We Do Need It! Differentiated Instruction for College Level

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1 We Do Need It! Differentiated Instruction for College Level Echo Wu, Ph.D. Center for Gifted Studies College of Education & Human Services Murray State University

2 Outline u What is Differentiation (DI)? Why DI? u How do we use it at college level? u What strategies can we use? u What resources do we have? u What do we need to know?

3 What is DI? Why do we need it?

4 Activity-1 (Individual) u Please write down your initial ideas on the sheet: What is Differentiated Instruction in your mind?

5 DI is NOT DI IS Individualized instruction - Different reading assignments Grouping Tailoring the same suit of clothes One-size-fits-all instruction does NOT reach all Learners Student centered - Multiple intelligences; learning styles Blend of whole-class, group and individual instruction Responsive and flexible Learners of multiple abilities CAN BE educated together

6 Myths & Realities: 10 Common Misunderstandings on DI 1. Differentiation is a set of strategies. u It is an entire teaching philosophy grounded in knowing students and responding to their needs. 2. Differentiation is group work. u Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups all depending upon demonstrated student needs. 3. I already differentiate. u While many teachers may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms these classrooms develop and grow over time in response to student need.

7 4. Differentiated lessons have to be creative, cute, and fun. u While engaging students is an important part of differentiation, it is more important that the lesson be grounded with rich curriculum. 5. Differentiation is just the next educational fad. u Because differentiation is a philosophy of meeting a broad range of students needs, only when students cease being different will the need for differentiation disappear. 6. Providing choice= differentiation. u Different activities have to be held together by clear learning goals.

8 7. Differentiation isn t fair. u Fair does not always mean the same. In order for students to reach the same goals, they may need to take different paths to get there. 8. Differentiation means dumbing down the curriculum for less advanced learners. u Differentiation means providing appropriate scaffolding to help all learners reach common learning goals. 9. Preparing a differentiated lesson takes a huge amount of time. u Creating any high-quality lesson takes time. A teachers get their heads wrapped around the process, they become more efficient and develop storehouses of differentiated lessons to adapt.

9 Student Differences Know Your Students

10 Activity-2 (in Pair) u Please share with the person beside you, and answer the question: What are the differences that your students may have from each other?

11

12

13 How Do We Use DI at College Level?

14 Unique Features of College Students u College students have more variety: Language background; learning background, family background u College students may not know each other very well, or at all u College students have more control of their time, and they may also have better time management u Instructors need to know students on purpose, otherwise may not have a chance at all!

15 ni nk K

16 Activity-3: MI Inventory u Using the MI Inventory to find out what your MI is!

17 Determine What to Do Next u Pre-Assessment u Content u Process u Product u Formative Assessment u Post-Assessment

18

19 Based on student 1. Content readiness & interests

20 DI of Content l A mdi l DrDlf L r n nya ly i lb yalf bl na bp nnt l DA ymb rd i bt b i e ldlb ln Ai Di n rb yalf ly i l i la b lb i la bl i Li lnad bp i la LDv T ni A i P b ni ln i c i yb ldni i DA v Dl yb ldni b l A nya ly i lb yrldr i lr rd i b s Ai Di lf rb, l A nya ly i lkb A A i b i nldl lnab, i blay ldni Db ni lc n yb i ADi Drc ADLi A Di c b b A i nv ly i lb b Di la D rb l Af Di DrDlf L r b yl o l l AD rb ni b r rdi T n R b lb l Di b b L r b n ly i lb b Di y Db l v Dl m rr Any b ln c i na t Drr na lay rdi Ai A bp na oli l Ai Di

21 d nya kb Di e ldl A l rnnmkb oni nmf o lt la D rb i blay ldni r la l Db Ai A i m i l u ldl Ab i l ldni b Ai Di i LDAni mi l rr i blay ldni ybl L a ldl i m i l Di s ADlDi la l D b A bb l y DlnAf P Di bl l D P Dby r s ldr Ai A b A bb yrldr i lr rd i b L rn mi l rrf An AD l

22 t e K Three Tier Instructional Model by Kim Imrie

23 ffs KK

24

25 DI of Process ro D r Any Di Db ni bdbli lrf b DA ldldldb b AnLD i la b l i la b Any Di b A nl Do P i L rn A bni r i b na nyr f i md Di An b b nm r ldni n nat i Dyr ldlb CnAg i b ni y nalb nr r bb i lan y lnaf Db ybbdni b Pl i nrrnv v Dl Af Di l i l n Dm m rr Any CnAg DA nat R m nady ldni DA l i blay ldni DAn r l Di i hydaf c b Ai Di A D na i DYDi nn A ldl Ai Di unr Di r bbannm i m i l i Slb Di ly i lb i A b r rt A i DY ldni s nyldi b yb lb yd nlb

26 A Variety of Strategies to Use S K n n K U U d e T i U T e T e Thinking Hats

27 r s i nk

28 DI of Products i DlD r s i c ndi bbb bmi l n DL ly i lb ldni b n nv ln ly i l Di b b s Anv l A o Ab b h yda Ai Di bbi ld r A l y l nv P ADl lla P L r n ya r v Dl yl i ld bbb bmi l r b ly i lb A ldl s b ni bd rb y AD b l l l o rna Ab ly i lkb AD t Drr L r Af o l ldni b s h ydam i lb y D l AR nm na ly i l b ni bb rrnv ly i lb ln nat rni CnAg Di m rr Any b ni bd A ly i lkb yrldr A nam i c b bbb bmi l i l rrd i b s Ai Di lf rb ly i l nal nrdnb b ni yl nmb i nv r Di

29 g t KK nk K D K

30 DI of Classroom Environment nv l r bbannm Db A i DY, r bbannm LDnA m i m i l r i An yab ni b hy i b nbdldl i la Li ldni b r b Di nnm A n DblA ldni bp i r b l l i LDl ly i l nrr na ldni la D rb l l d l ADl f n yrlyab s nm l ldi b r A yd r Di b na i i i l nat L rn nyldi b ly i lb i A bl i DuA i b n Ai A b

31 College Learning: Online or Face-to-Face

32 i KK nk

33 Boosting Learning Engagement

34 og o

35 K

36 Differentiate Instruction (50 ): Every Student is Different:

37

38 Differentiation can include complex strategies, like writing tiered lesson plans, or it can take a more simplistic form, such as using reading buddies or thinkpair-share strategies. For instance Higher Prep Strategies: u Tiered Lessons u Flexible Grouping u Think-Tac-Toe u Multiple Intelligence u Graphic Organizers u Response/Exit Cards u Multiple Texts Lower Prep Strategies: u Reading & Study Buddies u Anchor Activities u Think-Pair-Share u Choices of books u Interest Surveys u Multiple Levels of u Questioning

39

40 Carol Tomlinson (2005): The simple truth is that we cannot meet the needs of any of the students we met if we teach them as though they are all alike and as though they are essentially the same as all other students of the same age and grade To teach any of them well, we have to learn to teach much more flexibly and responsively

41 K Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved October 22, 2008, from Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved November 1, 2008 from Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain. Retrieved November 1, 2008 from, Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved from Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS: Special Connections. Retrieved November 1, 2008, from Teachervision (2008). Structuring Lessons to Promote Learning from Materials. Partnership with Council for Exceptional Children. Retrieved from disablilities/6731.html? Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1, 2008, from Thompson, S. (2005). Instructional Tools Related to Instructional Accommodations. KS: Special Connections. Retrieved November 1, 2008, from Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades. Retrieved October 1, 2008, from Tomlinson, C. (2000). Educational Leadership, 58, 6-11, Retrieved October 1, 2008, from

42 Contact Information Echo Wu, Ph.D. Director, Center for Gifted Studies Department of Educational Studies, Leadership & Counseling College of Education and Human Services Murray State University 3205 Alexander Hall, Murray, KY Tel: Fax:

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