one size does not fit all: an introduction to differentiated instruction workshop 1
TRANSCRIPT
One Size Does Not Fit All:An Introduction to Differentiated Instruction
Workshop 1
Take Care of Business
IntroductionsExpectationsGraduate CreditService Agreements & Vouchers
How well do YOU know the people around you?
3 Facts & a Fib Write 3 facts about yourself Write 1 fib about yourself Circulate & talk to 5 people If they do not correctly
identify the fib, they must sign your postcard
Workshop Outcomes
Increased understanding of what Differentiated Instruction IS & IS NOT
Add to our Instructional Strategies Toolbox Increased understanding of theories of
multiple intelligence/learning styles Begin planning a differentiated lesson/unit for
your own classroom
“If students don't learn the way we teach them, we must teach them the way they learn.”
- Marcia Tate, Developing Minds Inc., Conyers, GA
What Is Your North Star?
Peter H. Reynolds
Listen to the story online http://www.fablevision.com/place/r
adio/ns.html
Read it online http://
www.fablevision.com/northstar/index.html
Differentiation IS NOT . . .
The same as an IEP for every student Just another way to group kids Expecting less of struggling learners than of
typical learners A substitute for specialized services Chaotic New
Good Differentiation IS . . .
Varied avenues to content, process, product Respectful of all learners Proactive Student-centered A blend of whole class, small group, and
individual instruction Based on students’ readiness, interests,
and/or learning profile
Essential Questions
Who are the students in our classrooms?
What diversity impacts and influences curriculum and instruction?
Diversity in the Classroom
ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Maturity
Autistic Physically Disabled Multiple
Handicapped English Language
Learners Social Status Economic Status
3 Keys to Differentiated Instruction
Content What we teach students Materials and methods used
Process Activities Calls on students to use key skills
Product How students show what they have learned Should also allow students to extend what they learned
Key #1 – Adapt Content
Refers to both materials & methodsAccommodate students’ different
starting pointsSome students ready for more complex or
abstract levelsSome students ready for independent work
Content Differentiation Examples
Multiple versions of textsVariety of texts to support conceptInterest centersLearning contractsSupport systems
AudiotapesMentorsStudy partners
Key #2 – Adapt Process
Students use key skillsBloom’s TaxonomyMultiple Intelligence Theories
Common focusVary student activities
Teacher uses a variety of methods
Process Differentiation Examples
Tiered AssignmentsLayered Curriculum (Nunley)
Learning CentersJig Saw AssignmentsLearning LogsGraphic OrganizersModify their environment (fidgets)
Key #3 – Adapt Product
Culminating learning experience that occurs after many days or weeks of study
Demonstration and extension of what they know, understand, and are able to do
Product Differentiation Examples
Variety of assessment typesTiered AssignmentsIndependent Study
Variables to ConsiderReadiness – in reading, math, & beyondComplexity & Challenge of both process
& productPace of learning and productionGrouping practicesUse of assessment results to inform
teaching and learning
Guidelines for the DI Classroom
Focus on essentialsAttend to student differences
NO strategy works on ALL studentsAssess often and use it to make
adjustments/modificationsMutual respectBe flexibleDoesn’t happen 100% of the time!!!!
Simple Ways to Start
Add an interdisciplinary element to a favorite unit
Collaborate with other teachersOffer students a variety of presentation
optionsApply Multiple Intelligence thinking to
group/individual projects
Time For a Break
A Few Fun Strategies
Teach In Color!
Creature Comforts!
Music!
Color Increases Understanding
Using color for key concepts can increase memory retention up to 25%
ExperimentExperiment
Memorize the Pattern30 seconds
Orange Purple Yellow Blue
Red Pink Black Blue
Yellow Orange Red Green
Orange Purple Yellow Blue
Red Pink Black Blue
Yellow Orange Red Green
Memorize the Colors Used30 seconds
Purple Orange Yellow Blue
Red Orange Yellow Green
Blue Purple Green Orange
Purple Orange Yellow Blue
Red Orange Yellow Green
Blue Purple Green Orange
Memorize the Pattern30 seconds
Orange Blue Green Purple
Purple Yellow Pink Red
Red Orange Blue Green
Orange Blue Green Purple
Purple Yellow Pink Red
Red Orange Blue Green
Teach in Color Color Code
Key Concepts Colored Pens Color with Sunshine
Painted Essay Colored Acetate
Number chart Sliding mask Highlighting tape Scotopic Sensitivity
Syndrome
A Quick Start
“Color Code” key concepts Easy in modern classrooms
White boards, Smart Boards, & computer software Key terms in all content areas Math (parts of equations) Language arts (parts of speech, important
vocabulary, editing) Correct “with sunshine” Students do their own color coding
Highlighting Tape Colored pens/pencils/highlighters
Word Walls in Color
CALEB GATTEGNO
Correct “With Sunshine”
Use yellow highlighter to identify incorrect answers
Give student option to correct and receive partial (or whole) creditKey to success – require students to explain
in writing what they did wrong and how they corrected the problem
Use Colored Pens/Pencils
In writing for peer editing Each member of group gets a different color Can instantly see if everyone has contributed
Option – students use colored pen for their own editing/revising
For language study of verbs Color code the different tenses Color code the verb endings Color code roots/prefixes/suffixes
Skier(to ski)
Je skieTu skiesIl/elle/on skie
Nous skionsVous skiezIls/elles skient
The Painted Essay
Peripherals
Post key concepts or terms on wallsUse bright colored paperAt test time . . .
Leave it up in same placeCover the concept with the same color
paperMemory trigger for visual learners
They can “picture” the words.
Vision & Learning
“25% of students in grades k-6 have visual problems that are serious enough to impede learning.” (American Public Health Association)
“It is estimated that 80% of children with a learning disability have an undiagnosed vision problem.” (Vision Council of America)
20/20 does not mean that vision is perfect!
The 20/20 vision test does not test how well you see at reading distance. In fact, the 20/20 test fails to evaluate many other important aspects of normal vision such as: Eye focusing
Eye coordination Eye teaming (binocular vision) Eye movement Visual perceptual skills
Color vision
Simple Tools
Sliding Masks & Focus FramesProvides for a narrower focusAdd colored acetate
Book Marks & Sticky FlagsProvides focusAdd colored acetateCoded BookmarksSticky Flags
Scotopic Sensitivity Syndrome
12% of population Contrast problems (only 1 symptom)
Black text on bright white paperStriped patterns on carpet clothes seem to
moveVertical/horizontal blinds
Leads to classroom difficultiesRestlessnessDifficulty staying on task
Scotopic Sensitivity Syndrome
Contrast problems (only 1 symptom) Strategies
Use dull colored paper for writing Use colored acetate over black text on white paper Use a bookmark when reading to avoid losing place
http://www.hale.ndo.co.uk/scotopic/ http://www.irlen.com/sss_main.htm
Creature Comforts Grades K-12
Tolerance for sitting will ALWAYS be at different levels for different people.
Even adults benefit from Fidgets or Movement
Set ground rules in the classroom.Remove “it” if/when it becomes a toy or
distraction
Tactile FidgetsGrades K-12
Paper clipCellophane tape rolled backwards
around a fingerPipe cleanersStress ballsPocket Fidget (small item kept in the
child’s pocket)Carpet square under desk
Visual FidgetsGrades K-12
Lava lampFish tankMobile
Nomadic Learners
“If we build in enough movement during the class period, students will be less likely to move on their own.”
Motion resourcesMinds in MotionLearning on Their Feet
http://doe.sd.gov/oess/schoolhealth/mindsinmotion/index.asp
Ideas for the Nomadic Learner
Mini Field TripA Home Away From HomeMusic Stand LearningRocking Chair Reversal
Act It Out – Visual CluesGrades 4-12
Vocabulary strategy for the Kinesthetic LearnerPlace students into groupsProvide 60 seconds to figure out how to Act
Out a vocabulary wordExample – PERIMETER (walking around edge
of room)
perimeter
area
Involve the Senses
SeeHearTasteSmellTouch
The Role of Music
Why Music?
Stimulates the brain Right side for creativity Activates thinking parts of the brain
Creates a sound curtain to isolate groups Increases attentiveness Effects emotions, heart rate, mood, mental
images of listener Embeds learning faster
Alphabet song http://www.school-house-rock.com/Prea.html
Time For Lunch
Multiple Intelligences
Begin With the Brain
Dots on Grids
A B
C D
Brain Principles
The brain is a complex adaptive system.The brain is social.The search for meaning is innate.The search for meaning occurs through
patterning.Emotions are critical to patterning.Every brain simultaneously perceives
and creates parts.
More Brain Principles
Learning involves both focused attention and peripheral perception.
Learning always involves conscious and unconscious processes.
We have at least 2 ways of organizing memory.
Learning is developmental. Complex learning is enhanced by challenge
and inhibited by threat. Every brain is uniquely organized.
Simple Learning Styles
AuditoryLearns best from listening
VisualLearns best from seeing
Kinesthetic/TactileLearns best from doing
Why Visual Literacy?
Average youth todayBy age 18 - 22,000 hours watching TV
By age 14 has seen 12,000 murders on network TV programming!!!!
By 18 – 12,500 hours in schoolAverage vocabulary of 14-year-olds is
shrinking In 1950 – 25,000 words In 1999 – 10,000 words
Visual Learner
Images go directly to long-term memory in brain
Humans process visuals 60,000 times faster than text
Words processed sequentiallyKeyboard
Images processed simultaneouslyCamera
Turn Your Paper Sideways
Grades 2-7 (or higher if needed)A trick for lining up numbers when
working with multi-digit numbers in columnsTURN THE PAPER SIDEWAYS & use the
lines as column guidesAlso provides novelty (brain trigger)
Jig-Saw Book
Good tool for kinesthetic learners They can manipulate the content
Gardner’s Multiple Intelligences
Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic
Naturalist Interpersonal Intrapersonal Verbal/Linguistic
Sternberg Intelligences
AnalyticalPracticalCreative
Time For a Break
Writing Intelligence Preference Lesson Plans
As a result of the lesson, students shouldKnow what?Understand what?Be able to do what?
What range of learner needs in your class relate to the topic?
Difficulty vs Rigor
“ We must be careful not to assign more difficult tasks (tasks requiring more effort or time) when what we
mean to do is challenge students with more rigorous tasks (tasks requiring
more complex thought).”
Judith Dodge - Differentiation in Action
Assignments for Next Time
Try a new strategy & report back to the group about the experience
Begin the planning process for a lesson using intelligence preferenceChoose a standard (or standards) to teach Identify student goals for that standardChoose possible strategiesBe prepared to share with the group
He Was Me
Resource - Nunley Website
HOT TOPIC # 1: When counting, gestures help. Researchers discoveredthat when students have to count things, those that could point, nod or otherwise make body gestures, were faster and more accurate than those who were not allowed to gesture. The gesture apparently adds rhythm which makes counting more accurate and also aids the brain in maintaining place. Carlson, R. et al. (2007). Journal of Experimental Psychology: Learning, Memory & Cognition, Vol 33, 4
Teacher Tip # 2: We use music for transition times in class and between class periods. I ask for student volunteers to bring in a CD of their choice for us to use for the week. No name, workshop participant, Midland, Michigan.
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[email protected]@k12.sd.us
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