Differentiation
Addressing the Diversity of
Learning Needs in the
Classroom
Learning by Doing
Food for Thought
 Researchers believe that the interactive experience
greatly increases students’ ability to retain what they are
taught
reading 10%
listening 20%
looking at pictures 30%
watching something being done 50%
talking 70%
doing 90%
BRAIN RESEARCH SUMMARY
We learn and remember after one month:
 14% of what we hear
 22% of what we see
 3O% of what we watch others
do: demonstrations or modeling
 42% of sensory redundancy:
rituals that repeat, seeing,
hearing and doing important
skills or concepts
 72% of movies of the mind:
learning is linked to remembered
or imagined life experiences of
the learner
 83 % of a performance of a life
challenge activity: first time or
demanding action that applies
the new learning.
 92% of what we teach others.
Learning Styles
Concrete Sequential (practical, organised,
detailed)
Concrete Random (independent, creative,
inventive)
Abstract Sequential(thinker, logical,
evaluative)
Abstract Random(sensitive, imaginative,
flexible)
Learning Styles
 Individual styles are
unique
 Each style has equal
value
 Independent of
intellectual ability
 We tend to teach as we
learn
 We need to provide
“bridges” between styles
to enhance student
learning
 Differences in ways we
perceive and process
information
 Students need to be
taught in all 4 ways to
feel comfortable
“Supportive Education”
Program Differentiation
based on premise that each student
should receive an education that best
meets their needs
students access the curriculum based on
their unique learning styles, areas of
strength, areas of difficulty
Program Differentiation Requires:
 Creativity
 Flexibility
 Task Analysis
 Ability to Structure Learning in a Variety of Ways
 Understanding of Stages of Child Development and
Learning
 Understanding of Characteristics of Exceptionalities
 Ability to Assess and Evaluate (On-going Basis)
Differentiation depends on Student
Need
 Program differentiation can occur at several stages
throughout the teaching & learning process such as:
When planning or developing learning activities or
units of study
 During instruction by using a variety of strategies
After observing or interviewing students
Following the recommendations of the school team
or IPRC Process
Planning for Diversity
What is everyone doing?
Can _____ participate like everyone else?
If no, what can we do to include ______?
Who can help? (adult, peer)
Can we use different materials?
What else can ______ do that is related to what
the class is doing?
Two Approaches to
Differentiation
Layered Curriculum
pyramid
determining the
essential expectations
or content for all
web-site links
www.help4teachers.com
Understanding by
Design principles
Universal Curriculum
Design
based on brain
research
provide multiple
means of
representation
expression
engagement
What Does This Mean in
the Classroom?
 Spoken & Written material presented digitally (software,
variation in font, spacing, colour, access to dictionaries,
graphics, e-mail)
 Auto format for all written material (tapesindependence, repetition)
 Multisensory approaches to learning
 Strategic skill learning (active models, scaffolds to
support the learner)
 Range of ways of showing what the student knows
Accommodations
Accommodations are the specific supports
or services that will help the student
access the curriculum and demonstrate
learning. They are usually cross-curricular.
The learning expectations of the students
remain the same as their peers but the
way the material is presented or the way
knowledge is demonstrated is different.
Modifications
Modifications are changes to the learning
expectations for students. They would
include alternate expectations (reading or
writing expectations at a different grade
level, alternate expectations,
individualized or alternate programs,
directed skill teaching-vocational skills, life
skills)
A Modification or
An Accommodation?
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Extended Time to finish a task
Use of a Scribe
Handouts or Text on Audio-tape
Reduced Number of Expectations
Reduced Number of Tasks
Required
Use of Spell Checker
Reference Sheet for Mathematical
or Scientific Formulae
Repetition and Rephrasing
Substitution of a Portfolio for a
Written Exam
Substituting Alternative
Expectations- Alternative Program
 Reduced Penalties for Spelling
Errors
 Including previous grade
expectations in a subject
 Spreading a Credit Course over 2
Years or 2 Semesters
 Compacting Credit Course to be
Completed Individually
 Evaluation Based on Different
Expectations
 Individualized Reading Program
 Use of Thesaurus and Word lists
 Prompting and Pacing in
Instruction
 Compulsory Credit Substitution
 Use of Peer Tutoring
Differentiation Matrix
 Environment (WHERE)
Attitudes and conditions surrounding the student
 Content (WHAT)
knowledge skills and expectations to be achieved
 Process (HOW)
teaching and learning strategies best suited to the student”s
learning style
 Product
demonstration of learning
 Assessment & Evaluation
measurement of student achievement and performance
 Resources
Purpose of Differentiation
It should ENHANCE student
learning
not “Make it easier”
Million Dollar Analogy
Fairness
Equality = Equity
Fairness = Providing what the
student needs to meet their potential
Questions:
List questions that
need to be asked for
clarification or
additional information
List student strengths
Identify the areas of
concern
Clearly identify what
the student needs
Using the
differentiation matrix,
identify a variety of
accommodations or
modifications for the
student
List other
considerations
Activity: Case Study
Your group is a collaborative school team.
Using the information provided start to
work through the problem-solving process
to address this student’s needs. The
following framework may help to guide
your discussion. Please identify a reporter
and a recorder for your group.