Differentiated Instruction

A WebQuest for Teachers and Trainers

Designed by

Timothy Clapper
TC Curriculum & Instructional Design, LLC

http://tccid.dover.net

 

Instructions

(Read First)

Introduction | Task

Energizer |InQuire Phase |Gather Phase Step 1 |Gather Phase Step 2 |Gather Phase Step 3 |Process Phase |Apply Phase

Evaluation | Conclusion| Credits| Teaching Guide |WebQuest Feedback

(Note: Move through each of the above areas in sequence)

 

 

 

 

 

 

 

 

 

 

 

 

 

Instructions

 

Learners will move through an energizer exercise and four phases of a learning process including: Inquire-Gather-Process-Apply. Normally, the energizer is a warm-up and not considered part of the phases of (brain-compatible) learning but is important nonetheless for activating the brain and predisposing the learner to the material.
The Gather Phase contains a great deal of information pertaining to some components of Differentiated Instruction. To keep things orderly I have assigned them as three steps in the Gather Phase.
In each phase, learners will conduct research, gather information, and participate in activities which will help to strengthen their knowledge and skills.
Learners will select and access the on-line resources as they move through the learning process.
You may participate by alone, in pairs, or may work in groups of threes.

Let’s learn and have fun!!

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Introduction

While in a typical classroom environment, students are often taught with a limited number of teaching strategies often targeting one or a few types of learners. While learning may still occur, for some it can be a process more defined as a struggle as they attempt to gather and internalize the content of the lesson.
This WebQuest will introduce or reinforce participant’s knowledge of the process and components of Differentiated Instruction (DI). The lesson itself is differentiated, providing options for the participant based on their learning level, learning styles, learning preferences, and multiple intelligences whether used or wishing to be developed further. Assessments and activities are also varied to allow learners to internalize their own learning processes.
This WebQuest will introduce or reinforce participant’s knowledge of the process and components of Differentiated Instruction (DI). The lesson itself is differentiated, providing options for the participant based on their learning level, learning styles, learning preferences, and multiple intelligences whether used or wishing to be developed further. Assessments and activities are also varied to allow learners to internalize their own learning processes.
Upon completion of this lesson learners will be able to identify the components of DI and specify the importance of differentiated their lessons. The terms Learners and Participants mean the same and are used throughout this lesson. We are all Learners in our quest for better knowledge.
Visit the Evaluation section prior to moving to the next section (Task) to see the rubric that you will be using to measure your understanding of incorporating some components of DI.


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The Task

 

Apply differentiated instruction strategies to your own lesson plan to enhance learning. Learners will apply what they have learned by incorporating the components of differentiated instruction into their own lesson.

 

Learners will be asked to differentiate their own lesson plans including:
• Pre-assessing to determine current knowledge and levels of learners
• Using assessments throughout the lesson that are meaningful and assess the learning objectives you have established
• Varying the content to meet the needs of learner levels in the classroom
• Addressing learner needs by incorporating learning activities and strategies which address the learners own learning style and multiple intelligences

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Energizer


Visit the following site and view the lyrics to the song “funkytown.” Funkytown Lyrics or open the lyrics in Word here.
Quickly try to memorize the lyrics.
Now move to the following site and when you get there click “Sounds” and then the “Lipps, Inc.” (under Funkytown Radio) selection to hear the tune that goes with the song. Funkytown Song.
On the same site click on “Videos” and use the arrows in the center of the page to scroll through the video until you see the Areva Energy video displayed. Click and view this video.
Now think about viewing the words by themselves, only the tune, or just hearing the words read to you and how someone might have difficulty learning them using only one learning modality.
Answer the following question:
• How does this experience parallel the traditional classroom setting?

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Inquire Phase


Open the K-D-L Chart in Word (or on a sheet of paper or typed on another Word document). Under the “K” section, write quickly all you KNOW about differentiated instruction.
Under the “D” column, write down some of the things you currently DO to differentiate your lessons.

Note, that with differentiated instruction we are assessing at the beginning to determine a starting point for each learner. It could be a pre-test or a K-W-L chart (or K-D-L cahrt as in above). Results may help to determine the activities the learner uses.
Answer the following two-part question:
• Why do you think teachers use or don’t use differentiated lesson plans in their classrooms?

 

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Gather Phase

1. Differentiate the process.

A. For this learning activity please open the following web page: Learning Styles & MI Explained
Open and complete the online Learning Styles assessment which is located near the top of the page.
• What is your learning style?
• What do you suppose this means? (Write your answer in your learning log or notes.)
B. On the same site, click on “learning Styles Explained” and research the meaning of each of the three styles.
Explore the links in the source area below. They are sure to supply meaningful answers to questions you may have concerning MI and learning styles. Use the following questions to guide you as you explore one of more of the sites:

 

• What are the Multiple Intelligences?
• What are some ways that somebody could use these intelligences?
• How might an educator use them in the classroom?

 

Sources of information for your use:
Tapping into MI Click on "tapping into MI" and then the "demonstration" tab to see MI in action

 


Learning Activity:

Option 1: If you are a part of a group in this instruction, take a moment and find out which learning styles and dominant intelligences are in your group and/or class. Tally them up to identify each learning style and Multiple Intelligence. Write a short statement in your learning log or notebook describing the impact this would have in your classroom for both students and teachers alike.
Option 2: Select any four intelligences and make a list of activities that could be used to help students learn within those intelligences or to assist in developing those intelligences.

Food for thought:

For the visual learners and others working to internalize and make sense of the information, aids are available that may require additional training for their application at the onset but could prove their worth over and over throughout your lessons. Many of these aids could also help you to meet the needs of one of more of the multiple intelligences, learning styles or other differentiating components. Graphic organizers and tools such as Thinking Maps® can offer you much in meeting this need. The sites below offer some ideas. You may incorporate their use in your own lesson plan at the end.

 

 


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2. Varied Assessment

 

Much emphasis is placed on evaluation such as the use of psychometric tests. But are these tests the only forms of measuring what is learned? What if a student can show you what they have learned in different and numerous ways? Would that not be more important and could it perhaps even lead to higher standardized test scores based on their better understanding; true understanding? When you think of assessing, separate it a bit from evaluating. Evaluating seems so terminal whereas learning is an ongoing process.
When thinking of how we are going to assess, we must as a minimum determine the following:
• What are the objectives and aim of this instruction?
• What are we assessing?
• How can learners show what they have learned?
• In what ways can we assess or see where learning is occurring?
• How can we see where the learner is at in their thought processes?
The following sites offer a good deal of information to assist us with answering the questions. Before you visit one or both of them, add any of your own questions that may be forming to those listed above. Answer these questions in your learning log or notebook before completing the learning activity that follows.

Learning Activity:


Option 1:

a. List three ways other than quizzes and tests that a learner may demonstrate where they are at in the learning process or what they have learned. With each, defend how they may demonstrate map learning whereupon multiple connections are being made rather than taxon learning where mere rote learning or memorization may be taking shape. -----AND---
b. Draw a chart that predicts what could happen should an educator not use any forms of assessment moving from a typical “walk and chalk” instruction to the standardized evaluation at the end of the lesson.
Option 2: A group develops a presentation on the first amendment including visuals, definitions, and examples. The same group responds to questioning about their presentation from classmates and defends their positions accurately.
• Appraise how this form of assessment might show where / how learning has occurred.
• Compare this form of assessment with standardized tests of short facts.
• Considering this group did extremely well, predict how they might perform on a standardized exam on this subject. Defend or justify your answer.
Option 3: Prepare a skit or song which summarizes some ways in which people could demonstrate their learning or mastery of a skill. If a song is selected, post the lyrics so all can follow.

 

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3. Varied Content


Some educators may focus on a “middle of the road” approach when teaching the curriculumas they attempt to reach all the students with one focused level. The No Child Left Behind Act of 2001 acknowledged among other things the need to have a scaffold system in place to assist learners falling behind. This is something we have been aware of for years and yet many still tailor the lessons to the center or middle of the classroom level.
One of the highest attrition rates of those dropping out of high school in the past couple of years has been the gifted students. There are many strategies for addressing the needs of the gifted learner but one that is often overused is using them in the “assistant teacher” mode. This does have great benefits, but again may not challenge them to develop their needs.
Consider amonst other opportunities allowing different sources of information including text, Internet, and interviews.
Cooperative learning has an advantage here. Educators can develop activities designed for the levels within the classroom during group work. Gifted students may receive the same lessons but more challenging activities for example. Write activities and options into your lesson plan to address the needs of different learners while also meeting objectives and standards.
Visit one or all of the following websites for some great insights on gifted learning.

 

Learning Activity:

Develop solutions to the following questions / problems by either working alone or with a partner (include a visual aid that will aid others in understanding your process): Include the answers in your learning log.
• Without developing three different lesson plans, how can an educator incorporate the needs of all learners while using the same lesson?
• Explain how MI may be used to develop and challenge students of all levels in the regular classroom.
• Explain how the learning styles and MI complement each other? Share your answer with a partner and then with the class.

 

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Process Phase


Using the Practical Exercise (short pieces from a NY Regents history review course):
Option 1: Insert into the Practical Exercise (as they would in a lesson plan) strategies for using all of three learning styles and at least three of Howard Gardner’s multiple intelligences. Apply at least three forms of assessment.
Option 2: Review the Practical Exercise. Develop a visual and demonstration to go along with this exercise. Demonstrate the procedure(s) for all members of the audience to demonstrate your ability to apply MI in various forms along with all three learning modalities.
Answer the following reflection question in your learning log or notebook:
• Why do you think that differentiating the activities themselves can help students to learn better?

 

 

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Apply Phase

Complete both of these tasks.
Select one of the lessons currently used in your classroom. and move to the Evaluation section. I am sure you will do very well. Work with another person if available or by yourself if you choose. Feel free to use your notes, learning log, and any or all of the links that were listed in this lesson to assist you with this project. All of them are great resources. Use the rubric in the evaluation section to check your results or to assist you and completing the assignment.
Complete the “L” portion of the K-D-L chart stating what you have learned. Take a minute, look at the completed K-D-L chart and reflect on where you have been. Even small bits of differences can mean great opportunities for your students in the classroom.

 



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Evaluation

 

Exemplary

4

Accomplished

3

Developing

2

Beginner

1

Score

 

Learning Styles

 
Includes three or more strategies for addressing each of the three ways that people learn
Includes two strategies for addressing each of the three ways that people learn
Includes one strategy for addressing each of the three ways that people learn
Does not address strategies for addressing each of the three ways that people learn

 

Multiple Intelligences

 

 
Includes three or more strategies for addressing at least three of the multiple intelligences
Includes two strategies for addressing at least three of the multiple intelligences
Includes one strategy for addressing at least three of the multiple intelligences
Does not address strategies for addressing at least three of the multiple intelligences

 

Assessment

 

 
Includes three or more methods of assessing learning beyond quiz or test
Includes two methods of assessing learning beyond quiz or test
Includes one method of assessing learning beyond quiz or test
Does not include methods of assessing learning beyond quiz or test

 

Learner Levels and Content Variation
Provides two or more activities. Content levels meet the needs of slower learners through Gifted learners.
Provides two or more activities. Content levels meet the needs of slower learners and middle of the road learners.
Provides more than one activity. Content levels are the same throughout for all learners.
Does not tailor content or provide options to address the needs of learner levels in the classroom


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Conclusion

How can two educators from different teaching subjects mutually benefit in devising strategies to reach more students with differentiating in their classrooms?
This is but one question that I could ask among many to help you envision what could be in your classrooms. The hard part is sitting down and writing or re-writing your lessons to reflect what you have learned. It takes time but it will be worth it for sure. I suggest doing so immediately and doing it electronically. Having this material on your computer allows one to use this material in an iterative process; that of reviewing and editing the lesson in a repetitive fashion to make it better and better.


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Credits & References

Ballanca, J., & Fogarty, R. (1991). Blueprints for thinking in the cooperative classroom. Arlington Heights, IL: Skylight Training and Publishing, Inc.
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.
Burke, Kay. (1992). Authentic assessment: A collection. Arlington Heights, IL: Skylight Training and Publishing, Inc.
Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Joyce, B., & Weil, M., (with Calhoun, E.). (2004). Models of teaching. (7th Ed). Boston: Pearson Education, Inc.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Williams, R. B., & Dunn, S. E. (2000). Brain-compatible learning for the block. Arlington Heights, IL: Skylight Training and Publishing Inc.
Special thanks to Craig Cunningham and Marty Billingsley for their great instruction on curriculum webs. I would recommend their book to anymore seeking knowledge on WebQuests and Curriculum webs.
Cunningham, C. & Billingsley, M. (2006). Curriculum webs. (2nd Ed). Boston: Pearson Education, Inc.
Also thanks to the great folks at funkytown.com for allowing me to use the lyrics, song, and resources from their site in this lesson. It shows that learning can be made more fun by including creative and lively music in the learning process.
Special thanks to University of Colorado at Colorado Springs Professor Clint Fisher for his mentorship and guidance and my brother Wayne who went out of his way to assist me with technical questions when I was in a bind.
Thanks to all the people that have put together such great bits of useful information on their web pages.


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Select to provide feedback on this Webquest

Last updated on 11-Jul-2008 13:03 by Tim Clapper for http://TCCID.Dover.net
Modified from a template from The WebQuest Page