Differentiating Instruction in the inclusive
classroom:
A four step process to supporting all
learners
Christi Kasa, Ph.D.
University of Colorado
Agenda
10:15-12:15 What is Differentiated
Instruction?
Broad Differentiation Steps 1 &2
12:15-1:15 Lunch
1:15-3:15
Step 3 Strategies & Step 4
Materials
Back to Back
• Back to Back
–
–
–
–
Stand back to back
Find 3 things in common
When you get one- give a high 5
Finish- celebratory dance!
Who am I
Christi
• General and Special Education Teacher
• Inclusion Facilitator
• College Professor at University of Colorado,
teach classes on inclusive schooling,
collaboration, and supporting students with
significant disabilities
• Inclusion Consultant for schools and families
• Researcher
– Communication for students with autism
– Successful inclusive classrooms
Person First Language
• Take a moment to read the Person First
Handout
Turn & Talk:
Turn to the people sitting around you
and discuss your thoughts and
reactions to the suggestion that we
should use person first language
Seeing Assets
Seeing Strengths
Write and Pass
• What KEY LESSONS and Ideas did you hear
from Jonathan Mooney?
• What will infiltrate your practice?
• What do you want to remember?
• Write your answer on a post-it, when you are
finished pass it to a neighbor, read it and
comment back to your neighbor!
Strengths and Strategies for Nick
Strengths
Strategies
Loves to read
Is a good reader
Sense of humor
Friendly and outgoing
Knows “everything” about
cars
• Great memory
• Make sure all literature
is accessible
• Highlight key points
• Focus on Big Ideas
• Pre teach points for him
to share out loud
• Use groups and peers in
teaching content
•
•
•
•
•
www.paulakluth.com
Consider the Importance of
Belonging
Belonging
• Think of a time when you truly connected to
sometime, like you belonged or were a part of
something
– How did you feel?
– How did you act?
• Think of a time when you felt disconnected from
something, like you did not belong or were left
out of something?
– How did you feel?
– How did you act?
Results of Belonging
Behavior
Attitude
What Else…
Belonging
Self Worth
Academic
Success
Performance
Friendships
Motivation
Memories
of
Schooling
Mr. Keating
What was the instructional
goal?
Let’s think for a moment how
else could he have designed this
lesson?
Say Something:
At your table take turns
responding to one of the
questions. Speak for about
30 seconds and then move to
the next person. No
discussion until everyone has
spoken. Practice listening
What were the important pieces
of this instructional design?
Why were his decisions
important?
We
Remember
What is
Memorable
Encourage Active Learning!!
• Hit more of the
“multiple
intelligences”/learning
styles
• Give students a variety
of ways to learn &
understand material
• Give the teacher
different ways to see
student needs/abilities
FUN THEORY
Differentiating Instruction
The Ease of High School Inclusion
• Ease of schedule
– Study hall as break time for
sensory
– Time for individual skills/IEP
goals…
• Big idea teaching
– Key topics from curriculum
• Peer tutors
• Infused Life Skills
– Home economics
– School store
• Classes geared to particular
interest and skills
(computers, science, drama)
• Curriculum/social action
– Problem solving
– Students are learning about
historical events
– Reading literature about
marginalization
– Engaged and energetic about
their school and how they can
effect the social climate
• Extra Curricular
– Clubs
– Sports
– Dances
Differentiating Instruction
 At its most basic level differentiation means
shaking up what goes on in the classroom so
that students have multiple options for taking in
information, making sense of ideas, and
expressing what they learn. In other words the
differentiated classroom provides different
avenues to acquiring content, processing or
making sense of ideas, and developing
products.
Carol Anne Tomlinson 1995
Universal Design: Differentiating
Instruction
• To Learn anything it helps to: Hear it, See
it, Ask questions about it, Discuss it with
others, Do it, Teach it and then…Reflect
on it.
Multiple Means of Input
Use active visual models/technology
http://www.cellsalive.com/mitosis.htm
Use color coded visuals
Demonstration
Interactive Discovery
Role Play
Inquiry Based Learning
Multiple Means of Engagement
Station or centers
Cooperative learning groups
Partners
Labs and experiments
Act it out
Multiple Means of Expression
Let students create a power point
Make a visual web on kidsperation
Create a 3D model
Write a play
Create a diagram
4 Step Differentiation Process
1. Design Broad Differentiation
1. Create Specific Accommodations
and Modifications
1. Implement Individual Strategies
1. Present Multiple Materials to
Support Access
Step 1
Differentiated Instruction
• Menus
• Think Tac Toes
• Cubing
• Think Dots
Design Broad
Differentiation
Providing
Choice
To Address
Multiple
Learning
Objectives
Step 1
Broad
Differentiation
Step 1
Work on your own or in
pairs and design a
menu you could use in
your class.
Make sure you
consider multiple
learning styles and
multiple intelligences
Students just want
to talk about their
learning!
Why Active Learning?
• Two groups of university students:
In the experimental group, an instructor paused for 2
min/3x during lectures. A control group received the
same lectures and was similarly tested.
Students who experienced more interaction and were
more involved in the learning process did significantly
better on 2 different assessments. Difference in mean
scores --- large enough to make a difference of two
letter grades.
----------------------• Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987,
Winter). Using the pause procedure to enhance lecture
recall. Teacher Education and Special Education, 10,
14-18.
• “You can tell students what they need
to know very fast. But they will forget
what you tell them even faster.”
Mel Silberman (1996). 101 strategies
to teach any subject.
The Photosynthesis
Menu
Accommodations
Appetizer:
• Use a computer to
write the formula
• Dictate the formula
• Select the formula
from a selection of
three choices
Step 2
Design Specific
Accommodations
and
Modifications
6CO2 (carbon dioxide) + 6H2O
(water) + light energy -->
C6H12O6 (glucose) + 6O2
(oxygen)
The Photosynthesis Menu
Modifications
Appetizer:
• Identify the common
elements of
photosynthesis:
Sunlight, water, oxygen
• Identify the parts of
the plant that are used
• Identify CO2 as Carbon
Dioxide & H2O as
Water
Differentiated Instruction Menu
Take a look at the Entrees
on the Menu.
Work in pairs to come up
with several
accommodations and
modifications for a
student you know.
Popcorn
•
•
Get knee to knee and face to face with one person
One person is STATIONARY (or the “dud” seed). The other person is
ACTIVE (or the popcorn).
•
When the teacher gives the first prompt the DUD student will answer and
keep talking until the teacher says switch. When the teacher says switch the
popcorn student will start talking and talk until the teacher says popcorn!
•
When the teacher says popcorn the popcorn student will scramble and find
another chair across from another DUD.
•
The process begins again. When the teacher gives the next prompt the
DUD talks first. The DUD will always talk first.
•
Remind the students who are listening to remain silent and not talk!
Step 1: Cubing
Broad Differentiation
•Cubing is an instructional strategy
that asks students to consider a
concept from a variety of different
perspectives
•The cubes are six – sided figures
that have a different activity of
each side of the cube
•A student rolls the cube and does
the activity that comes up
How is this Differentiation???
• Not all students receive
the same cube
• You can differentiate
cubes according to
readiness, learning
profiles, or interests
• Students can work alone
or in pairs, or in small
groups
• When working in pairs or
small groups, each student
takes a turn rolling the cube
and doing the activity that
comes up.
• Students have the choice to
roll again once if they don’t
like the activity that turns
up
• Students each roll the cube
2-4 times, depending on
the assignment
Making Cubes
Cube Side Suggestions:
• Describe it
• Compare it
• Associate it
• Analyze it
• Apply it
• Connect it
• Illustrate it
• Change it
• Solve it
• Questions it
• Relate it to something
else
• Contrast it
• Investigate it
• What are the
cause/effects?
• Cartoon it?
• Tell the parts of it?
• Argue for or against it?
• Put it in historical
perspective
Cube Examples
Cube Examples
Why Cube?
• Turns activities into a
game
• Allows students to use
their hands
• Activities can be multileveled
• Activities can respond
to learning styles and
multiple intelligences
• Allows students to have
choice
1. Lower Question- Describe
the desert using as much
information as you can, and
involve your five senses in the
description.
2. Higher Question- Describe
how your life would change if you
moved to the desert. Use your
senses and explain why changes
would occur.
Cube Example
Evaluate
Predict how the world
would be different if this
discovery or exploration
hadn’t taken place. Create
a bumper sticker that
shares the message using
powerful language
Cause / Effect
Create a graphic organizer
that shows what caused
the discovery and what
effect it had on history
Timeline
Create a timeline of the
century the exploration
took place. Benchmark the
decades and highlight
important events
Compare/Contrast
Compare and contrast two
explores from different
discoveries. Prepare a
presentation showing the
comparison
Relate
Compare your explorer to
someone you see as an
explorer today in music,
art, dance, or another field.
Create a Venn diagram to
show your evidence
Significance
Pretend you are a person
on the ship. Write a letter
home describing the trip
and where and why you’re
there.
Let’s try it out
1. Get into Groups of three
2. Brainstorm a lesson you could
teach. What activities could
you design to allow for
differentiation? How would
you respond to different
learning styles?
3. Design 6 activities to support
a learning outcome you have
for this lesson.
World Exploration
Accommodations
Step 2
• Use a computer to
Design Specific
create the Venn
Accommodations
diagram
and
Modifications
• Dictate the information
that could go on the
Venn diagram
• Select the information
from a selection of
three choices
World Discovery
Modifications
• Create a timeline
choosing three
events. Identify the
explorer and 1
important discovery
• Use pictures to show
what each explorer
discovered
Moving to the Music
Udvari-Solner & Kluth (2007). Joyful learning. Corwin
Press.
** Move when you hear the music.
** When the music stops, find a partner and
answer the question.
1. In your opinion, what is the most
annoying fashion trend today?
2.How do you use active learning right now?
3.What active learning strategy are you
looking forward to trying?
4.Describe how you would use the menu or
cube in your classroom.
Strategies
Step 3
Design Specific
Strategies that
would Help the
Student to Access
the Curriculum
•Adjust the sequence of
instruction
•Pacing
•Repetition of key points
•Checking for understanding
•Visual strategies
•Physical prompt of cue
•Clear language
Mr. Holland’s Opus
• Write down all of the
strategies that you
see used
After you watch:
TURN AND TALK
Share your strategy
ideas with your
neighbor! Steal your
neighbors ideas!
Five Fingers
Write the name of a
student you know in
the palm of the hand
Brainstorm five
strategies that would
help provide access to
academics
Can the student’s learning be enhanced if the teacher
adjusts specific teaching strategies?
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Adjust the sequence of instruction
Pacing
Repetition of key points
Checking for understanding
Visual strategies
Physical prompt of cue
Clear language
Paraphrasing
Pictoral models
Reflection time
Student choice
Physical demonstration
• Tell the student exactly what
should be learned.
• Simplify instruction &
demonstrate.
• Use concrete materials.
• Divide task.
• Provide repeated opportunities to
practice.
• Provide regular feedback.
• Model & encourage self-advocacy
skills.
• Do not rely only on “talking at.”
• Multiple intelligences influence
TASK
CARDS
Task within a Task Card
You are the Fact Checker
1. Read the chapter on mitosis
2. Highlight the steps
3. As your classmates write the steps read what
they write and make sure it is accurate
4. If some information needs correcting share the
correct information and ask them to revise
5. Repeat this step checking all of the drawings and
pictures
Creative Materials
• Take a look at the materials
on your table!
• What do you have?
• How can these materials be
used to support access to
curriculum?
Step 4
Design Specific
Materials that
would Help the
Student to
Access the
Curriculum
Materials Toss a Question
What materials could
you use to support a
student to participate
in…
Materials
• Visuals of content
subjects
• Calculators
• Co-Writer
• Pencil grips
• Grips
• Dry erase board
• Number lines
• Raised paper
• Buddy notes
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•
•
•
•
•
•
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Visual Schedules
Fidget Balls
Highlighter Tape
Adapted Books
Reading strips
Finger spacer
Sit disk
laptop
10 Sticky Note Adaptations
• How can a sticky note be used as a material
for access to academics?
• With the people around you, brainstorm 10
ways to use a sticky note to provide support
for students with disabilities.
Top 7 Materials to Have at All Times
1.
2.
3.
4.
5.
6.
7.
Dry erase board
Post-it notes
Book stands
Page ups
Reading strips
Highlighter tape
Fidgets
Stand and Deliver
• Everyone Stand Up!
• I will call on you to answer the question: how you
can use the sticky note to provide support
• When you hear your answer given you can sit
• Stay standing until you hear your answer
Top 5 ways to Celebrate Successful
Differentiation…
• Have a class parade after a successful lesson!
• Every time a student says they are having fun give a
whole class cheer!
• Dress up as a teacher in your school who ROCKS at
differentiation!
• Ask to have the next staff meeting in your classroom so
you can show off your success!
• Make a banner across your door that says, “Queen/King
of Differentiation!”
What is Support… From the People
Who Receive it!
Making Mottos
With your group create a motto
that captures the message shared
by people with disabilities about
support
Resources on Making
Adaptations and Accommodations
• Udvari-Solner, A., & Kluth, P. (2008). Joyful learning: Active and collaborative
learning in the inclusive classroom. Thousand Oaks, CA: Corwin Press.
• Schwarz, P. & Kluth, P. (2007). You’re Welcome: 30 Innovative Ideas for the
Inclusive Classroom. Portsmouth, NH: Heinemann Publishing.
• Thousand, J., Villa R., & Nevin, I. (2007). Differentiating instruction:
Collaborative planning and teaching for universally designed learning.
Thousand Oaks, CA: Corwin Press, Inc..
• Villa, R., Thousand, J., & Nevin, A. (2004). A guide to co-teaching: Practical tips
for facilitating student learning. Thousand Oaks, CA: Corwin Press, Inc.
• Thousand, J., Villa, R., & Nevin, A. (2002). Creativity and collaborative learning:
A practical guide to empowering students, teachers, and families. (2nd ed.),
Baltimore: Paul H. Brookes.
Kasa-Hendrickson 2008
Resources on Making
Adaptations and Accommodations
• www.k8accesscenter.org
• www.caroltomlinson.com
• www.cast.org/pd/index.html
• www.teachersfirst.com
• www.paulakluth.com
Kasa-Hendrickson 2008