Differentiated instruction An overview
Androniki Nistikaki EFL Teacher at 1ST Senior High School of Vyronas Ministry of Education and Religious Affairs, Culture and Sports Athens, Greece
Students are different regarding..
Prior knowledgeExperiences
Readiness
Cultural Background
Personality
Gender
Preferences
Interests
Differentiation It concerns… •
Exploring different ways to cater for students’ diverse needs in learning.
•
Recognizing and supporting individuality while creating learning opportunities for all (Combine grade level expectations and individual learning needs).
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It’s about Equity and Respect in the learning process.
http://www.diffcentral.com/what-is-differentiated-instruction.html
It does not concern planning individualized lesson plans for every student.
Why is it important? •
Ensures equal access to learning content
http://www.diffcentral.com/wh
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Fosters strong connections between teacher, learner
http://bcove.me/0r9eoeua
and content
https://www.teachingchannel.or
http://bcove.me/7qgzg87l
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Relieves conflict in the learning environment
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Fosters independent, life-long learning
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Builds on students’ skills, strengths and interests.
http://www.edutopia.org/stw-d
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Increases motivation and participation.
http://www.youtube.com/watch
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Boosts self-confidence and feelings of self-worth.
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Promotes flexibility through choices made and problem-solving processes.
•
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Basic Componentshttp://www.diffcentral.com/model.html
Teacher
curriculum
curriculum
Content-what to teach (skills, knowledge) and the means used to achieve learning goals
• Knowledgeable ⇨ master the content before preassessing/planning/implementing • Effective Decision-maker ⇨ What to teach, when, how to do/ assess/reflect upon
• Consistent with National/regional standards • Goal-oriented (short-term, long-term goals)
• Clear, well-defined (goals and objectives shared and assessed) • Learner-centered (student needs, readiness, learning profile)
Framework-Basic Components to address
Framework-Basic Components to address
Process - How to teach
activities
Teachinglearning strategies
ProcessMaking choices on:
Learning environment
Assessment
materials
Activities and Strategies Activities
Tiered ⇨ using various levels of difficulty to address the same content Scaffold ⇨ working a step further of what a learner can do alone (Zone of Proximal Development) Varied (Multi-sensory, Task-based, Motivating)
Strategies Flexible grouping ( readiness, interests, learning preference, randomly) Cooperative learning strategies Setting classroom routines and classroom contracts Multi-leveled activities (texts, questions) Choice Boards Web quests Direct Instruction
Modified Assessment Methods Re-teaching, Reviewing, Paraphrasing, Rephrasing, Retelling key concept ideas. Chunking instruction into shorter segments or Expanding assignments over longer periods (Variable pacing) Extending wait time for written/oral responses
Flexible grouping ⇨ varied and flexible grouping arrangement
Plenary , small group, dyads, indepe ndent work
Students work with a variety of peers either as instructed by the teacher or by their own choice.
The teacher can adopt different roles in the process (guide, monitor, supervisor, facilitator, mediator).
Groups can be formed by standards of Readiness, Interests, Learning preference or randomly.
Different techniques can be applied to group students and manage the process.
http://www.learner.org/workshops/readingk2/session6/byw1.ht
List of Activities to make key content accessible and meaningful
A C T I V I
Visual Representations ( Graphs, Charts, Mind maps)
Role plays
Participating in Group Discussions
Drawing
Reading or creating Comic strips
Participating in Drama activities
Producing Journal entries
Pointing to pictures, objects
Describing characters, scenes, objects
Summarizing
Providing Examples
Engaging in Hands-on Activities (use of manipulatives)
Making Speeches
Engaging in Peer Interviews
Filling in Questionnaires
Conducting Brainstorming activities
Previewing (text, video)
Video viewing activities (video casts )
Responding to Open, multiple choice, True/False, Yes/ no Questions
Writing Learning logs
Making Use of word banks
Doing Follow-up activities
( Enrichment and reflection)
Reviewing
Expressing emotions and feelings
Sharing opinions, products, information, materials
Thinkdots
Tic-tac-toes
Cubing
Engaging in Individual reading/ Team reading Sessions
T I E s
List of materials to engage students and illustrate content Different types of Dictionaries (Picture Dictionaries, Bilingual, Monolingual, Thesaurus et al) Videos with or without subtitles, transcripts Picture files Flashcards Realia (Newspapers, magazines, objects) Works of Art/ Graffiti Encyclopedias Screen projectors Video Games Crossword puzzles Listening material An infinite number of digital products like infographs and word clouds. Audio Recordings Poems Fiction Songs Rhymes Plays Fairy tales Comic Strips Story Books
M A T E R I A L s
Student Product-what students Know, Understand, are able to Do
Learning Preferences
Readiness levels
Interests
Student Productvaried, multimodal
Assessment ⇨ On-going, tightly linked to instruction Formative Assessment : A roadmap to effective instruction
Continual, accurate
Varied
Explorative
Precious feedback provider to all stakeholders
Guide to next steps or actions to be taken
Encourages reflection and dialogue
http://youtu.be/gFXbuE-21I4
Summative Assessment
Formal Standardized
Focused on outcomes and end products Takes place at the end of a unit, term or school year Certifies and rates according to achievement outcomes
Types of Assessment Initial skills assessment End-of- year exams Mid-term exams Informal Tests Diagnostic tests/Placement tests Individual student performance notebooks Portfolios Questionnaires Student surveys Writing samples Oral participation in various activities ( e.g. Classroom Discussion) Responses to various types of input information Learning style inventories Teacher/ peer Observation Checklists Self-assessment/ Group Assessment docs Student created products Student reflection (learning journal entries, Exit slips Technology tools to assess levels of retention and foster engagement and expansion of content
Preassessment and Formative/Su mmative Assessment types to learn about student mastery of content, readiness level, background and interests.
Learning Environment in a Differentiating Class
C O M P O N E N T
Physical arrangement of the classroom
Learning stations
Materials/tools available
Level of noise
Atmosphere, Classroom climate
Associations with community or state bodies, educational institutions, experts, agents.
Mentor support
Classroom Aides
Student Services
Peer Support Systems
Available Resources
Use of technology to enhance enrichment of information, creativity and collaboration (social media, professional networks, technology co-coordinators)
S
TEACHER-STUDENTS
Affect- the key to effective learning
HOW STUDENTS PERCEIVE THEMSELVES, THEIR PERFORMANC E, THEIR CLASSROOM, THEIR LEARNING AS A WHOLE
Engagement of senses and emotions in the learning process.
The Learning environment is a crucial factor either in hindering or promoting learning.
Provides all interested parts with a sense of community and self-worth.
Changes in value systems (beliefs, ideas, attitudes) pace with changes in the cognitive domain.
The teacher in the differentiating process
Asks crucial questions before setting off with the process 1. 2.
Who am I teaching? Who are my students? What do they need to learn and be able to do? What is the key content about? How much is there to know about the main concept/s of the lesson?
3.
How are they going to achieve these goals?
4.
What resources and tools shall I need to facilitate and expand learning?
5.
How will I know the choices made have worked?
Believes that all children can learn.
Learning outcomes Any knowledge, skill or attitude the student exhibits at the end of a learning experience
Assessment
Change
Conclusions Action
Learning modalities theory-Perceptual model (V.A.K.)
Learning Styles
• Visual • Auditory • Kinesthetic
Despite being a popular, widely-accepted model in differentiating instruction to cater for a variety of learner preferences, it should not serve as set of criteria to categorize people. People learn through well-designed learning programs using a variety of multi-modal materials, instructional activities and assessment methods. As quoted below: “..it is far more important to match the presentation with the nature of the subject, such as providing correct learning methods, strategies, and context; rather than matching individual preferences” (Coffield, et. al., 2004). Retrieved on 24/8/13 from: http://www.nwlink.com/~donclark/hrd/styles.html
Auditory Learner-learns by Hearing and Speaking
Suggested Activities
Tips for Auditory learners Use recordings of content material instead of reading through.
Listening to lectures, audio scripts Read-out loud (notes, assignments, texts).
Participating in whole class/small group discussions
Reciting information
Story-telling
Making speeches or presentations
Say new information out loud.
Talk problems/new ideas through with teacher/peers/friends.
Use self-talk to process and memorize information.
Visual learner-Learns by seeing and visualizing information
Suggested activities and materials
Tips for visual learners
Use various kinds of visual organizers (maps, graphs, charts, outlines)
Visual brainstorming activities
Images, pictures, comic strips, illustrations to illustrate content and engage students in the process
Digital mind mapping software to organize concepts and ideas.
Video clips and films with subtitles
Well organized hand outs
Transparencies
Highlight key concept/main ideas. Use color.
Write down new information repeatedly to memorize it. Observe speakers closely, paying attention to body language and facial expressions.
Take detailed notes
Use visual organizers extensively. (maps, graphs, charts, outlines, timetables, schedules, agendas, planners) Use multimedia material to enhance learning.
Kinesthetic Learner - Learns by doing and touching
PHYSICAL ACTIVITIES Dancing Participating in Games (Action, Card, floor games) Writing on the Board Acting-out Role-playing Making presentations Operating multimedia Resources EXPERIMENTS (Chemistry lab, physics lab) EDUCATIONAL VISITS ( museums, galleries, institutions) FIELD TRIPS (zoos, archaeological sites, nature trails, theme parks, castles)
ARTS AND CRAFTS
Image making and editing Drawing Comic Creations Advertisements Book Cover Designs Video production Collages Graffiti Building Structures
Kinesthetic learner tips for the teacher Use 1.
2.
3.
4.
Practice a lot of team work (seat changes, movement) Allow for frequent breaks while studying Encourage pacing or moving around while learning new material Provide opportunities to handle physical objects
Avoid 1.
2.
Prolonged seating, writing, listening or reading tasks Assigning Tasks without prior explanation/guidance/ modeling
3.
Abstractions
4.
Unstructured lessons or assignments
Small Tips for teachers
Get to know your students well before planning or implementing anything.
Have a variety of tools in your “tool kit”.
Observe closely and reflect on things you have spotted. It’s an effective way to learn about your students and adapt instruction respectively.
Inform both students and parents of your differentiated class. Share your ideas and expectations.
Allow some time for energy-saving and tension relief.
Build a support group of colleagues to learn from and share with (physical school environment, social networks, collaborative platforms like Edmodo).
Food for Thought…
Mistakes are allowed, and ways to rectify things are always there to trace and put into practice. In fact, it’s a good way to learn.
Good intentions and understanding of the human nature are valuable tools in your “big bucket”.
Learning is a dynamic process that changes the world we live in. As it is, it leads to action and progress. So, gather experience because….
“Experience is the teacher of all things”. Julius Caesar
“Experience is not what happens to you; it's what you do with what happens to Aldous Huxley
Conclusion…
“Differentiating instruction alone will not automatically improve student performance. Tomlinson (2000) points out that efforts to differentiate are most successful when they are combined with the use of a high-quality curriculum, research-based instructional strategies, welldesigned activities that address the needs and interests of students, active learning, and student satisfaction with the lesson.”
http://www.education.com/reference/article/Ref_Teache Retrieved on 28/8/13
Quotes to think about "If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job." Donald Quinn (commercial artist and cartoonist)
“Tell me and I forget, teach me and I may remember, involve me and I learn.” ― Benjamin Franklin
Resources and Credits
http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools for Differentiating Instruction in the ESL Classroom http://www.eduplace.com/science/profdev/articles/valentino.html Flexible Grouping http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf Differentiated Instruction - How to Ensure Success for All Students http://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the Elementary Grades-Carol Ann Tomlinson http://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal development tools http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&url=http%3A%2F%2Feducation.alberta.ca%2F Differentiated Instruction: A Research Brief for Practitioners http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipedia http://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional Development Tools on Differentiation including valuable videos. http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boards
http://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Grouping http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for building a positive classroom climate http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8 Lessons Learned on Differentiating Instruction http://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated instruction: success for every student http://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation Planning for and managing Differentiation http://www.nldontario.org/articles/DifferentiatedClassroom.html Key Principles of a Differentiated Classroom
Resources and Credits (con’t)
http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered Lessons
http://challengebychoice.wordpress.com/tiered-instruction-and-assessment/ Tiered Instruction and Assessment Tiered Instruction and Assessment
http://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf Steps to provide differentiated instruction
http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf
Differentiated Instruction - How to Ensure Success for All Students
http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf
Innovations in learning technologies for English language teaching
http://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf Classroom strategies and tools for differentiated instruction in the Esl classroom http://www.wida.us/ World class instructional design and assessment
http://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinking
http://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create-independent-readers Predictograms Improve Reading Comprehension
http://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction: Before You Watch
http://www.diffcentral.com/ Ann Tomlinson’s website
http://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the meaning of differentiation.
http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to Differentiating Instruction