DIFFERENTIATED INSTRUCTION

(also called Multi-level instruction)

by Verna Eaton, Special Education Teacher
Saskatchewan Valley School Division

Copyright © 1996 Verna Eaton

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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:
  • consider student's senses - vision, hearing, touch, smell, physical ability
  • sit at front of room, back of room, away from noise, beside teacher,
  • change lighting (light on desk, back to window ...)
  • Cooperative grouping
  • Seating at desk: physically comfortable, conducive to working, provides
  • necessary supports:
  • wheelchair accessible
  • flip up desk
  • tilt-top desk
  • larger table
  • stand at desk
  • extra lighting
  • feet supported
  • General Organization: for easy access to organized materials:
  • drawers beside desk
  • soup can for pencils
  • bookends
  • tie pencil to desk
  • attach pencil to student with extension key ring
  • have list of items to complete on desk
  • have timetable on desk
  • reduce excess materials on desk
  • colour code notebooks/duotangs
  • have student come in early to go over dayplan
  • headphones to quiet outbursts
  • sit on mat/chair during group floor activities

MATERIALS

• Student materials:
  • low vocabulary books*
  • audio cassettes
  • video cassettes
  • computer
  • calculator
  • manipulatives
  • overhead sheets over text book to allow writing
  • pictures
  • notebooks/duotangs
  • photocopy of notes
  • number or alphabet lines on desk or on notebooks
• Adapting page set-up:
  • line indicators
  • different types of paper - graph, mid lines, raised lines, red and green lines
  • provide more space for answers
  • highlight directions
  • cover sections of test/sheets, or cut sheets and give student only one
  • section at a time
  • greater contrast ink
  • post-it notes
• Adapted devices:
  • scissors
  • chalk holders
  • pencil grippers
  • highlighter
  • bingo markers
  • stamps and stamp pads
  • dycem
  • recipe stand to hold books
  • erasable pens
  • corner pouches to hold papers down
  • 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 banners posters television slides filmstrips flashcards transparencies drama graffiti comics objects community events	radio tapes records television lectures debates discussions field trips drama readings interviews letters concerts	taste smell touch: texture temp movement

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

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.