Differentiated Instruction: Strategies for Effective Implementation

1. Differentiated Instruction: Strategies for Effective Implementation Dr. Eileen Flicker Wappingers CSD February 17, 2012

2. Today’s Agenda • Overview of differentiated instruction • Definition • Rationale • Strategies • Classroom management • Role of the teacher • Technology integration • Common Core • Lesson planning • Obstacles & Successes

3. Differentiated Instruction

4. Differentiated Instruction “shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” Carol Ann Tomlinson

5. Differentiation Defined • Meeting needs of each student in heterogeneous classrooms by… • Adapting: • Content • Process • Product • Affect

6. 3 Ways to Differentiate • Readiness • Ability level • Pace • English proficiency • Interest • Highly motivating activities • Choice • Learning profile • Multiple Intelligences • Technology learners

7. Learning Styles • Howard Gardner’s Multiple Intelligences • Verbal/linguistic • Logical mathematical • Spatial • Bodily Kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist • Sternberg’s 3 Forms of Intelligence • Analytical • Practical • Creative • Left-brain vs. Right-brain dominant

8. Learning Conditions • Number of students in class • Desk, comfy chair, or floor • Time of day • Temperature • Light • Noise • Smells • Visual stimuli • Space

9. Why Differentiate? Nationally • 34% proficient in reading • 40% of US students proficient in math • ½ of students graduate • Wappingers CSD NYS scores higher but…

10. Why Differentiate? • Less than 50% of gifted students in United States receive education appropriate to their needs • More than 50% of gifted students are considered underachievers • 20% of nation’s gifted students drop out before graduating high school

11. 21 Things That Will be Obsolete in 2020 http://mindshift.kqed.org/2011/12/21-things-that-will-be-obsolete-in-2020/

12. Strategies for Differentiation • Many ways to differentiate • Menu of choices • Strategy should match needs of students • Strategy must be embraced by teacher

13. DI Video

14. Small Group Instruction • Small group instruction more effective than whole group instruction • Allows us to focus more attention on children • See & hear children’s responses • Gauge their thinking processes • Children are heard

15. Co-teaching Models • One teach, one observe • One teach, one assist • Station teaching • Parallel teaching • Alternative teaching • Tag team teaching

16. Flexible Grouping • Ability • Learning Style • Interest • Friendships • Balanced • Randomly • Behavior

17. Tiered Instruction • 3 Levels • Modify Content • Information, ideas, concepts, facts • Modify Process • Intellectually demanding tasks • Open-ended problems; inquiry-based learning • Active explorations & discovery • Self-directed learning • High level responses expected

18. Tiered Instruction cont… • Modify Product • Variety of tasks/assignments • Application of skills • Problems/investigations • Self-selected

19. Learning Centers • Multi-level activities related to unit of study • Learning objectives • Reinforcement/practice • Application of skills • Independent or cooperative learning

20. Anchor Activities • To provide meaningful tasks for students when they: • Complete an assignment • First enter the classroom • Become “stumped” • During guided reading

21. Multi-level Reading • Maximize opportunities for on-level reading • Same topic/theme • Related topics • Administrative task

22. Alternative Homework • Matches child’s skill level • Extension of differentiated class work • Reinforce/practice skill • Application • Meaningful & respectful

23. Varyied Questioning • Close-ended questions • Retrieval of facts & information • Open-ended questions Why do you think…? How can you explain…? What would you anticipate…? How would you modify….? • Bloom’s Taxonomy

24. Project/Activity Choices • Choices empower students • Provide limited choices • Projects • Presentations • Performances

25. Curriculum Compacting • 3-step process • Assess what a student knows & what still needs to be mastered • Plan for learning what is not known & excuse student from what is known • Plan for freed-up time to be spent in enriched or accelerated study • Accelerates, Eliminates & Replaces

26. Personal Agendas & Contracts • Agendas • Personalized list of tasks • Specified time • Independent & collaborative work • Contracts • Independent work • Empowers students/respects their interests

27. Mentorships/Apprenticeships • Student works one-on-one with • Resource teacher • Media specialist • Administrator • Parent Volunteer • Specialist from Community

28. Pre and On-going Assessment • Pre Assessment & Ongoing Assessment vital to differentiated instruction • Pretests • KWL chart • Exit cards –“tickets to leave” • Portfolio assessment • Rubrics • Student self-reflection

29. Curriculum/Instruction and Behavior • Interdependent relationship • Poorly managed classes have poor instruction & less instructional time • Well-managed classes have enhanced curriculum • How we teach affects behavior of our students

30. Motivation • Intrinsic vs. Extrinsic Motivation • Internal locus of control • Community • Relationships • Inquiry-based, active learning • “Schools and programs that manage to tap into the intrinsic interests and desires of students tend to be successful with all kinds of students...” (Noguera, 2003)

31. Classroom Management “I can’t teach in a small group because my students constantly interrupt me.” “ I can’t use the laptops because my kids will break them.” “ I have no time to create centers.”

32. Role of the Teacher • Facilitator • Help students access information • Technology learner • Give students opportunities to: • Work cooperatively • Use technology • Move

33. Technology Integration

34. Common Core & DI • Robust, relevant, rigorous • Support our ELLS and Spec. Ed. Students • ELA - Complex text & interdisciplinary literacy • Math – Deep understanding, application, dual Intensity • 21st Century Skills

35. Lesson Planning • Differentiate an existing lesson • Work alone or in pairs

36. Obstacles & Successes • How did you plan for differentiation? • Why don’t we differentiate all our lessons? • How can we differentiate more?

37. Conclusions Resources on Wiki http://wappingersdi.wikispaces.com/ One Size Does Not Fit All Eileen’s contact info: 845-774-8849 eflicker@developmentaldiscipline.com