Pre-Webcast Procedures
• Have paper and pen/pencil
handy.
• Reflect/Write your definition
of “differentiated instruction.”
• Set a personal/professional
goal for this webcast.
HET: The Model for
Differentiating
Instruction
Highly Effective Teaching: Sue Pearson
What is
Differentiated
Instruction?
HET
Differentiates
Instruction
HET:
A Model for
Differentiating
Instruction
Differentiating
Instruction:
Strategies
How would you define*
differentiated instruction?
Differentiated instruction
happens when you
consistently and proactively
create different pathways
to help all your students be
successful!
Why Differentiate?
• Unique brain in each student’s head
• Wide range of abilities in each class
• Gender research
• State mandates
• Time crunch!
Goals of
Differentiated Instruction




Build relationships w/students
Provide rigor and relevance for all
Maximize each student's growth
Offer different learning experiences
in response to students' varied needs
(Tomlinson, 2000).
Absence of Threat/
Nurturing Reflecting
Thinking
Mastery/
Application
Choices
Enriched
Environment
BODYBRAIN
COMPATIBLE
ELEMENTS SUPPORT
DIFFERENTIATION
Immediate
Feedback
© H.E.T. 2007
Adequate
Time
Movement
Collaboration
Meaningful
Content
Differentiating Instruction:
4 FOCUS AREAS
•
•
•
•
Engagement
Questioning
Flexible Grouping
Assessment
☺HET Differentiation processes/strategies
Differentiation through
ENGAGEMENT
• Brain information☺
• LG/LS☺
• Procedures☺
• Agenda☺
• Surveys: Temperament/personality,
Interest, MI☺
Sample Inventory Questions
•
•
•
•
•
•
I am safe.
I have fun learning.
I like this school.
My teacher cares about me.
My teacher listens to my ideas.
My teacher believes I can learn
• SAMPLE SURVEY: http://tinyurl.com/35ld5eb
Clock Partners☺
Daily Appointment Calendar for
Name_____________________
8:00 A_____________
9:00 A_____________
10:00 A_____________
11:00 A_____________
12:00 P_____________
1:00 P_____________
2:00 P_____________
3:00 P_____________
4:00P______________
5:00P______________
6:00 P_____________
7:00 P_____________
8:00 P_____________
9:00 P_____________
10:00P ____________
11:00P ____________
THAT’S ME!
Finding commonalities is a braincompatible way to make the brain feel
safe.
 Listen to my statement.
 If that statement is true for you, stand
and say “That’s me!”
Variation: Teacher makes statements relating to
topics of study. . . “I can name 3 states of matter.”
Yearlong Research Project☺
• Select a topic of personal interest (can be within
or out of grade level curriculum)
• Create something new with the information.
• Present to class, parents, other classes
• Teach research skills
• Provide one hour weekly as group-other times
when work is completed (3C’s)
• Offer presentation projects using MI
• Share at year-end celebration!
Time to Choose
Which engagement strategies will
you use to provide differentiation?
• Clock/Appointment Partners☺
• That’s Me
• Yearlong Research Project☺
Differentiation through
QUESTIONING
• Teacher and Students
• Safe to ask/post☺
• Closed/Open Questions
• Use as assessment tool
• Bloom’s Taxonomy☺
• Model higher level thinking
questions-variety is key!☺
• Evaluation:
• Application:
– Why do you
agree/disagree?
• Synthesis:
– How would you
create a…?
• Analysis:
– How is this alike/
different from…?
– How could you use…?
• Comprehension:
– Given ___ what would
you predict___?
• Knowledge:
– Who, what, when,
where is___?
Bloom’s Taxonomy☺
Park your questions here!
Going Around in My Brain
•Enlarge to
poster size.
•Laminate.
•Students post
their questions
on Post-it notes
to the chart.
•Assess/Discuss
GIVE ME
!
•Meet with _____ appointment partner.
•Students touch own hands as they share
information about the story they just read.
•Model with book. Give graphic organizer and ask
students to fill in their own answers to the questions.
•Give students hand organizer to complete.
*Note: Organizer may be filled out before or after meeting
w/partner.
Give Me Five!
Time to Choose
Which questioning strategies
will you use to provide
differentiation?
• Hot Questions☺
• Parking Lot
• Going Around in My Brain
• Give Me Five
Differentiation through
FLEXIBLE GROUPING
•
•
•
•
•
•
•
•
Planned/Random
Whole group
Partners/Triads/Quads☺
Learning Club☺
Small groups-varying degrees of readiness
Small groups-like readiness
Interest groups☺
Independent☺
Groups-Accountability
• Teach collaborative strategies
• Set agreements
• Mingle as groups are working
• Daily reflection
• Individual/group evaluation
*Other considerations: try all boy/girl
groups-brain research (Michael Gurian)
Group Roles☺
•
•
•
•
Leader: facilitates; keeps group going
Timekeeper: monitors time
Materials Manager: Gets materials
Recorder: Summarizes group work in
writing
• Reporter: Summarizes group work
orally
• Scout: Seeks info from other groups
• Encourager: Cheerleader for group
Brainstorming: A to Z☺
1.
2.
3.
For a singular topic; develops
vocabulary.
Develop a list BEFORE reading;
generate ideas, make connections to
what they think will be in the content.
Review content: after completing a
lesson/unit, invite students to work
w/clock partner. Create list of words
all words related to that topic.
Brainstorming A to Z
Topic: Geometry
A: angle
B____________
C: circle
D___________
E___________
F___________
G___________
H___________
I____________
J____________
K____________
L____________
M____________
N____________
O____________
P____________
Q____________
R____________
S____________
T: triangle
U____________
V____________
W___________
X____________
Y____________
Z____________
Numbered Heads Together☺
•
•
•
•
Put students into groups of 4.
Count off 1, 2, 3, 4.
Pose question/raise issue for discussion
Put heads together; provide process time;
make sure everyone knows the answer.
• When you call out a number, that person in
each group will stand (try spinner).
• Call on one student for an answer or ask for
a choral response.
Multiple Content Areas and grade levels-Kagan; Cooperative Learning 1999
4-6-8
CHARACTERS
1.
2.
3.
4.
Harry Potter
Hank the
Cowdog
Fudge
Wilbur
SETTINGS
1. in school
2. at the football
game
3. at the movies
4. in the park
5. at the mall
6. at the beach
EVENTS
1.
2.
3.
4.
5.
6.
7.
8.
losing money
getting scared
hanging out
having a party
going skating
playing ball
finding cash
seeing friend
Time to Choose
Which flexibility strategies will you
use to provide differentiation?
• Group Roles/Reflection☺
• A to Z: Brainstorming☺
• Numbered Heads Together☺
• 4-6-8
Differentiation through
ONGOING ASSESSMENT
• Guides and drives instruction
• Assess before, during and after instruction
• Provide numerous opportunities for
students to demonstrate understanding in a
variety of formats
• Give timely feedback
• Discuss correct and incorrect information
HET Inquiries☺
• Support both steps in two-step
learning-pattern to program building.
• Support the “key” points
• Connect to prior experiences and skills
• Offer differentiation & choice
• Allow students to see, practice and
apply concepts and skills in real-world
context
Brain Basics: Assessment
The brain:
• Needs 29-50 times of doing
something (pattern) before it becomes a
program (repeatable at will)
• Needs immediate feedback-e.g.,
homework, class work, tests
• Wants to know what is being assessed
• Should be assessed on what is valuable
learning for life
GREETINGS the 4-H WAY☺
Would you like a
Handshake,
Hug,
High Five
Or
How would you
like to be
greeted?
• Assess 1st thing in
morning
• Reset their brains –
acknowledge how
they feel
• Australia-quiet area,
executive timer, guest
book, music (4060- beats per
minute)
According to Howard Gardner…
• An intelligence isn’t strong or weak; it is
developed or less developed.
• One can develop a less developed
intelligence.
• The Intelligences are used to solve
problems and produce products.
• They provide opportunities for us to give
information out-not take it in!
Multiple Intelligences☺
http://surfaquarium.com/Mi/inventory.htm
Kids: http://tinyurl.com/n6xopw
Mind Your Own Business
• Invite students to design their own
business cards (index card/real cards)
• Post expertise in academic & nonacademic areas. Identify LG/LS
strengths.
• Add clip art.
• Hand out or post.
*Note: Can make REAL business cards or facsimile
Sample Business Cards
Line Up!
I know a lot
about this
topic
I know
something
about this
topic
I know little
or nothing
about this
topic
Pre-assessment
Line Up!
I know a lot
about this
topic
I know
something
about this
topic
I know little
or nothing
about this
topic
Pre-assessment
Signal Cards!
• Use 3 index cards (5X8) per
student.
• Label one “YES”, one
“MAYBE” and one “NO”.
• When you ask a question,
students hold up card that
indicates whether or not they
know the answer.
• Call on students with “YES”
cards to hold them
accountable.
YES
MAYBE
NO
Time to Choose
YES
Which assessment strategies will
you use to provide
differentiation?
• MI Surveys☺
• Mind Your Own Business
• Line up!
• Signal Cards
CLOSURE!
Reflect on:
• Your original per./prof. goal
• Strategies you chose
• Final Quotation
To Quote Einstein
...
“I never teach my pupils.
I only attempt to provide
the conditions in which
they can learn.”
Resources
Betty Hollas
Diane Heacox
Vicki Gibson
&
Jan Hasbrouck
Free Spirit
Publishing
Next Webinar~June 17
HET: Citizenship
Teaching and Using the
Lifelong Guidelines
and LIFESKILLS
IN and OUTSIDE of the
Classroom
Contact Me?
•Sue Pearson
•susanpiti@aol.com
Differentiate
Learning:
Ten Take-Away Tips
Tip 1: Various Forms of Media
•
•
•
•
•
•
•
White/Smart boards
Digital cameras
Audio clips
Animations
Net books
Cell phones (surveys)
Digital books (Kindle, etc.)
Tip 2: Use Immediate Feedback
• Remote response systems
(clickers)
• Cell phones (surveys)
• Computer software programs
that quickly diagnose trouble
areas and reroute students
• Customize lessons for specific
students
Tip 3: Give Students Options
• Remote response systems
(clickers)
• Cell phones (surveys)
• Computer software programs
that quickly diagnose trouble
areas and reroute students
• Customize lessons for specific
students
Tip 4: Automate Basic Skill Practice
• Use software for basic skill
practice
• Software can identify specific
weaknesses
• Teacher reviews daily and
assigns lessons based on those
reports
Tip 5: Teach Independent Work Skills
• Set kids up to work alone or in
groups
• Provide clear expectations
• Write procedures for social
interactions
• Practice! Practice! Practice!
Tip 6: Create Weekly Lists
“Must do” and “May do”
• Offer an array of different,
personalized tasks to do
• “What to do When You are Done”
list
• Yearlong Research Project
Tip 7: Pretest Student Knowledge
• Assess prior knowledgeformative
• Use results to help guide and/or
tailor lessons for students
• Can be as simple as “Thumbs
up” – “Thumbs down”
• As rigorous as a one-on-one
conversation
Tip 8: Be Flexible
When Plans Go Awry
• Expect the unexpected
• Model problem-solving skills
• Invite students to come up with
alternatives
• Power outages-no technology!
• Every experience is a learning
experience.
Tip 9: Let Students Drive
• Put tech tools in kids’ hands
• Work at own pace
• Use skills they know and
develop new ones
• Discover ways to work around
challenges
Tip 10:Share the Work of
Differentiating
• Work as a team to create
lessons or
• Divide up the tasks
• Select who will write lessons for
above higher-skilled kids, lowerskilled kids, etc
• Meet via technology if no time
for person-to-person