Ticket In
Complete the DI Self-Assessment
1
Enhancing Teaching & Learning
Through
Differentiated Instruction (DI)
Upper Dublin School District
February 2015
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Session Objectives
• Recognize and respond to differences
among learners
• Identify techniques and processes that
teachers can use to adjust instructional
delivery to meet their students’ needs
• Actively engage learners
• Plan for Differentiation
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Today’s Agenda
• Honor/Assess Current Knowledge and Expertise
• Set Personal Learning Goals
• Establish a Culture of Engaged Learning
o Anchor Activities
o Parking Lot of Engagement Strategies
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Develop Common Language around DI
Know the Learner
Provide Student Choice
Apply Strategies in Personal Practice
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Checking In
Your DI Self-Assessment
Getting Started
Along the Way
Regular /Frequent
Practice
Collaboration Line-Up
(day of birth)
5
In pairs, share the evidence you
based your self-assessment on.
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Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
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for this Session
(one per post-it)
Wish 1 - What do you want to learn to
do better or differently with regard to
differentiation?
Wish 2 - What aspect of teaching or
learning do you hope to enhance?
Wish 3 - What question/clarification do
you have/need regarding
differentiation?
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Norms for Working Together
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Equity of Voice
Active Listening
Respect for All Perspectives
Safety and Collegiality
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Anchor Activities
Characteristics
Role
o Independent learning
level
o Meaningful
o Respectful
o Supportive
o Routine based
o Introduced gradually
o Limited preparation time
o Varied
o Supports small group
instruction
o Permits differentiation
o Fosters self-regulatory
behaviors
o Teaches time
management
o Provides additional
practice
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Potential Anchoring Activities
Just a few•
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Journals/Learning Logs
Student Reflection
Writers Workshop
Vocabulary Work
Independent Reading
Computer-Based Activities
Listening/Video Center
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Today’s Anchoring
Activity
Text passage –
The Role of the Teacher in a Differentiated Classroom
Differentiating Instruction: Rules of Thumb
Explore the Rules of Thumb – “general guidelines that
make differentiation possible.”
Use the graphic organizer, or create your own, to help
you process the reading.
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Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
13
Let’s recall…
What is Differentiated Instruction?
Quick Write
5 words or ideas that come to mind
Turn and Talk
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What Is
DIFFERENTIATION?
Differentiation is…
• “…a process which teachers can use to
increase achievement by improving the match
between learner's current unique
characteristics and curriculum components.
- Dr. Deborah Burns, University of Connecticut
• “…planning instruction in a variety of ways to
meet the needs of a variety of learners.”
- Dr. Kathie F. Nunley, Differentiating the High School Classroom
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Differentiated Instruction
is…
Engaging instruction that is • Challenging and grounded in essential
learning
• Responsive to students’ varying
background knowledge and learning
preferences/needs
• Varied and flexible
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Why Differentiate?
• All kids are different
o One size does not fit all
• Best practice
o Effective instruction
• Maximize potential
o Growth and access
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Why Differentiate?
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Standards-based classrooms
High expectations for ALL children
Multicultural diversity
Student diversity
Research on human learning
Rapid technological change
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“Not all students will make the same
journey as they learn, but this diversity of
learning styles enriches the classroom
community.”
- Jennifer, Student Teacher
Adapted from Touch the Future…Teach!, 2006
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Differentiated Instruction
means…
Following the DI Rules of Thumb

Curriculum Clarity

Ongoing Assessment

Critical and Creative Thinking

Engagement

Choice
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Differentiated Instruction requires…
1. Flexibility of
a. Teaching
b. Learning
2. Ongoing assessment
a. Formal
b. Informal
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Check and Perfect
• What is DI?
• Add/Adjust/Extend
• Turn and Talk – Someone Different!
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Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
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Knowing the Learner
Student Learning Profiles
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Stand-Up & Team-Up
Numbered Heads Together
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What powerful differences
exist among students?
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Prior Knowledge or Skill Expertise
Learning Rate
Cognitive Ability
Learning Style Preference
Motivation, Attitude, Effort
Interest, Strength, Talent
Gender
Culture
Language
Economics
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As a result, which groups
of students may have a
learning gap?
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Low income
Culturally diverse
English language learners
Special education
Disengaged
Male or female students
Career and technical education students
American students (NAEP/TIMSS)
Gifted education
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The Roots of Student
Differences
Student
Differences
Nurture
Nature
GENETICS
SCHOOL
FAMILY
ACADEMIC
SOCIAL
and
EMOTIONAL
COMMUNITY
COGNITIVE
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Critical Components of
Differentiation
 Get to know your students
 Build Community in your classroom
 Assess students regularly
 Formal/Summative
− end of unit tests, essays, product)
 Informal/Formative
− pretests, exit cards, KWHL, student surveys
(thumbs up/down, questioning)
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Learning Styles
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Multiple Intelligences
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Learning Styles vs.
Multiple Intelligences
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Your Profile Card
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Quick Check
How comfortable were you
completing this task?
Very
NOT
So-So
What more might you seek to learn
about your students?
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Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
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Engaging through Choice
Learning Menus
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What is a Learning Menu?
A learning menu is an array of
independent learning activities
presented in a ‘choice’ or ‘menu’
format to provide students with
options for extending or enriching the
essential curriculum.
37
Why use a Learning Menu?
• Satisfies “Rules of Thumb” by promoting
engagement, allowing choice and offering
challenge
• Increases motivation- Students’ choices
reveal their interests, abilities and learning
styles
• Allows teachers to provide for students at
varying degrees of readiness
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Advantages of Learning
Menus
• Strategy spans all curricular areas
• Can target specific learning activities for
an individual student or small group
• Promotes higher level thinking skills
• Encourages the development of
independent thinking
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Many Different Names for
Learning Menus…
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Dinner Menu
Choice Board
Think-Tac-Toe
Agendas
Must Do – Can Do
Extension Menu
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Classroom Uses of
Learning Menus
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Follow-up activity
Culminating activity
Anchoring activity
Learning center
Independent activity
Extension activity
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Menu by Content
Fractions
Fractions
Fractions
Decimals
Decimals
Decimals
Percents
Percents
Percents
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Menu by Readiness
Basic
Basic
Basic
Mid
Mid
Mid
Advanced
Advanced
Advanced
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Menu by Learning Profile
Visual
Auditory
Kinesthetic-tactile
Visual
Auditory
Kinesthetic-tactile
Visual
Auditory
Kinesthetic-tactile
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Guidelines for
Development & Use
(What and How)
• Informed choice
• Vary offerings (based on intent)
• Structure accountability
• Discuss the process and develop
management guidelines
• Provide early feedback
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You Choose
Differentiated Instruction Choice Board
46
Who…
Did the same as you!
• Share your product (30 seconds each)
• Be prepared to share your partner’s with
the larger group (Random Reporter)
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Processing the Activities…
• What did we do?
• Why did we do it?
• How does it support differentiation?
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Planning to Differentiate
The Purposeful Design
of Learning
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Let’s recall…
• Why must I plan to differentiate?
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Before you begin, ask yourself…
• Am I clear about what I want students to
know, do and understand in this unit?
• What pre-assessments and formative
assessments will I use?
• What instructional strategies will actively
and cognitively engage the learners?
• How will I balance student-selected and
teacher-assigned tasks and groupings?
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One Possible Instructional
Sequence:
1.
2.
3.
4.
Class Meeting, Overview, or Introduction
Pre-assessment
Large Group Teaching and Learning Activities
Small Group Activities
− Small Group Instruction
− Differentiated Learning Activities
− Anchoring Activities (Differentiated and Independent)
5. Large or Small Group Problem Solving and Application
Activities
6. Debriefing and Reflection
7. Extension Activities
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Next Steps
What do I do now?
• Focus/Plan
• Apply – Choose from:
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Anchor Activities
Learning Profiles
Choice Board/Menu
Engagement Strategies from Today
• Share (February 26th half-day PD)
• See “Sharing of Application” Handout
• Try again…
54
My 3 Wishes
• What personal wishes were you granted?
• As a result of our learning, what aspects of
your teaching and student learning will be
enhanced through differentiated instruction?
• What wish remains for follow-up?
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Tear and Deposit
dgaffney@mciu.org
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Parking Lot
Running Record of Engagement Strategies
Ticket In
Parking Lot
Collaboration Line-Up
Self-/formative
Assessment
• Self-Directed Learning
• Group Norms
• Anchor Activity
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Think-Write-Pair-Share
10-2
Check & perfect
Numbered Heads
Graphic Organizer
Choice Options
Find Someone Who
Random Reporter
Exit Slip
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