differentiated instruction what works for students in the classroom christopher van dyke curriculum...

Differentiated Differentiated InstructionInstruction

What Works For StudentsWhat Works For StudentsIn the ClassroomIn the Classroom

Christopher Van DykeCurriculum Instruction and Technology Itegration

Music/Video in TeachingMusic/Video in Teaching

ACTIVITYACTIVITYTHE WRIGHT FAMILYTHE WRIGHT FAMILY

As you think about this activity, think of its implications for the classroom and our students.

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

AgendaAgenda

The Wright Family

Effective Teaching

Differentiated Instruction

SAY-DO PRINCIPLE OF LEARNINGSAY-DO PRINCIPLE OF LEARNING

WE TAKE IN NEW INFORMATION ESTIMATE% BY.. OF RETENTION

READING

HEARING

SEEING

HEARING & SEEING

TALKING OR WRITING AFTERONE OR MORE OF THE ABOVE

TALKING OR WRITING & DOING/APPLYING

10%

20%

30%

50%

70%

90%

Universal DesignUniversal Design• "inclusive design" and "design for all”

• design of products, services and environments to be usable by as many people as possible.

• eg. lever handles for opening doors rather than twisting knobs

• eg. automatic sliding doors

Universal Design in Universal Design in EducationEducation

• Environment• Materials• Delivery• Assessment• Grouping• Pacing• Language• Expectations

Most-Effective Teachers

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

Some TUSD Programs…Some TUSD Programs…

EffectiveTeaching

SkillfulTeacher Intercultural

Proficiency(ICP)

SuccessFor All(SFA)

Read 180

ReadingFirst

DifferentiatedInstruction

StateStandards

Gifted &Talented(GATE)

ExceptionalEducation

THINK-PAIR-SHARETHINK-PAIR-SHARE

What does What does differentiated differentiated

instruction mean to instruction mean to you?you?

Definition: Differentiated Definition: Differentiated InstructionInstruction

The process to approach teaching and learning for students of differing abilities in the same class.

The intent is to maximize each student’s growth and individual success.

Teachers recognize and react responsively to student’s varying background knowledge, level of readiness, language, learning styles, and interests.

How We Teach Makes A How We Teach Makes A Difference!Difference!

Least-Effective Teaching

Failing to activate students’ prior knowledge Failing to provide students with the framing for their

learning Presenting large amounts of material at a time Failing to guide student practice Giving little time for student processing of the new

material Expecting all students to get new material the first

time Failing to prevent students from developing

misconceptionsJ.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Most-Effective Teaching

Activating prior knowledge to make connections Framing the learning for all students Presenting smaller amounts of material at any time

(10:2 Theory) Guiding student practice as students worked

problems Providing for student processing of the new material

(10:2 Theory) Checking the understanding of all students Attempting to prevent students from developing

misconceptionsJ.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

The Teaching TrainThe Teaching Train

Step 1- Know Your Students

Determine the ability level of your students. This can be done by surveying past records of student performance to determine capabilities, prior learning, past experiences with learning,

etc.

Survey student interests. It is also important to get to know your students informally. This can be done by an interest inventory, an interview/conference, or asking students to respond to an open-ended questionnaire with key questions

about their learning preferences (depending on the age group).

Is behavior management a problem? This is key when planning for activities that require less structure. However, it is still important to determine learning styles and preferences for students who may have a hard time controlling their behaviors. Sometimes knowing preferences can help to motivate students to attend to any tasks that are presented. 

Step 2- Have a Repertoire of Teaching StrategiesBecause "one size does not fit all," it is imperative that a variety of teaching strategies be used in a differentiated classroom. Among many teaching strategies that can be considered, there are four worth mentioning: direct instruction, inquiry-based learning, cooperative learning, and information processing models.

•Direct Instruction

•Inquiry-based Learning

•Cooperative Learning

•Information Processing Strategies

Step 3- Identify a Variety of Instructional Activities

In a differentiated classroom, activities are suited to the needs of students according to the mixed ability levels, interests, backgrounds, etc.

For example, if you have English language learners in your class, you need to provide activities that are bilingual in nature or that provide the necessary resources for students to complete the activity with success.

Good activities require students to develop and apply knowledge in ways that make sense to them and that they find meaningful and relevant.

Step 4- Identify Ways to Assess or Evaluate Student Progress

A variety of assessment techniques can include portfolios, rubrics, performance-based assessment, and knowledge mapping.

Once again, we cannot assume that "one size fits all." As a result, varying means of student assessment is necessary if students are to be given every opportunity to demonstrate authentic learning.

Multiple IntelligencesMultiple Intelligences

Verbal LinguisticVerbal LinguisticListeningSpeaking ReadingEssays / Reports BiographiesAutobiographies VocabularyJournal DiaryCreative writing              DebatePoetryHumor / JokesStorytellingWord puzzlesResearch

InterviewSurveyMagazinesNewspapersNewslettersSymbolsPrintoutsObituary/EpitaphBirth announcementShort storyBook jacketPublic service announcementOral historyPower point Video production

MathematicalMathematicalLogicalLogical

Abstract symbolsFormulasOutlinesMatricesTangramsSequencesPatternsTheoremsGraphic organizersNumber sequencesCodesAnalogiesLogic

Calculations and computationsProblem solvingMazes PuzzlesSurveysTimelineGraphingPlottingSpreadsheetsChartsStatistical AnalysisConstructions

Visual SpatialVisual SpatialImageryImaginationPosterPatternsDesignsMosaicsModelsMapsIllustrationsPaintingsStoryboardsPaintingsMind-mapSculpture

Pictures Drawings VideotapesVisual aidsMurals StatuesMobilesDoodlesCollageCartoonsAds3D DrawingsPlastics Machining ProjectCADD/CAM Drawings

Body KinestheticBody Kinesthetic

Folk dancesSportsDramatizationsSkitsBody languageFacial expressionsExperimentsDanceGesturesCreative movementReenactmentsMartial arts

Body languageCharades PantomimesExerciseMimeInventingSports gamesLab workSportsInterviewsHobby collectionsObstacle course

Musical RhythmicMusical Rhythmic

RhythmsMusical compositionMusical performanceMusicalsInstrumentsWriting songsPerformanceHarmonies Melodies

ChordsChoral readingsAcappella choirsScoresPercussion vibrationsHummingEnvironmental soundsSinging

NaturalistNaturalist

CollectingField studiesUse of natural objectsObserving nature Bird watchingFishingPlanting Growing thingsForecasting weatherStar gazing

Exploring natural phenomena Categorizing rocksOrganizing systemsTrail walksWeather reportsDisease reportsOrienteeringWorking outside

Interpersonal Interpersonal Giving feedbackIntuiting others’ feelingsCooperative learning Person-to-person communicationEmpathy practicesCollaboration skillsGroup projectsDialogs conversationsDebatesArguments

CommunicationRound robinsGamesGroup tasks and projectsLeadership skillsCommercialsCampaign speechPhone conversationInterviewsConfessionSales pitch

Intrapersonal Intrapersonal

ListeningSpeaking ReadingEssays / Reports BiographiesAutobiographies VocabularyJournal DiaryCreative writing  DebatePoetry           

Humor / JokesStorytellingWord puzzlesResearchInterpretations“Centering” practices Focusing skillsAutobiographyMonologue

Existential Existential

InterpretationDebateIndividual goalsHistorical interpretation OpinionsCulturesReligious beliefsPhilanthropyDiscussion

Analysis of Character MotivesCurrent EventsStudent governmentSocratic seminarMock trialsMock electionsPosition paperQuestions to ponder

LunchLunch

Activity: Straw Activity: Straw TowerTower

• Form a team of two or three.

• Decide on the following:(1) Designer, (2) Reporter, (3) Time Keeper

• In 15 minutes, design and build the tallest tower you can using only 10 straws and 1 foot of masking tape.

• Be prepared to explain what was successful and what was not.

Grouping Students?Grouping Students?• Who decides?• How big are your groups?• What roles do you establish?• What rules do you set?• How often do you use groups?• When do you use groups?• What do you do if groups fight?

Shirt ActivityShirt Activity• Count off in two’s

(one, two).

• Each person: draw a shirt or a blouse.

• As a group, decide on which blouse you like the most.

Using TechnologyUsing Technology• Interactive Board (or just projector)• PowerPoint• Websites• Learning Center/Station• Media (YouTube, United Streaming)• Create PowerPoint, Website, Wiki,

Podcast… (well, not just yet).

Websites Websites ((http://http://di.weebly.comdi.weebly.com))

• YouTube, TeacherTube and United Streaming• Internet 4 Teachers• Differentiation in Wilmette• BBC Skillswise• Virtual Manipulatives for Math• StarFall and Story Place• Interesting Things for ESL Students• Weebly • Faves in Fives (explore)

End of the DayEnd of the Day• Think of a word that describes what

“effective instruction” means to you in your education setting.