Differentiated
Instruction
What Works For Students
In the Classroom Day 2
Christopher Van Dyke
Curriculum Instruction and Technology Itegration
TASK
30-20-10
Talk to your partner about
everything you know about
differentiated instruction.
Agenda
Grid of 9 Adaptations
Activity: “Kids in the Grid”
“Fast Facts”
Google Earth
Fast Facts/Grid of 9 Practice
Inspiration – Brainstorming
SAY-DO PRINCIPLE OF LEARNING
WE TAKE IN NEW INFORMATION
BY..
ESTIMATE%
OF RETENTION
READING
10%
HEARING
20%
SEEING
30%
HEARING & SEEING
50%
TALKING OR WRITING AFTER
ONE OR MORE OF THE ABOVE
70%
TALKING OR WRITING & DOING/APPLYING
90%
Accommodations
Modifications
Behavior Support Plans
Adaptations
 Accommodations
Modifications
(Applies to students with
severe disabilities)
Do not fundamentally alter or lower
expectations or standards in instructional
level, content or performance criteria.
Do fundamentally alter or lower
expectations or standards in
instructional level,
content or performance criteria.
Changes are made in order to provide equal
access to learning and equal opportunity to
demonstrate what is known.
Changes are made to provide
student meaningful &
productive learning experiences
based on individual needs &
abilities.
Grading is same
Grading is different
Ponder This
• When instruction is delivered
by “Most-Effective Teachers”…
how many students will
still need further
“Accommodations or
Modifications”?
Who Deserves
Accommodations!
Group Activity: Grid of 9
In groups of 2-4, match the
definition to the adaptation.
Nine Types of Curriculum Adaptations
Quantity*
Adapt the number of items that the
learner is expected to learn or
complete.
For example:
Reduce the number of social studies
terms a learner must learn at any one
time. Add more activies or
worksheets.
Time*
Adapt the time allotted and allowed for
learning, task completion, or testing.
For example:
Individualize a timeline for completing a
task; pace learning differently (increase or
decrease) for some learners.
Difficulty
Adapt the way instruction is delivered
to the learner.
Adapt the skill level, problem type, or the
rules on how the learner may approach
the work.
For example:
Allow the use of a calculator to figure
math problems; simplify task directions;
change rules to accommodate learner
needs.
Participation*
Alternate Goals
Adapt the extent to which a learner is
actively involved in the task.
Adapt the goals or outcome expectations
while using the same materials. When
routinely utilized, this is only for students
with moderate to severe disabilities.
For example:
In geography, have a student hold the
globe, while others point out
locations. Ask the student to lead a
group. Have the student turn the
pages while you are reading to the
group.
Increase the amount of personal
assistance to keep the student on task or
to reinforce or prompt use of specific
skills. Enhance adult-student
relationships; use physical space and
environmental structure.
For example:
Assign peer buddies, teaching assistants,
peer tutors, or cross age tutors.
Input*
For example:
Use different visual aids, enlarge text,
plan more concrete examples, provide
hands-on activities, place students in
cooperative groups, pre-teach key
concepts or terms before the lesson
Level of Support*
For example:
In social studies, expect a student to be
able to locate the colors of the states on
a map, while other students learn to
locate each state and name each capital.
Output*
Adapt how the student can respond to
instruction.
For example:
Instead of answering questions in writing,
allow a verbal response, use a
communication book for some students,
allow students to show knowledge with
hands on materials.
Substitute Curriculum
Provide different instruction and
materials to meet a learner’s individual
goals. When routinely utilized, this is
only for students with moderate to
severe disabilities.
For example:
During a language test a student is
learning toileting skills with an aide.
Adaptation Exercise
• Matthew is a student with a visual
impairment who has difficulty reading
student text.
His teacher photocopies
the required pages of the text in larger
print so Matthew can read them. What
adaptation is this teacher utilizing to
ensure Matthew’s success?
Adaptation Exercise
• James, is a student with Downs
Syndrome. He is in a full inclusion class.
Each student researched a state and
created a project. James picked a state
and the teacher provided him with a blank
book with pages labeled for him to record
the state flag, state bird, geography,
etc… What adaptation did this teacher
make for James?
Adaptation Exercise
• Zach has ADHD and has serious problems
staying focused and on-task.
He will
begin a task, but very quickly will lose his
focus and become disruptive. When his
behavior is pointed out to him, he can
redirect his attention and continue with
the task.
What adaptations can his
teacher make so that Zach can be
successful in mastering the standard?
Group Activity 2:
“Kids in the Grid”
Now,in this next exercise write
each student’s name on the
blank grid of 9 adaptations
under the type of adaptation
you believe the example best
illustrates.
Answers to “Kids in the Grid”
Quantity*
•Lisa
•Mary
•Carley
Time*
•Bill
•Katey
•Caesar
Input*
•Michael
•Keisha
•Othello
Participation*
•Lindsay
•Oren
•(*Sara)
•(*Tim)
Difficulty
•Jane
•Trevor
•Brendan
Alternate Goals
•Alex
•(*Sara)
•(*Tim)
•Jim
•Carley
Level of Support*
•Kyle
•David
•Angel
•Marcello
Output*
•Ann
•Michio
•Isaac
•Brian
•Kyle
Substitute Curriculum
•Ralph
•Grace
•Lois
*Sara & Tim have severe disabilities and IEPs emphasizing social interaction goals
When Are Accommodations Necessary?
When a student’s learning
characteristics require
adaptations that do not
substantially alter what is
being taught, or what is being
measured
Possible Interfering Characteristics
 poor memory for
rote facts
 low decoding,
high
comprehension
 incomplete assignments
 off task
 short attention
 difficulty with elapsed
time
 anxiety
Low frustration
tolerance
Slow
processing
speed
When Are Modifications Necessary?
When a student’s learning
characteristics require
adaptations that do
substantially alter what is
being taught, or what is being
measured
Accommodations to Consider
 Quantity of Independent Work
(can still pass mastery tests)
 Time
 Level of Support (supportive
interactions and materials)
 Input (different materials, more
teaching, teaching differently,
scaffolds, pre-teaching, think
aloud, guided practice, etc.)
 Difficulty (not substantial)
 Output (different methods to
show mastery)
 Participation/Engagement
Modifications to Consider
Difficulty
(will not pass mastery test)
 Alternate Goals
(same curriculum but different goals)
 Substitute-Functional
Curriculum
(different curriculum)
“Fast Facts” (Know your
student)
In your handout is an example
of a “fast fact” synopsis of a
student and his completed grid
of 9. A Fast Fact is summary
of a student describing past
challenges and successes.
“Fast Facts” concept: Dr. John Cressey
Google! Earth
Lunch
Activity
Michelle’s
Accommodation
History
Fast Facts & Grid of 9
Practice
• Select a partner
• Write a “Fast Facts” for a student
that you remember
• Select which student you would like
to work with
• Using a blank “Grid of 9” sheet,
determine the accommodations you
would use for this student.
TUSD Pyramid of Intervention
Level 3
District
Level 2
School Based
Level 1
Classroom
Taking Stock
All Students
I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child's
life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a
crisis will be escalated or de-escalated, and a child
humanized or de-humanized.
Haim Ginott