Differentiating Instruction

Transcription

1 Differentiating Instruction Meeting Students Where They Are Strategies Handbook for K-5 Educators By Anita Thompson and Luzminia Valladares

2 Table of Contents Introduction Differentiation Strategies Content Process Product References..28

3 Differentiation means that a teacher tailors instruction to meet individual needs. It is a response to meeting the needs of all learners. A teacher may address the variance of students in the classroom by making instruction student-focused rather than content-focused. There are numerous strategies that may be implemented in a classroom to differentiate instruction. When differentiating, it is vital for teachers to pay close attention to each student s readiness, interests, and learning profiles. To differentiate effectively, teachers must use a range of instructional and management strategies. This handbook provides several strategies that were designed to be easily adapted to any grade level across the curriculum.

4 Once you have decided to use differentiated instruction in your classroom you may begin wondering, What can I differentiate? According to Tomlinson (1995), Differentiated instruction is a flexible approach to teaching in which the teacher plans and carries out varied approaches to the content, the process, and/or the product in anticipation of and in response to student differences in readiness, interests, and learning need. (as cited in Bailey & Williams-Back, 2008) Differentiation generally includes one or more of the following areas: content, process, and product. The content refers to what students learn. The process is how students learn. The product is the end result of student learning. Content Includes curriculum topics, concepts, or themes Reflects state or national standards Presents essential facts and skills Provides students with additional resources that match their levels of understanding Process Refers to how students make sense or understand the information, ideas, and skills being studied Reflects student learning styles and preferences Varies the learning process depending upon how students learn Product The end result of student learning Tends to be tangible (i.e. reports, tests, brochures, speeches, skits, etc.) Reflects student understanding

5 Responsive teaching Proactive planning to effectively address student differences The use of flexible grouping Providing learning options Challenging students at their readiness level What IS Differentiated Instruction? Differentiated Instruction IS NOT Individualized instruction Giving less important work to struggling learners Watering down curriculum Ability grouping

6 DIFFERENTIATING INSTRUCTION Strategies Content Meet students where they are by using pre-tests to assess where individual students need to begin study of a given topic or unit Encourage thinking at various levels of Bloom s Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) Develop a variety of instructional delivery methods to address different learning styles Break assignments into smaller, more manageable parts Select extensive instructional concepts and skills at various levels of complexity

7 Classroom Environment Adjusting content would include modification according to student needs, strengths, and individual goals (Landrum & McDuffie, 2010). Posters displayed in a fifth grade class for students to use as a reference. The posters displayed the use of multiple strategies in order for the students to select which one is best for them. Lexington Elementary School K-8, Pomona USD.

8 Writing Strategy Highlighting the Way Academic instruction may be delivered in smaller, more frequent segments and in a more overt and direct manner to customize process (Landrum & McDuffie, 2010). Kindergarten writing instruction is being differentiated through the use of highlighted lines. The highlighted lines represent the blanks, which will be filled in by words as dictated by the teacher. This strategy provides a visual way to organize a student s thoughts by encouraging the student to focus on each word at a time. Lexington Elementary School K-8, Pomona USD.

9 Reading Strategies These reading comprehension strategies with the thinking stems, developed by Tanny McGregor, allow students to transform their abstract thinking in to concrete thinking. Students can better understand text at their reading level. Schema Thinking stems -That reminds me of. -I m remembering. -I can relate to. -I have a connection to. Inferring Thinking stems -I predict. -Maybe. -It could be that. -This could mean. Questioning Thinking stems -I wonder. -What if. -Why. -It confused me. Determining Importance Thinking stems -What s important here. -One thing that we should notice. -It s interesting that. -I want to remember. Visualizing Thinking stems -I m picturing. -I can imagine. -I can feel. see. smell. taste. touch. hear. -My mental images include. Synthesizing Thinking stems -Now I understand why. -I m changing my mind about. -I m beginning to think. -I used to think, but now I think.

10 Herringbone Main Idea & Details

11 Vocabulary Word Activities 1. Write the definition 2. Write a sentence using the word 3. Draw a picture to represent the word 4. Write the word in cursive, neatly! 5. Write an antonym for the word 6. Write a synonym for the word 7. What is the word s part of speech? 8. Write the pronunciation 9. How many syllables does the word have? 10. How many words can you make from the letters in this word

12 Definition (in your own words) Essential Characteristics (what makes it distinct) Word Examples (personal experience) Non-Examples (personal experience)

13 DIFFERENTIATING INSTRUCTION Strategies Process Provide access to a variety of materials, which address a wide range of reading levels and different learning preferences Develop activities that target auditory, visual, and kinesthetic learners Create stations for inquiry-based, independent learning activities Use flexible grouping to organize students based on factors such as content, ability, and assessment results

14 Literacy Centers The Daily 5 Tiered tasks are geared toward specific skill levels and they serve as a selfpaced opportunity for students to practice and develop their skills (Kobelin, 2009). Listen to Reading Word Work Work on Writing Read to Self Partner Reading (Joan Moser & Gail Boushey) Second grade Daily 5 (literacy centers) display which shows the different areas students may go to during a designated time. The five centers are listed with space available for the students to place their names under the center of their choice. Lexington Elementary School K-8, Pomona USD.

15 Literacy Centers The Daily 5 The Daily 5 is used to develop independence among students, giving them the freedom to choose their literacy center. It is also used a frame for teachers to conference with students individually or in small groups. Giving the students the opportunity to read to self or read to a partner helps them to build stamina. This allows for differentiation because the students select a book at their particular reading level. When the students read to someone, they are able to ask each other questions about what was just read. Allowing the students to engage in word work gives them the opportunity to participate in a more hands-on approach to the phonics or grammar lesson. The students are able to manipulate and sort words to give them a better, more concrete understanding of what was just taught. Engaging the students in working on writing will give them further, continuous practice in the lesson taught. The students will be able to further develop their skills and become more fluent writers. Listening to reading will give students the opportunity to further enhance their vocabulary as well as listening comprehension.

16 Math Strategy Leveled Problems Open-ended tasks do not have a single answer or method of solution which challenges students to construct their own understanding through the use of simple or complex solutions (Kobelin, 2009) Red Numbers Low Level Green Numbers Middle Level Blue Numbers High Level The pictures above demonstrate the way in which math is leveled for students in a kindergarten classroom. Students solve word problems by filling in the blanks with the set of numbers that matches their ability. The problem to the right is solved using multiple strategies. Lexington Elementary School K-8, Pomona USD.

17 Math Strategy Number Sense One strategy taught to a kindergarten class to solve an addition problem. This strategy allows the students to develop strong number sense rather than just memorizing concepts. This is a kindergartener s strategy to solve a twodigit subtraction problem using base-10 blocks instead of solving it vertically. The student splits the two-digit numbers into tens and ones. The student solves the problem by working with each place value. Lexington Elementary School K-8, Pomona USD.

18 Learning Contract Name Date My question/topic is: To find out more about my question/topic I will read: I will look at: I will listen to: I will write: I will draw: I will need: Here is how I will share what I know: I will finish by this date: Initials: Student Teacher

19 Learning Contract Name Date To demonstrate what I have learned about I want to Write a report Build a model Write a song Make a movie Set up an experiment Create a diagram Design a mural Create a computer presentation Act out a skit Other: This will be the best way to demonstrate my understanding because To do this project, I will need help with My action plan is My project will be completed by this date: Student signature: Date / / Teacher signature: Date / /

20 Literature Circle DISCUSSION DIRECTOR I can talk about what I read. Name: Date: Title: Author: Read pages to 1. What was today s reading about? 2. Why 3. How 4. If

21 Literature Circle CONNECTING CAPTAIN When I read I am reminded of other things. Name: Date: Title: Author: Read pages to On page when reminded me of

22 Literature Circle ARTFUL ARTIST I can illustrate the author s words. Name: Date: Title: Author: Read pages to Draw anything about the reading that you want to share. When your group meets, let them guess and talk about your picture first. Then you can tell them about it. Write about your picture:

23 Literature Circle PASSAGE PICKER I can choose my favorite passage to share. Name: Date: Title: Author: Read pages to Pick a part of the reading that you want to read aloud to your group. Be sure to mark the part you want to share with a bookmark. Copy it below. Page I picked this part because

24 Literature Circle WORD WIZARD I notice authors choose each word carefully. Name: Date: Title: Author: Read pages to Look for words that are: new interesting strange hard different important funny confusing I noticed on page because I noticed on page because I noticed on page because

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26 Name Date When? What? Where? Who? Why? Draw a picture.

27 DIFFERENTIATING INSTRUCTION Strategies Product Apply an array of assessment strategies, including performance-based and open-ended assessment Balance teacher-assigned and student-selected projects Offer students a choice of projects that reflect a variety of learning styles and interests Formulate an ongoing, interactive assessment process

28 CHOICE BOARD FOR MULTIPLE INTELLIGENCES Verbal/Linguistic Write instructions Keep a personal journal Create a poem Create TV ads Read stories to others Retell in your own words Teach concept mapping Create crossword puzzle Logical/Mathematical Create a time line Compare/contrast ideas Create an outline for a story Design a map Decipher codes Create patterns Design a game to show... Visual/Spatial Create a poster Draw a map Create visual diagrams Draw from different perspectives Create a comic strip Graph results of a survey Interpersonal Tell stories Teach a cooperative game Role play a situation Discuss and come to a conclusion Survey or interview others Free Choice Body Kinesthetic Make up a cooperative game Practice physical exercise Conduct hands-on experiments Construct a model or representation Musical Rhythmic Create raps Play musical instruments Write to music Teach dance steps Make up sounds and sound effects Write a jingle Create rhymes that... Naturalist Collect and categorize data, materials, or ideas Discover or experiment Take a field trip Study means of survival Adapt materials to a new use Label and classify Intrapersonal Keep a personal journal Write about personal experiences Think about and plan Review or visualize How would it feel to Imagine and write about the future

29 Choice Board Choose one of the following activities to complete. Make sure to choose the activity that will best demonstrate what you have learned! 1 Write yourself into the story as a main character. What is your primary role in the story? Describe your interactions with the other main characters of the story. 2 Choose a main character in the story. Pretend you are meeting him or her 10 years later (after the story was written). What is he or she doing now? How has the character changed? 3 Draw or create a map of the settings found in the story. Depict the most important locations found in the story where key plot events occurred. 4 Research and find a location that resembles the main setting of the story. Tell what might have changed in the story if the main characters lived in your location, instead of the setting found in the story. 5 Develop a timeline for the story you have read. Include all main events and characters in your timeline. Include keywords linked to the main events as they occurred in the story. 6 Pretend you are a profiler for the local detective agency. Write a detailed, descriptive profile of one of the main characters in the story. Make sure to tell as much as you can about the character including why you find him/her interesting.

30 Totally 10 The tasks below are worth 2, 5, or 8 points. Choose two different activities from the list below. The activities must total 10 points. Place a checkmark next to each box to show which activities you will complete. Be creative. Have fun! 2 POINTS Knowledge & Comprehension Create a story map (include major plot events) Write a one-page journal entry for a typical day in the life of a main character in the story. Write in this character s point of view. Be sure to include details from the story. 5 POINTS Application & Analysis Pretend you are one of the main characters in the story. Write five questions that someone interviewing you might ask. Be prepared to answer them from the character s perspective. Create a collage on an 8½ by 11 piece of paper to present the mood or tone of the story. Create a news report which covers the events in the story. Design a book jacket for the story. Include a cover, summary of the story, and information about the author. 8 POINTS Synthesis & Evaluation Read another short story by this author. Use a Venn diagram to compare and contrast the main characters from that story with the story that was read in class. Write a poem or song with at least 15 lines which represents the story. Draw a cartoon with at least 8 cells which tells the continuation or the next day of this story.

31 References Bailey, J.P. & Williams-Black, T.H. (2008). Differentiated instruction: Three teacher s perspectives. College Reading Association Yearbook, 29, Kobelin, M. (2009). Multi-age made me do it: A teacher tackles differentiation in math Instruction. Schools, 6(1), Landrum, T. J. & Mc Duffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18, 6 17.