Ackerman, Beth E.

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Liberty UniversityDigitalCommons@LibertyUniversityFaculty Publications and Presentations School of Education11-22-2010Differentiated Instruction InstituteBeth E. AckermanLiberty University, backerman@liberty.eduFollow this and additional works at: http://digitalcommons.liberty.edu/educ_fac_pubsPart of the Education CommonsThis Conference Presentation is brought to you for free and open access by the School of Education at DigitalCommons@Liberty University. It hasbeen accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. Formore information, please contact scholarlycommunication@liberty.edu.Recommended CitationAckerman, Beth E., "Differentiated Instruction Institute" (2010). Faculty Publications and Presentations. Paper 160.http://digitalcommons.liberty.edu/educ_fac_pubs/160Differentiated InstructionPart 1Beth Ackerman, Ed.D.Replacing Dr. Black who just had surgerybackerman@liberty.eduNovember 2010Notes at http://works.bepress.com/beth_ackerman/IntroductionsWhat do You Wish to Learn Today?K W LProviding varietyCooperative learningMultiple intelligences GroupingStudent where they are scaffoldingHow to apply to mathIdentify different types of  learnersTechniquesApply to mathIdentify different types of  learnersTechniquesGOOGLE!!!Today’s Objectives Participants will believe it is our mission as Christians to reach ALL students including students with learning disabilities. Participants will understand the characteristics of Learning Disabilities. Participants will  utilize differentiated instruction to reach ALL learners. Participants will be able to share various techniques and ideas for using differentiated instruction.Our Mission in Reaching ALL students The Great Commission Matt. 28:19-20 Elitism vs. The Least of These  Luke 14:12-14 & Luke 9:48 Making Disciples Luke 6:40 & Phil 4:9Expecting all children the same age to learn from the same materials is like expecting all children the same age to wear the same size clothing. – Madeline Hunter Do Learning Disabilities Really Exist?Scatter of  Ability*  Verbal Comprehension Index* Perceptual Organization Index* Freedom from Distractibility Index * Processing Speed Index WISC – R Psychological AssessmentStudents who struggle with learning typically have trouble with - Organization Following directions Staying on task, attending Interpreting & remembering information Basic Skills Low expectation by others Knowing how to learn, using metacognition Making connections Learning styles that are different than the teacher Being “active” and engaged as learnersWhat are the Different Modalities?VisualAuditoryKinestheticHow do we teach these students?Differentiated InstructionTeaching and Learning StrategiesWhat is the Answer? “I wish there was something I can do…but…” “I have too many students…” “I don’t have time…” “What about everyone else in the class?”Differentiated Instruction& Learning StrategiesWhat is Differentiated Instruction? A way of teaching and thinking Adapt learning to the individual students Based on student readiness, profile, modalities, and interests Paul’s example (1 Cor. 9:19-23 – “…I have become all things to all men…”)Key Principles of a Differentiated Classroom What matters in subject matter?  Recognize, appreciate and build on student differences Assessment and instruction are inseparable Adjust content, process, and product in response to student readiness, interests, and learning profile All students participate in respectful workKey Principles of a Differentiated Classroom Goals of a differentiated classroom are maximum growth and individual success Be Flexible Emphasize critical and creative thinking Be engaging Teachers and students are collaborators in learning.Review & QuestionsK W LDifferentiated Instruction –Part 2Beth Ackermanbackerman@liberty.eduNotes at -http://works.bepress.com/beth_ackerman/Review from Last Session What have we learned? This session  Low Prep High Prep Tiered Assignments Encouraging CreativityLow-Prep Differentiation Choices of books and materials Homework options Reading buddies Varied journal prompts Varied pacing Student-teacher goal setting Work alone/together Jigsaw Open-Ended activities Flexible seating Varied computer programs Varied modes of expression Varied note taking Varying graphic organizers Think-Pair-Share Collaboration, independence, cooperationHigh-Prep Differentiation Tiered activities/labs Tiered products Class-wide peer tutoring Multiple texts Independent studies Alternative assessments Varied rubrics Stations Literature circles  Interest Circles Tiered Centers Learning contracts Multiple intelligences options Spelling by readiness Community mentors Teams, games, tournaments Group investigation Tape recorded materialsTiered Assignments Description of strategy – In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth.  Student groups use varied approaches to explore essential ideas. Create Learning ContractsDifferentiated Instruction –Part 3Beth Ackermanbackerman@liberty.eduNotes at -http://works.bepress.com/beth_ackerman/Review & Overview What do you remember for yesterday? This session – Jig Saw Learning Strategies Being Creative Powerful Product AssignmentJig Saw ActivityExpert groups List/Write three positive things about your learning strategy.  Share groups1. Graphic Organizers2. Think-Pair-Share Method3. High-Low Books4. Tic-Tac-Toe MethodJig Saw Expert Groups Find 8 people Send someone up to get their expert information Choose a leader – (someone familiar with the topic) The leader shares the information with the team. Team discusses. Each person writes down three things about the strategy as well as one strength and one challenge.Jig Saw – Share groups. Find four people from each expert group. 1. Graphic Organizers 2. Think-Pair-Share Method 3. High-Low Books 4. Tic-Tac-Toe Method Share your three facts and one strength and one challenge about your method.Learning Strategies Graphic Organizers Mnemonics Assistive Technology Grading RubricsExcellent Proficient DevelopingThesis StatementSupportOrganizationUse Advance Organizers and Study Tools!! Graphic Organizers Pictures/MappingJelly FishHamburgerMNUEMONICS for WritingCOPSCapitalizationOrganizationPunctuationSpellingWRITEWork from plan to develop thesisRemember your goals.Include transition words.Try different sentence typesExciting, interesting $100,000 wordsAssistive TechnologyDigital Voice Recorders Often students have a disconnect with the spoken and written word Solution - Record their thoughts Speaking to type computer programsIdeas for Encouraging Creativity Rewrite Aesop fables (same moral with a human story) Found Poetry/Magnetic Poetry Mad-libsJournal WritingWrite, write, write…  Respond to ideas (fortune cookies, poetry, etc) Free writing Varied Journal Prompts Guess what is in the boxShare your ideas - What are some of the advanced organizers and study guides that you use? Do you use mnemonics, graphic organizers, etc?Learning Style Inventories Parker’s Learning Style Inventory Parker Study Skills InventoryPowerful Product Assignment Identify the essentials of the study/unit Identify one or more formats or “packaging options” for the product Determine expectations of quality Decide on scaffolding you may need to build in order to promote success (timelines, storyboard, critiquing, revising, etc.)Powerful Product Assignment Develop a product assignment that is relevant, measurable, observable Differentiate or modify versions of the assignment based on student readiness, interest and learning profile Coach for success Celebrate accomplishmentsExamples of a Powerful Product Simple – As a learning group, create a time line on bulletin board paper.  Create a news letter that represents an historical time period. Complex – Group science fair project.  Write and perform a play using Bible characters What ideas do you have?Review and Questions Case study DirectionsDifferentiated Instruction –Part 4Beth Ackermanbackerman@liberty.eduNotes at -http://works.bepress.com/beth_ackerman/Review and Overview What have we learned so far? This session Wrapping it up Seeing it in practice – The differentiated unit planVideo Clips from ASCD Discovering Learner Needs Learning Preferences 5th Grade 8th grade Classroom Routines Warm up & learning strategies  8th grade math KindergartenJig Saw – Case StudiesExperts Get in groups of four Choose your leader to come get your case study.  Chose between the following (first come first serve): Early Reading, Fluency, Algebra 1,  and Algebra 2 The leader will read the case study C-1 to each of the participants Find solutions to the problem Write down your answersJig Saw Case StudiesShare Find four people from each expert group. 1. Early Reading 2. Fluency 3. Algebra 1 4. Algebra 2 Share your answers.People Who did NOT Give Up!Thomas Edison (inventor) – people thought he was retardedAnn Bancroft (explorer) – 1st woman to reach North Pole.  She had trouble learning how to readWoodrow Wilson (President) – did not learn to read until he was 11 years old.Albert Einstein (mathematician) – he had trouble with math in schoolPatricia Polacco (children’s author) – did not learn to read until she was 14 years old.Charles Schwab (founder, chairperson, and CEO of the Charles Schwab Corporation, the largest brokerage firm in the U.S) - has dyslexiaCharles Schwab “the A students work for the B students. The C students run the businesses. And the D students dedicate the buildings” Fortune Magazine -http://money.cnn.com/magazines/fortune/fortune_archive/2002/05/13/322876/index.htmWebsites - Resources Graphic Organizers -http://www.enchantedlearning.com/graphicorganizers/ Rubrics - http://rubistar.4teachers.org/index.php Virtual Math - http://nlvm.usu.edu/en/nav/vlibrary.html Differentiated Instruction -http://www.ascd.org/pdi/demo/diffinstr/differentiated1.html Learning Disabilities – http://www.ldonline.org Educational Rap - http://www.educationalrap.com/ Early Reading – Starfall.com   Math – Purplemath.com  Carol Tomlinson’s books – leading researcherReview - KWL Believe it is your responsibility to help ALL of your students learn  Understand their difficulties and struggles to learn Utilize differentiated Instruction Share your ideas with othersOther Housekeeping - CEUs www.my247ed.com Your name and password Check - Conference Center – NE Check the sessions attended.Put it into practice Think – Pair – Share Think about one of your current units of study.  What are three specific ways you can differentiate instruction in this study? Pair with someone in the class and talk about your ideas. Share with the entire class.Final Assignment Submit a Unit of Study (detailed enough for me to understand the content). Find 15 ways to differentiate instruction in this unit.   Provide “evidence” of each differentiation method, such as a picture, graphic, worksheet, instructions, rubric, website, etc. Provide a research citation to support that this method is an effective learning strategy. Provide an explanation of how it is differentiated for your students.Contact Liberty Maggie Weingartner New Enrollment Specialist (434) 592 5063 mhweingartner@liberty.edu Call Center: 800-424-9595

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