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Differentiated Instruction


									                           Success for ALL Middle
                           School Students
                           Through Differentiated
                                 David Vawter, Ph.D.

National Middle School Association           Richard W. Riley College of Education,
           Conference                                Winthrop University
         Philadelphia, PA                          Rock Hill, South Carolina
         November, 2005
Differentiated Instruction

  The Highest Level of
  (Founder: Carol Ann Tomlinson)
Why Differentiation?
   Block Scheduling
   180 (+)Teaching Strategies
   Learning Preferences
   10-Year Reading
Why Differentiation?

   Eight (+) Intelligences
   Personality Styles
   Brain Compatible Instruction
   Hemisphericity
   Many years of secondary school
The Changing Classroom
   Population Changes
   Cultural Changes
   Inclusion
Differentiation: A Definition

 Teaching Different Students Differently
              By Altering:
Readiness, Interest, Learning Preference
     Content, Process, or Product
What Differentiated
Instruction is NOT
   Not Individualized Instruction
   Not Hands Off
   Not a way to track students
What Differentiated
Instruction IS
   Proactive
   Based on Good Assessment
   Based on Multiple Approaches
   Student Centered
   Combines whole-group, group, and
    individual Instruction
The Foundation of
Differentiated Instruction
   Learners need to make their “own”
    meaning of content
   Learning is best when content is
    “powerfully organized”
   Learning is best when it matches where
    learners are and then takes them a bit
The Foundation of
Differentiated Instruction
   Students have a wide range of:
       abilities and skills
       interests
       intelligences.
The Bottom Line: You can
Differentiate by altering for
   Readiness
   Interest
   Learning Profile
   Content
   Process
   Products
   A combination of any of the above.
Some Specific Examples
   Mr. Erikson: Oregon -Science
   Mr. Hotstedder: Dayton VA: Math
   Mr. Lee: Waynesboro VA: S.S.
   Gail Vawter: Science and Reading
   Ms. Morrow: Furman S.C. L.A.
   Londonderry Middle School: NH
The Bottom Line: You can
Differentiate by altering for
   Readiness
   Interest
   Learning Profile
   Content
   Process
   Products
   A combination of any of the above.
Instructional Strategies
   Honoring Differences
   Student Interest
   Process
   Product
Leveled Books on Martin Luther King, Jr.

  Martin Luther King, Jr.        420    Lola Schaefer
  Martin Luther King, Jr.        450    Pamela Walker
  Young Martin Luther King, Jr. 550     Joanne Mattern
  Martin Luther King, Jr.:       590    Patricia McKissack
       Man of Peace
  I Have a Dream                 680    Margaret Davidson
  The Life & Words of MLK, Jr. 700      Ira Peck
  If You Lived at the Time of MLK810    Ellen Levine
  Martin Luther King             890    Rosemary Bray
  Assassination of MLK, Jr.      930    Conrad Stein
  MLK, Jr. & the Freedom         990    Lillie Patterson
  MLK, Jr.: The Peaceful         1040   Edward Clayton
  The Day MLK, Jr. Was Shot      1140   Jim Haskins
  What Manner of Man: A          1190
       Biography of MLK, Jr.            Lerone Bennett
             Leveled Books
            by Gary Paulsen

Dunc and Amos Series          450-680
White Fox Chronicles          600
Escape from Fir Mountain      630
Transall Saga                 630**
Mr. Tucket                    830
Tucket’s Gold/Home            870
Dogsong                       930
Tracker                       1010
Hatchet                       1020
Brian’s Winter                1140
The Night the White           1250
    Deer Died
The Rifle                     1480
Must register, but no cost.
Search books (English or Spanish)
Click title for more details
ONLY looks at text difficulty (links to
standardized testing)
                    Adaptation of KWL

     K                W                  H                  L
(what I know)   (what I want to    (how I can find    (what I learned
                    know)         this information)
                  Adaptation for Math Word Problems

           K                  W                   N                   S
     (what I know        (what is the      (what I do NOT     (what strategy I
       from the         question in the    know from the      can use to solve
       problem)           problem)           problem)          the problem)

(from Teaching Reading in Mathematics by Barton and Heidema, published by ASCD)

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