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Supporting Multiple Disabilities Through Differentiation

This document discusses differentiation strategies to support students with diverse needs and learning styles. It defines differentiation as instruction that helps all students master challenging content through interrelated activities based on their needs. The document outlines reasons to differentiate including student diversity and inclusion. It describes differentiating content, process, and products. Strategies discussed include tiered activities, choice, varied assessments, and addressing different learning profiles. The presenters provide examples of differentiation strategies for math, reading, interests, and learning styles to engage and support all students.

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135 views

Supporting Multiple Disabilities Through Differentiation

This document discusses differentiation strategies to support students with diverse needs and learning styles. It defines differentiation as instruction that helps all students master challenging content through interrelated activities based on their needs. The document outlines reasons to differentiate including student diversity and inclusion. It describes differentiating content, process, and products. Strategies discussed include tiered activities, choice, varied assessments, and addressing different learning profiles. The presenters provide examples of differentiation strategies for math, reading, interests, and learning styles to engage and support all students.

Uploaded by

api-324129714
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Supporting Multiple Disabilities

Through Differentiation

A presentation by:
E. C. Dixon
Denise Zannu

What Differentiation is NOT?


Differentiating does not mean providing
separate, unrelated activities for each student
(Good, 2006).

What is Differentiation?
Instruction that helps students with diverse
academic needs and learning styles master
the same challenging academic content.

(Center for the Comprehensive School Reform and Improvement 2007

Providing interrelated activities that are


based on student needs for the purpose of
ensuring that all students come to a similar
grasp of a skill or idea.
(Good, 2006)
)

Why Differentiate?
Heterogeneity

Special Education
Inclusion
Reduction in out-of-class
services for Gifted Learners
Escalations in Cultural
Diversity in Classrooms
(Tomlinson, C., et.al., 2013)

Why Differentiate?
Supports students with learning differences
Helps students retain content and skill
Reduces time students require to absorb
information
(Mitchell, 2010))

Why Differentiate?
Decreases the need for skill remediation
Allows learners the ability to demonstrate
learning in a variety of ways*
(Mitchell, 2010))

What can be Differentiated?


In all classrooms, teachers deal with at least 3
curricular elements:
1. Content- input, what students learn
2. Process how students go about making
sense of ideas and information
3. Product-output, how students demonstrate
what they have learned

Where do I Differentiate?
Successful Instruction can be differentiated based
on three general areas. These areas include:
- the content of instruction
- the processes and techniques used to help make
sense of a given topic
- the products produced by students that
demonstrate their learning
Jennipher Willoughby, 2010

4 Steps to Planning Differentiation

Determine
the
Academic
Content or
Skill

Gauge
student
background
knowledge

Select
suitable
instructional
methods and
materials

Design ways
to assess skill
mastery

(Mitchell, 2010))

Where are my Students?


Understand Prior Knowledge
Understanding Students Strengths and
Weaknesses
Understand level of skill
Assess Learning Styles
Online Learning Inventory

Selecting Instructional Methods


All differentiated instruction:
Is rooted in good curriculum.
Includes rigorous content and application of
higher-order thinking skills
Aligns with common-core state standards
and/or state and district curriculum
Emphasizes deep themes, ideas and interconnections
(Dr. Susan Allan, differentiatedinstruction.net)

Where do I begin?
Low-Prep Differentiation

High-Prep Differentiation

Choice of books

Tiered activities and labs

Homework Options

Tiered products

Varied Journal Prompts

Alternative assessments

Whole-to-part/ Part-to-whole
Explanations

Lectures coupled with graphic organizers

Varied Computer Programs

Multiple-intelligence Options

Varied Supplementary Programs

Tiered centers

Use of Collaboration, independence, and


cooperation

Literature Circles

Open-ended activities

Stations

Negotiated Criteria

Choice Boards

Games to practice mastery of information


and skill

Problem-based learning

Multiple levels of questions

Graduated Rubrics

Strategies for Math


1. Visual and graphic descriptions of problems

2. Systematic and explicit instruction

Strategies for Math


3. Student think-aloud

Strategies for Math

Strategies for Math


4. Use of structured peer-assisted learning
activities involving heterogeneous ability
groupings

5. Assessment data provided to teachers and


students.

Strategies for Reading


1. Provide multiple texts at varying reading
levels for students.
2. Use assessment to inform planning and
instruction.
3. Explicitly teach reading and learn to scaffold
instruction.
4. Integrate writing to think and learn.

Assessing the Learning

Based on Content
Utilize pre-tests to assess students needs and strengths
Encourage thinking at various levels of Bloom's
Taxonomy.
Use a variety of instructional delivery methods to
address different learning styles.
Break assignments into smaller, more manageable
parts
include structured directions for each part.

Choose broad instructional concepts and skills that


lend themselves to understanding at various levels of
complexity.

Based on Process
Provide access to a variety of materials
target different learning preferences
target reading abilities

Develop sensory-based activities


target auditory, visual, and kinesthetic learners.

Establish stations for inquiry-based, independent


learning activities.
Create activities that vary in level of complexity and
degree of abstract thinking required.
Use flexible grouping to group and regroup students
-based on factors including content, ability, and
assessment results

Based on Product
Use a variety of assessment strategies
Balance teacher-assigned and studentselected projects.
Offer a choice of projects that reflect a variety
of learning styles and interests.
Make assessment ongoing and interactive

Differentiation for Readiness

Varied Texts by Reading Level


Varied Supplementary Materials by Reading Level
Varied Scaffolding
Tiered Tasks
Tiered Products
Utilize Small-Group Instruction
Provide Homework Options
Assessment
Negotiate Criteria for Quality Varied Graphic
Organizers

Focus on Interests

Interests Areas
Fine Arts
Photography
Painting
Sculpture

Literature

Poetry
Prose
Fiction
Non-Fiction

Technology
Athletics
Sciences
Life
Physical

Mathematics
Social Sciences
Journalism
Politics/Government
Business
Music

Song
Dance
Composition
Performance

Theater/Film/Television
Travel/Culture
People
Heroes
Villains
Young People

Sports/Recreation
Crafts

Mode of Expression
Oral

Speech
Seminar
Drama
Symposium

Written
Creative
Expository

Designed/Built
Display
Model

Artistic

Graphics
Painting
Photography
Illustration

Abstract
Ideas
Plans
Theories

Service in Community

Strategies That Support Interest-Based


Differentiation
Exploratory Studies
Studying Concepts and
principles through the lens
of interest
Student Choice of Tasks
Independent Studies
Orbitals
Design-A-Day
I-Searches

Mentorships/
Apprenticeships
Group Investigation
Interest Groups
Jigsaw
Literature Circles
WebQuests
Negotiated Criteria for Tasks
and products
Student-selected audiences

Strategies That Support


Learning-Profile Differentiation

Varying Teacher Presentation


Varying Student Mode of Expression
Working Choice Arrangements
4-Mat
Flexible Environment
Complex Instruction
Multiple Modes of Assessment
Organizer
Varied Approaches to Organizing Ideas and
Information

Product Possibilities
Design a web page
Develop a solution to a
community problem
Write a book
Design a game
Lead a symposium
Build a planetarium
Conduct a series of interviews
Submit writings to a journal,
magazine, newspaper
Interpret through multi-media
Design a structure
Design and conduct experiment
Collect and analyze samples
Plan a journey, trip
Write letter to the editor

Design [political] cartoon


Conduct a training session
Do a demonstration
Present a news report
Write a new law and plan path
Make Learning Centers
Create authentic recipes
Choreograph dances
Design a new product
Create a subject dictionary
Design a simulation
Develop a museum exhibit
Compile a newsletter
Develop Advertising Campaign
Complete an Archaeological Dig

Lets do the work!


[email protected]
[email protected]

References

Good, M. E. (2006). Differentiated instruction: Principles and techniques for the


elementary grades. San Rafael, CA: School of Business, Education, and Leadership
at Dominican University of California. Retrieved June 1, 2014, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_
Mitchell, D. (2010). Education that fits: Review of international trends in the
education of students with special educational needs. University of Canterbury, for
the Ministry of Education. Retrieved May 14, 2014 from
http://www.educationcounts.govt.nz/publications/special_education/educationthat-fits/chapter-eleven-inclusive-education
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.,Moon, T., Brimijoin, K.,
Conover, L., & Reynolds, T. (2013). Differentiating instruction in response to
student readiness, interest, and learning profile in academically diverse
classrooms: A review of literature. Journal for the Education of the Gifted, 27 (2/3),
119-145.
Willoughby, J. (2012). Differentiating instruction: Meeting students where they are.
Retrieved May 14, 2014 from
http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

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