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?
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.
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