Differentiation

Differentiation:Seeking a Way to Teach Them All : 

By Lydia Telles New Mexico State University Differentiation:Seeking a Way to Teach Them All

Learning can be compared to an upward climb on a slippery slope. : 

Learning can be compared to an upward climb on a slippery slope.

Slide 3: 

With the correct supports, one can succeed up to the top of the hill. Not everyone will reach the top in the same way.

When looking at a classroom, we should see each student’s potential, not just their challenges. : 

When looking at a classroom, we should see each student’s potential, not just their challenges.

Slide 5: 

Believe each student can learn! Criterion of least dangerous assumption: (Collins, 2007)

Differentiation: Using strategies that are effective in teaching all the students in a class. : 

Differentiation: Using strategies that are effective in teaching all the students in a class. Each student is unique: Varying Experiences and Knowledge Background. Cultural Norms. Differing Home Environments. Different Intelligences. Different Grouping and Environmental Preferences. (Strategies, n.d.; Udvari-Solner, Thousand, & Villa, 2005)

Besides these differences, students with disabilities have additional challenges. : 

Besides these differences, students with disabilities have additional challenges.

The Individuals with Disabilities Education Improvement Act (IDEA 2004) reiterated the past legislation of all students receiving a free appropriate public education in the least restrictive environment possible. : 

The Individuals with Disabilities Education Improvement Act (IDEA 2004) reiterated the past legislation of all students receiving a free appropriate public education in the least restrictive environment possible. 1975: Education for All Handicapped Children Act PL 94-142 1990, 1997: Individuals with Disabilities Education Act 2001: Elementary and Secondary Education Act-No Child Left Behind (Learning, 2005; Stichter, Conroy, & Kauffman, 2008)

What does this mean? : 

A continuum of placements should be available if it is determined that the general education setting with supports, modifications, and accommodations is not appropriate. The general education classroom with appropriate supports and services should be the first placement considered. Differentiation makes it possible for more students with disabilities to be educated with their non-disabled peers. What does this mean?

Slide 10: 

Differentiation helps bridge these differences by creating a learning environment that engages each student in learning in an appropriately challenging level.

Slide 11: 

Differentiation means implementing strategies that modify: Content Level Process of Instruction Purpose of Instruction (Dillard, n.d.; NWEA, n.d.)

Differentiation Step I: : 

Differentiation Step I: Get to know your students! Readiness Level: Skill Level Background Knowledge Interests: Topics to Explore Activities They Like to Participate In. What Will Motivate Them. AND What is her readiness level?

Learning Profile : 

Learning Profile Learning Style: Visual, Kinesthetic, Tactile, Auditory, etc. Grouping Preference: Small Group, Large Group, Individual, etc. Environmental Preferences and Needs: Lots of Space, Quiet Spot, Music in the Background, etc. What is his learning profile?

How a student’s individualized education program can help you plan for differentiation: : 

Present Levels of Performance is a starting point for determining the readiness level. Goals and Objectives guide what are the student’s content expectations. This can guide modifications to content. Documentation of progress on these goals is expected. Accommodations and Modifications help develop a plan of how to modify instruction presentation and mode, assessment modes and expectations, and how to deal with behavior challenges. How a student’s individualized education program can help you plan for differentiation:

Do not forget! : 

Check for a Behavior Intervention Plan. This is a plan that is to be followed and a documentation form is usually included. The plan should become an integral part of your planning. Do not forget!

Differentiation Step II: : 

Content Modification Change to the material expected to be learned. Differentiation Step II: (NWEA, n.d.; Rebora, 2008; Strategies, n.d.) What should be the student’s focus?

Differentiation Step III: Process-The way a student accesses the curriculum. : 

Differentiation Step III: Process-The way a student accesses the curriculum. Methods of instruction: Flexible grouping How to complete assignments Reduction of or choice of type assignments to complete More time Varying complexity Environment: Implicit and explicit class rules Structure and routine Arrangement of furniture and accessibility Lighting Noise level Content displays (NWEA, n.d.; Rebora, 2008; Strategies, n.d.)

Differentiation Stage IV: Product a.k.a. assessment and evaluation: The way a student shows what he has learned. : 

Differentiation Stage IV: Product a.k.a. assessment and evaluation: The way a student shows what he has learned. How complex: From two or more multiple choices, true or false, all or partial test items or less complex project or assessment. How often: Assessment and evaluation should be ongoing. What to assess or evaluate: Daily work or participation, completion of assignments or projects, progress towards class and IEP goals, effort or amount correct on assessments. How to assess: Quick check by asking individual students questions; observe students as they work, journal observations to remember; check student work regularly; check off lists; varying types of assessments before, throughout, and at the end of a unit or project time table.

How to Use the data: : 

Update student learning profile and readiness levels. Document student growth and progress Update IEP objectives Determine effectiveness and appropriateness of expectations and goals. To know when to add scaffolds and when to remove them. Accountability to student, parents and school officials. To guide teacher planning. How to Use the data: Scaffolds removed!

Ways to vary process and product. : 

Ways to vary process and product. Match. Demonstrate or Participate. Computer Generated Reports. Point to the answer. Type. Find it. Show. Write, copy, or trace. Word banks, multiple choice, model. Draw. Act. Dance or pantomime.

Teachers who differentiate properly as described by Carol Tomlinson: : 

Teachers who differentiate properly as described by Carol Tomlinson: “ They work to ensure that struggling, advanced, and in between students think and work harder than they meant to; achieve more than they thought they could, and come to believe that learning involves effort, risk, and personal growth.” (Dillard, 2008)

Examples of Differentiation in Many Subject Areas for Students with Severe or multiple-disabilities. : 

The following slides are examples used in actual high school classrooms. Some students access the curriculum with accommodations or modifications. The main goal for some students is the development development of social skills. Success for each student is accomplished by collaborating to set appropriate goals and differentiating to meet the students at their readiness level. Examples of Differentiation in Many Subject Areas for Students with Severe or multiple-disabilities.

Music and Art Programs: : 

Music and Art Programs: Playing of a rhythm instrument. Listening and ‘voicing’ appreciation of the music. Additional support for student’s special needs may include an educational assistant or resource teacher. Develop students own style while other students are working on more complex concepts. Work with a peer . Work on a group Project. Travel to competition with supports in place.

Slide 24: 

Drama-Theatre Sign – Language, picture cue cards, and pantomime. Hum and dance. Point to parts of stage or props or match to a picture instead of written assessment. Help with make-up and costumes. Stagehands and scenery. Non-speaking parts.

Slide 25: 

Cooking partners. Color coded measuring cups and picture recipes. Pre-measured ingredients. Use pictures in text, from internet, or from magazines to supplement class assignments. Culinary Arts

Language Arts a.k.a. Reading, Writing, and Literature : 

Language Arts a.k.a. Reading, Writing, and Literature Developmentally appropriate books with pictures found in the school library, when possible, related to class literature. A sentence instead of a paragraph, trace or copy dictated answers or sentences. Audio-books, DVD’s or videos of the novels or other literature being read by the class. Reading intervention programs at various levels. Work on basic writing for transition: applications, personal information. Fewer or less complex vocabulary words. Give choices of answers or topics to write about. Peers or educational assistant reads the story.

Mathematics : 

Related math assignments e.g. working with money counting while others work on career related math. Relate math to real life e.g. math facts and fractions can be reinforced by preparing and serving a snack. Use real coins, commercial products or teacher-made. Use calculators, rulers, touch math, counters, or math facts charts to complete assignments. Mathematics

The Sciences : 

The Sciences Use pictures in text, from the computer, or from other printed sources related to the topic. Give a summary or key words to copy, type, or trace. Assessment and expectations can be reduced in complexity. The student can describe or point to requested parts of pictures related to the unit. Include in group projects.

Social Studies or History : 

Give pictures of events to put on a timeline. Reduce required map or vocabulary items. Give a filled in map and have the student trace or draw the landmarks. Trace words related to the unit. Find pictures or articles on the internet by typing in words from a cue card. Social Studies or History

More…. : 

More…. Color coded BINGO with matching vocabulary word. Use voice activated programs for writing or searching on the computer or dictate for someone else to write or type reports, stories, and poems. Have a student with artistic talent create new power point backgrounds using painter. Match vocabulary words with pictures to maps, globes, geometric shapes, etc. Get creative using research-based methods available or that are easily produced from what is available.

Differentiation makes education student-centered. : 

Differentiation makes education student-centered. The ultimate goal is to help all students reach their highest potential and to become as independent as possible when they transition into the world after their secondary education is complete.

Summary statements of differentiation: : 

Summary statements of differentiation: Differentiated teaching incorporates the multiple intelligences and diverse cultures of the students using tiered lessons, assignments, and products (Strategies, n.d.). When we differentiate, each student should be given respectful tasks to accomplish that reflects knowledge, skill, and thinking strategies that are appropriately challenging (Rebora, 2008).

Slide 33: 

References Collins, B. C. (2007). Moderate and severe disabilities: A foundational approach. Upper Saddle River, New Jersey: Pearson Education. Dillard, D. W. (n.d.). Differentiated instruction. Retrieved March 25, 2010, from Successories, Inc. website: http://www.av.k12.mo.us/main/files/Differentiated%20Instruction.ppt Learning Disabilities Association of America. (2005-2010). Principles of IDEA. Retrieved February 1, 2010, from http://www.ldaamerica.org/aboutld/parents/special_ed/principles.asp Maslow’s hierarchy of needs. (2001). The organizational effectiveness group. Retrieved March 9, 2010, from State of Nebraska, DAS Personnel Division website: http://www.das.state.ne.us/personnel/nkn/oegresources/maslow.htm Northwest Evaluation Association (NWEA). (n.d.). Climbing the data ladder: Differentiating instruction. Retrieved March 22, 2010, from http://daretodifferentiate.wikispaces.com/file/view/NWEA-DI.ppt Northwest Evaluation Association (NWEA). (2008, November). Differentiation resources. Retrieved March 24, 2010, from http://www.petoskeyschools.org/tlc/assessment/NWEA/documents/DifferentiationResources.pdf Rebora, A. (2008, September 10). Interview: Making a difference. Retrieved March 25, 2010, from http://www.edweek.org/tsb/articles/2008/09/10/01tomlinson.h02.html

Slide 34: 

Stichter, J. P., Conroy, M. A., & Kauffman, J. M. (2008). An introduction to students with high- incidence disabilities. Upper Saddle River, New Jersey: Pearson Education. Strategies for differentiating instruction. (n.d.). The access center: Improving outcomes for  all students K-8. Retrieved March 25, 2010, from  http://K8accesscenter.org/training_resources/documents/DifferentiationStrategiesTool.doc Udvari-Solner, A., Thousand, J. S., & Villa, R. A. (2005). Access to the general education curriculum for all: The universal design process. In Creating an inclusive school (pp. 134-155, 138-141). Alexandria, VA: Association for Supervision and Curriculum Development. U.S. Department of Education. (n.d.). Building a legacy: IDEA 2004. Retrieved February 1, 2010, from http://idea.ed.gov/ Werts, M. G., Culatta, R. A., & Tompkins, J. R. (2007). Fundamentals of special education (3rd ed.). Upper Saddle River, New Jersey: Pearson Education. (Original work published 1999) Willoughby, J. (2000-2005). Differentiation instruction: Meeting students where they are. In Teaching today. Retrieved March 24, 2010, from  http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml