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DIFFERENTIATED INSTRUCTION

(also called Multi-level instruction)

by Verna Eaton, Special Education Teacher


Saskatchewan Valley School Division
Copyright 1996 Verna Eaton

Differentiated instruction is an approach to planning so that one lesson is


taught to the entire class while meeting the individual needs of each child.

The teacher weaves the individual goals into the classroom content and
instructional strategies. The content and the instructional strategies are the
vehicles by which the teacher meets the needs of all the students.

Each lesson:

has a definite aim for all students

includes a variety of teacher techniques aimed at reaching students at


all levels

considers student learning styles in presentation of lesson

involves all students in the lesson through the use of questioning aimed
at different levels of thinking (Bloom's Taxonomy)

allowing that some students will require adjusted expectations

providing choice in the method students will use to demonstrate their

understanding of the concepts

accepting that different methods are of equal value

evaluating students based on their individual differences

RATIONALE:

Encourages inclusion of all students

Addresses different learning styles


Allows teacher to reach all of the students some of the time

Allows for diversity among students

Fosters social relations and self-worth

Meets social, emotional and academic needs

STEPS:

1. Identify:
- underlying concepts - What is that all students are to understand. Need
to clarify difference between the concepts and the content used to
develop the concepts.
- student objectives
2. Method of presentation:
- concept presented in such a way that all students are able to gain
varying degrees of knowledge based on their level of understanding
- learning styles of student - auditory, visual, kinesthetic, tactile
- level of cognitive domain - Bloom's Taxonomy
- differentiated participation - based on student's skill level
3. Method of student practice:
- allowance for assignments based on student's needs
- learning styles of student - auditory, visual, kinesthetic, tactile
- level of cognitive ability - Bloom's Taxonomy
- differentiated participation - based on student's skill level
4. Method of evaluation:
- linked to method of performance
- learning styles of student - auditory, visual, kinesthetic, tactile
- level of cognitive ability - Bloom's Taxonomy
- differentiated participation - based on student's skill level
5. Method of presentation: Adaptations may be necessary to the environment,
the materials and the mode of presenting the information.

ENVIRONMENT

Position in room:

o consider student's senses - vision, hearing, touch, smell, physical


ability

o sit at front of room, back of room, away from noise, beside


teacher,

o change lighting (light on desk, back to window ...)


o Cooperative grouping

o Seating at desk: physically comfortable, conducive to working,


provides

o necessary supports:

o wheelchair accessible

o flip up desk

o tilt-top desk

o larger table

o stand at desk

o extra lighting

o feet supported

o General Organization: for easy access to organized materials:

o drawers beside desk

o soup can for pencils

o bookends

o tie pencil to desk

o attach pencil to student with extension key ring

o have list of items to complete on desk

o have timetable on desk

o reduce excess materials on desk

o colour code notebooks/duotangs

o have student come in early to go over dayplan

o headphones to quiet outbursts


o sit on mat/chair during group floor activities

MATERIALS

Student materials:

o low vocabulary books*

o audio cassettes

o video cassettes

o computer

o calculator

o manipulatives

o overhead sheets over text book to allow writing

o pictures

o notebooks/duotangs

o photocopy of notes

o number or alphabet lines on desk or on notebooks

Adapting page set-up:

o line indicators

o different types of paper - graph, mid lines, raised lines, red and
green lines

o provide more space for answers

o highlight directions

o cover sections of test/sheets, or cut sheets and give student only


one

o section at a time

o greater contrast ink


o post-it notes

Adapted devices:

o scissors

o chalk holders

o pencil grippers

o highlighter

o bingo markers

o stamps and stamp pads

o dycem

o recipe stand to hold books

o erasable pens

o corner pouches to hold papers down

o vegetable bins to hold materials at desk

PRESENTATION:

Teacher presentation:

use hand signals/sign

use variety of levels of materials for whole group

repeat instructions

stand close to student

speak clearly, facing students

modify tone of voice

modify pace

write instructions: on board, on post-it notes for student


ask student to repeat instructions

have a peer repeat instructions

demonstrate/model, act out instructions

complete first example with student

always put instructions in the same place

simplify instructions

tape record instructions

use pictures

use concrete materials

video for later review

use different coloured chalk/pens

break information into steps

give structured overview, have students fill in blanks, jot notes, etc.,
while listening

provide additional time to preview materials, complete tasks, take tests

photocopy information

highlight key points in text

use contrasting colours of chalk, pens, etc.

involve students in presentation

team teaching

webbing

use multi-sensory information delivery:

Visual Auditory Others


bulletin boards radio taste
banners tapes smell
posters records touch:
television television texture
slides lectures temp
filmstrips debates movement
flashcards discussions
transparencies field trips
drama drama
graffiti readings
comics interviews
objects letters
community events concerts

adapt level of questioning - Bloom's Taxonomy

Students involved in presentation:

concept mapping

cooperative learning - heterogeneous groups

brainstorming

webbing

peer teaching, reciprocal peer teaching, problem solving, coaching,


cross-age and same-age tutors

mentorship

Method of student practice:

Where possible provided guided choices for mode of practice

Use Bloom's taxonomy for planning activities

Determine the ability of the child to participate - in the activities

Differentiated Participation:

Differentiated participation may be necessary.

Differentiated participation may require adapting how the student participates,


adapting how much the student participates, providing adapted equipment or
materials or adapting the rules or goals for that student. Each student is to
participate according to his or her level of skill.

Methods of student practice:

Verbalize Write Create Perform Solve


oral report theme diorama simulation puzzles
panel discussion research collage role play mazes
debate paper scroll drama problems
open discussion report painting concert equations
games workbook model model riddles
brainstorm chalkboard graph music games
oral questions & poems pictograph dance brainteasers
answers essays mural pantomime scavenger
telephone stories maps puppet hunt
interviews diary models shows charades
commentary books food radio
plays timelines commercials
cookbook clothing
bulletin board
banner
movie/videotime
capsulemedia
presentation
portraits
games
inventions

Bloom's Taxonomy

Knowledge Requires memory only in order to repeat information


Comprehension Requires rephrasing or explaining information
Application Requires the application of knowledge to determine answer
Analysis Requires identifying motives or causes, drawing conclusions,
or determining evidence
Synthesis Requires making predictions, producing original
communications or problem solving with more than one
possible solution
Evaluation Requires making judgments or offering supported opinions

Method of Evaluation

determine a variety of ways students can demonstrate their mastery of


the
objectives and their level of understanding of the concepts

use Bloom's Taxonomy to assess level of understanding

criteria for evaluation will be determined by child's needs and abilities

Evaluation:

self evaluation

Know-Want to Know-Learned

show knowledge in different ways (see methods of practice)

peer evaluation

work samples

video

spot checks

portfolio

tests

dictate

oral

use calculator

draw pictures

take home

extended or no time line

open book

provide more space

delete some options


consider the environment - may have to take test in another room

enlarge print

tape test directions/questions

teach test taking strategies and vocabulary

present parts of the test separately

Reporting:

give effort/grade comments

attach anecdotal comments

same format as other students

mark based on criteria/goals, not class

curriculum based assessment

focus on growth

Sources:

Material prepared by Verna Eaton, including content adapted from:


1. Differentiated Instruction, Edmonton Catholic Schools, Department of
Student Services, Joan Cunningham, 1993.

2. Multi-level instruction, School District 12, Woodstock, New Brunswick,


Jean Collicott, 1993.

3. The Homecoming Model, J. Thousand, T. Fox, R. Reid, J. Godek, W.


Williams, & W. Fox, University of Vermont, 1986.

4. Maple Ridge School Division, British Columbia, Randy Cranston, 1993.

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