstepsinc.com or by going to my wiki.

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Design learning experiences using verbs. For more detail, look at next slide. What verbs are found in the common core (KCAS)? UbD – McTighe and Wiggins Rigor and Relevance - Willard Daggett http://www.spnetwork.org/content/RRFramework/pdf/R&Rframework.pdf Marzano’s Taxonomy of Useful Verbs http://wiki.adams50.org/mediawiki/images/f/f9/Bprtc_Marzano_taxonomy_verbs.pdf

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When planning to use digital tools in your activities, use the following guiding questions. What tools do my students know or might they learn to use? What digital technologies are available to the students in the classroom, at school, at home? What digital technologies can students bring with them to school to assist in their learning? Will the digital technologies that are part of the options for students really improve their learning relative to standards, learning targets or objectives, and intended learning results? * Bloom's Taxonomy Blooms Digitally, Andrew Churches, http://www.techlearning.com/article/blooms-taxonomy-blooms-digitally/44988 UbD – McTighe and Wiggins Rigor and Relevance - Willard Daggett http://www.spnetwork.org/content/RRFramework/pdf/R&Rframework.pdf

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Instructional Methods for Diverse Learners

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When designing learning activities, use broad approaches that will meet the needs of categories

• f learners.

Technology Tools Think about the tools like a content teacher. Keep your thinking focused on teaching and how to move students. Utilize the resources to richly impact the students in your classrooms.

• 1. What are the unique capacities of this tool? (i.e., What can I do with it that I can’t do with

anything else?)

• 2. What does it allow me to do that’s better (instructionally) than what I could do without it?

Bringing the Outside In; Kajder, Sara B., 2006 http://bringingtheoutsidein.com/chapters.htm

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Create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time. Plan for the groups/categories of learners for the specific content of the lesson/unit. Pre-test for group identification  what are the student needs for this content? Connecting Teachers, Students and Standards; Voltz, Sims, and Nelson, 2010

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“Teachers need to “play to” students’ strengths and to mitigate students’ learning weaknesses. This can be done only through the use of instructional variety.” Lasley & Matczynski, Strategies for Teaching in a Diverse Society DI Concept Map, The Differentiated Classroom: Responding to the Needs of All Learners; Carol Ann Tomlinson

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10 Teaching Strategies that Reach ALL Students

1. Be intentional about knowing your students 2. Incorporate small-group teaching 3. Teach to the high end 4. Offer more ways to explore and express learning 5. Monitor student understanding w/ informal assessments 6. Teach in multiple ways 7. Use basic reading strategies throughout the curriculum 8. Allow working alone or w/ peers 9. Use clear and quality rubrics

• 10. Cultivate a taste for diversity
• Tomlinson and McTighe

Consider these teaching patterns that reach students across “categories.” ~ Integrating Differentiated Instruction and UbD, Tomlinson and McTighe, 2006 What are the top 3 strategies that you feel you can begin implementing (or improve implementation if you’ve been using but not intentionally) when you go back to your classroom?

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Revisit the essential question: What would learning be like in my classroom/school if learning experiences were designed for the diverse needs of my students within the context of high quality curriculum? Whole group feedback on the Action Steps handout (pass out them out at beginning of session so participants can take notes during the presentation). What is their plan for taking this info back to their district/school and implementing?

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Learning Targets

• I understand the process of differentiating instruction to meet

the needs of all learners.

• I can design learning experiences that are responsive to the

varied needs of my students using the UbD model that integrates DI.

• I can identify instructional methods and approaches that

support the needs of diverse learners and how and when to use them.

Slide 25

Questions

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Melissa Ferrell Consultant, KDE melissa.ferrell@education.ky.gov

@melsuzfer Online Resources Available at melissaferrell.pbworks.com