Page 1: Defining Differentiated Instruction - IRIS Center

Mr. Shelton learns that differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all ... Module Challenge InitialThoughts Perspectives&Resources WrapUp Assessment Challenge InitialThoughts Perspectives&Resources Whatisdifferentiatedinstruction? Page1:DefiningDifferentiatedInstruction Page2:GeneralPrinciples Howdoteachersdifferentiateinstruction? Page3:KnowYourStudents Page4:DifferentiateInstructionalElements Page5:DifferentiateContent Page6:DifferentiateProcess Page7:DifferentiateProduct Page8:EvaluateandGradeStudentPerformance Howdoteacherspreparetheirstudentsandtheirclassroomsfordifferentiatedinstruction? Page9:CommunicatewithStudentsandParents Page10:OrganizetheClassroom Page11:EmployEffectiveBehaviorManagement Whatdoesdifferentiatedinstructionlooklikeintheclassroom? Page12:ClassroomImplementation Resources Page13:References&AdditionalResources Page14:Credits WrapUp Assessment Wewanttohearfromyou.PleasecompleteourbriefModuleFeedbackForm. Whatisdifferentiatedinstruction? Page1:DefiningDifferentiatedInstruction Mr.Sheltonlearnsthatdifferentiatedinstructionisanapproachwherebyteachersadjusttheircurriculumandinstructiontomaximizethelearningofallstudents:averagelearners,Englishlanguagelearners,strugglingstudents,studentswithlearningdisabilities,andgiftedandtalentedstudents.Differentiatedinstructionisnotasinglestrategybutratheraframeworkthatteacherscanusetoimplementavarietyofstrategies,manyofwhichareevidence-based.Theseevidence-basedstrategiesinclude: Employingeffectiveclassroommanagementprocedures Groupingstudentsforinstruction(especiallystudentswithsignificantlearningproblems) Assessingreadiness Teachingtothestudent’szoneofproximaldevelopment Althoughdifferentiatedinstructionasawholeisyettobevalidatedbyscientificresearch,agrowingbodyofevidenceshowsthattheapproachhaspositiveeffectsonstudentlearning. ResearchShows StrategiesusedtodifferentiateinstructionalandassessmenttasksforEnglishlanguagelearners,giftedstudents,andstrugglingstudentswerealsoeffectiveforotherstudentsintheclassroom.McQuarrie,McRae,&Stack-Cutler(2008) Studentswithlearningdisabilitiesreceivedmorebenefitsfromdifferentiatedinstructionthandidtheirgrade-levelpeers.McQuarrie,McRae,&Stack-Cutler(2008) Inonestudy,thereadingskillsofelementary-andmiddle-schoolstudentswhoparticipatedinareadingprogramthatincorporateddifferentiatedinstructionimprovedcomparedtothereadingskillsofstudentswhodidnotreceivetheprogram.Baumgartner,Lipowski,&Rush(2003) Inadditiontousingthekindsofevidence-basedstrategieslistedabove,teacherswhodifferentiateinstructionoften: Whenateachertriestoteachsomethingtotheentireclassatthesametime,“chancesare,one-thirdofthekidsalreadyknowit,one-thirdofthekidswillgetit,andtheremainingthirdwon’t.Sotwo-thirdsofthechildrenarewastingtheirtime.”LilianKatz,ProfessorEmeritus,CollegeofEducation,UniversityofIllinoisatUrbana-Champaign Useavarietyofinstructionalapproaches Alterassignmentstomeettheneedsofthestudents Assessstudentsonanongoingbasistodeterminetheirreadinesslevels Useassessmentresultstoadjustinstructionasneeded Provideavarietyofoptionsforhowstudentscanlearnanddemonstratetheirknowledge Strivetomakelessonsengagingandmeaningful Employdifferentgroupingformatsforinstruction(e.g.,whole-class,smallgroups,independentinstruction)anduseflexiblegrouping x flexiblegrouping Afluidordynamicmethodofgroupingstudents.Ratherthanbeingset,groupmembershipchangestomeetthedifferentneedsofthestudents. Clickheretoseetheattributesofatraditionalclassroomcontrastedwiththoseofadifferentiatedclassroom. TraditionalClassroom DifferentiatedClassroom Instructionisteachercentered. Instructionisstudentcentered. Instructionislargelyprovidedinawhole-groupsetting. Differentgroupingformats(e.g.,whole-group,small-group,pairs)areusedforinstruction. Whenteachersassignstudentstoworkingroups,thegroupsareusuallystatic,basedonachievementlevel(e.g.,low,middle,andhighachievers). Teachersemployflexiblegroupingpracticesbasedonthestudents’learningneedsandinterests. Teacherstargetinstructionatthelevelofthemiddleachievers. Teachersassignchallengingandengagingtaskstoeveryoneintheclass. Instructionisprovidedoneway(e.g.,vialecture). Instructionisprovidedinmultipleways(e.g.,vialecture,modeling,hands-on,visualrepresentations) Instructionaltasksarealignedwithgrade-levelstandards. Whilealigningwithgrade-levelstandards,instructionaltasksaredesignedtoaddressstudents’needsanddifferences. Theteacherreliesonasingletextbooktopresentinformation. Theteacherusesavarietyofmaterials(e.g.,textbooksfrommultiplegradelevels,computersoftware)topresentinformation. Theteacherassignsthesameassignmenttoallstudents. Theteacheroffersseveralassignmentchoices. Theteacherassessesthestudents’knowledgeofaunitusuallywithawrittentest. Althoughtheteachermaygiveawrittentestattheendoftheunit,healsoprovidesthestudentswithseveraloptions(e.g.,writtenreport,model,video)todemonstratetheirknowledge. Teachersusesummativeassessmenttoassessthestudents’knowledge. x summativeassessment Anevaluationadministeredtomeasurestudentlearningoutcomes,typicallyattheendofaunitorchapter.Oftenusedtoevaluatewhetherastudenthasmasteredthecontentorskill. Inadditiontosummativeassessment,theteachersuseformativeassessmenttoguideinstruction. x formativeassessment Asystemofprovidingcontinualfeedbackaboutpreconceptionsandperformancestobothlearnersandinstructors;anongoingevaluationofstudentlearning. “Fair”meansthateverystudentworksonthesametasks. “Fair”meansthateachstudentworksatask,whichmaybethesameordifferentthantheirpeers’,tomeethisorherneeds. “Success”meansmakingagoodgradeormasteringthematerial. “Success”referstoanindividualstudent’sacademicgrowth. Teachersoftenhaveanumberofmisperceptionsaboutdifferentiatedinstruction.CarolAnnTomlinsonaddressestwoofthese(time:1:33). CarolAnnTomlinson,EdD ProfessorofEducationalLeadership,Foundations,andPolicy TheUniversityofVirginia Charlottesville,VA /wp-content/uploads/module_media/di_media/audio/di_audio_page_01_tomlinson.mp3 ViewTranscript Transcript:CarolAnnTomlinson,EdD Oneisittakestoomuchtimetoplan,buttheotherisittakestoomuchtimeinaclassroomtodifferentiate.Theplanningpiece,ofcourse,isamatterofsayingdifferentiationdoesn’tsayspendanhourplanningtonightlikeyoualwaysdidandthenadddifferentiationtoit.Whatitwouldsayis,ifyouhaveanhourtoplan,thinkabouthowyoucandothatinawaythat’sgoingtoworkforkids.And,again,ifyougoslowlyitdoesn’tneedtoeatyourlifeinanywayatall.Buttheissueintermsofittakestoomuchtimeinclassisanintriguingonetomebecauseitturnsoutthatdifferentiationisnotwhattakesextratimeinclass.Whattakesextratimeinclassisgivingkidschancestoworkwithideasandmanipulateideasandcometoowntheinformation.Itdoesn’ttakeaslongjusttotellkidsthingsorjusttocoverstandards,butwealsodon’thaveanyevidencethatstudentscomeawaywithunderstandingorthecapacitytousewhatthey’velearnedtotransferknowledge.Whenyoutaketimetoletkidsthinkandmakemeaningofstuff,thatslowsusdownsomeintermsofcoverage.Ifyouletkidsmakemeaningofstuffintwodifferentways,orifyouletkidsmakemeaningofstuffworkingaloneorworkingwithsomebody,orifyouletkidsmakingmakemeaningworkingindependentlyorworkingwithateacher,thatdoesn’ttakeanylonger.Whereitgottotakelongerwasinthemakingmeaningpart. ForYourInformation WhatisthedifferencebetweendifferentiatedinstructionandUniversalDesignforLearning(UDL)? Bothattempttomaximizethelearningofallstudentsbyofferingmultiplewaystolearncontentorskillsandtodemonstratethatknowledge.Additionally,bothemphasizelearningenvironmentsthatareengagingandutilizeongoingassessmentstomakeadjustmentstomeettheinstructionalneedsofstudents.Sowhatisthedifference?Thedifferenceisinwhenandhowchangesaremadetoaddresstheneedsofstudents. DifferentiatedInstruction UniversalDesignforLearning When Duringinstructionwhentheteachernoticesthestudents’needs Whendesigningthecurriculum How Makeschangesoradjustmentstothecurriculum Buildsresourcesandoptionsintothecurriculum CAST,Inc.(2007) Howdoesresponsetointervention(RTI)fitinwithdifferentiatedinstruction? x responsetointervention(RTI) Amulti-tieredmethodfordeliveringinstructiontolearnersthroughincreasinglyintensiveandindividualizedinterventions. Bothareinstructionalframeworks.Whereasthepurposeofdifferentiatedinstructionistoaddresstheneedsofallstudents,thepurposeofRTIistoidentifyandaddresstheneedsofstrugglingstudents.Thoughthetwoframeworksoverlap—differentiatedinstructionisoftenprovidedinanRTIclassroom—underRTI,studentsmayreceivemoreintensivelevelsofinstructionthantheywouldnormallyreceiveinadifferentiatedclassroom. Howdoadaptations(i.e.,accommodationsandmodifications)fitwithdifferentiatedinstruction? Differentiatedinstructionmightnotbeenoughforsomestudentstosucceed.Thosewithdisabilitiesmightneedadditionalsupports—accommodationsormodifications—tolearntheconceptsandskillsbeingtaught.Thesesupportsareidentifiedinthestudent’sindividualeducationprogram(IEP). x individualizededucationprogram(IEP) Awrittenplanusedtodelineateanindividualstudent’scurrentlevelofdevelopmentandhisorherlearninggoals,aswellastospecifyanyaccommodations,modifications,andrelatedservicesthatastudentmightneedtoattendschoolandmaximizehisorherlearning. 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