BODY SMART

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WORD SMART

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MATH/LOGIC SMART

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NATURE SMART

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PICTURE SMART

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MUSIC SMART

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SELF SMART

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GROUP SMART

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 DIFFERENTIATING INSTRUCTION

The biggest mistake of past centuries in teaching has been to treat

all children as if they were variants of the same individual and
thus to feel justified in teaching them all the same subjects in
the same way.
Howard Gardner

ASCD's DIFFERENTIATION MODEL

ASCD's STRATEGIES
DIFFERENTIATING CONTENT, PROCESS AND PRODUCT

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ASCD’S DIFFERENTIATION MODEL

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 ASCD's STRATEGIES FOR DIFFERENTIATING
INSTRUCTION
Nearly all educators agree with the goal of differentiating instruction, but teachers may lack strategies for making it
happen. Here are some of the many strategies - in addition to flexible grouping and tiered activities - that teachers
can use to avoid lockstep instruction.

Stations. Using stations involves setting up different spots in the classroom where students work on various tasks
simultaneously. These stations invite flexible grouping because not all students need to go to all stations all the time.
Entry Points. This strategy from Howard Gardner proposes student exploration of a given topic through as many as
five avenues: narrational (presenting a story), logical-quantitative (using numbers or deduction), foundational
(examining philosophy and vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on).
Problem Based Learning. This strategy places students in the active role of solving problems in much the same way
adult professionals perform their jobs
Agendas. These are personalized lists of tasks that a student must complete in a specified time, usually two to three
weeks. Student agendas throughout a class will have similar and dissimilar elements.
Choice Boards. With this strategy, work assignments are written on cards that are placed in hanging pockets. By
asking a student to select a card from a particular row of pockets, the teacher targets work toward student needs, yet
allows student choice.
Complex Instruction. This strategy uses challenging materials, open-ended tasks, and small instructional groups.
Teachers move among the groups as they work, asking students questions and probing their thinking
4MAT. Teachers who use 4MAT plan instruction for each of four learning preferences over the course of several days
on a given topic. Thus, some lessons focus on mastery, some on understanding, some on personal involvement, and
some on synthesis. As a result, each learner has a chance to approach the topic through preferred modes and also to
strengthen weaker areas.
Orbital Studies. These independent investigations, generally lasting three to six weeks, revolve around some facet of
the curriculum. Students select their own topics, and they work with guidance and coaching from the teacher.

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 DIFFERENTIATING INSTRUCTION
Content Activities Products

•tape-recorded text material activity choice boards •tiered products

•reading buddies varied journal prompts student choice of mode of

demonstrating learning

•multiple texts •tiered activities interest-based investigations

•multiple supplementary multilevel learning center •independent study

materials tasks

small-group direct instruction •similar readiness groups •varied rubrics

varied graphic organizers to mixed readiness groups with •criteria for success generated
support reading comprehension targeted roles for students by or for individuals

•interest-based minilessons •student choice of work •mentorships

arrangement (e.g., work alone
or with partner, sit on floor or
at a desk)

compacting •learning contracts

multilevel computer programs

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Using Bloom's Taxonomy Creates Great Thinking!

Cognitive Verbs List Cognitive Verbs and Levels of Thinking:

Reaching for Depth and Complexity

An Example of Using Bloom's Taxonomy to Develop Differentiated Instruction

• Each level of thinking generates specific ways of responding.

Quality teaching includes planning for levels of thinking within the context of the curriculum.
• As a teacher designs questions or tasks for students, deciding which cognitive verbs to use helps
organize and plan for quality instruction
• Deciding which tasks are expected of students at different cognitive levels opens the
door to differentiated responses from them.

Weather In Our Daily Life

Curricular Unit: Learning About Weather, Third Grade
BIG IDEA: Sky conditions impact human weather forecasting.
Differentiated Instruction: Questions, tasks, and products can range from simple
to complex using cognitive verbs at increasingly more difficult levels.
Essential Question:
Why does the cloud cover change so often? KEY Words in green show level of
thinking.
Words in brown show the cognitive verb.
Words in purple show the product possibility.

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 Questions ~ Tasks ~ Products

• On the knowledge level, an idea might be introduced,

– Tell me the different colors you have seen in the sky.
– Make a list.
• On the comprehension level, showing understanding is required. *
– Describe the sky when it's just about to rain.
– Write a descriptive paragraph.
• For the application level, a student might be asked to
– Organize your ideas about colors of the sky with matching weather conditions and temperature.
– Make a chart or list.
• When a student is thinking at the analysis level, they are examining an idea in detail.
– Compare an early morning sky (with no precipitation) with an early evening sky (with precipitation).
– Draw a diagram of each.
• At the synthesis level of thinking, someone is creating a new idea or speculating.
– If you could be master of the weather and could change the predictors of weather, what would the sky look
like in the morning if the day were to be mild, balmy, and calm?
– Create a computer image to show what the sky would look like.
• When a student is thinking at the evaluation level, that usually requires the highest level of cognitive thinking. *
– From what you have learned about sky conditions and prediction of weather, what is your opinion of the
weather forecasting done on local TV or radio stations.
– State your reasons in a well-developed paragraph.
• * Notice that at the comprehension level and at the evaluation level the product type is the same (a paragraph),
but the evaluative paragraph will require a higher level of thinking from the student than the descriptive
paragraph.

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 Thought Provoking Questioning … Bloom’s Hierarchy
Benjamin Bloom's Taxonomy of Learning
Differentiating Instruction The Taxonomy of Dr. Benjamin Bloom (1956) is the framework used to develop questions that progress from
concrete to abstract level of thinking. Knowledge involves the identification and recall of information while
comprehension requires the organization and selection of facts and ideas. High order thinking processes include
Differentiating Journal
application, the use of facts, rules, principles, analysis, the separation of a whole into component parts, evaluation, the
development of opinions, judgments or decisions, and synthesis, the combination of ideas to create something new.
Knowledge - Identification and recall of information
Gifted & High Ability
Who, what, when, where, how, describe, list
Comprehension - Organization and selection of facts and ideas
Retell (in your own words)
Gifted Program Review What is the main idea of _____
Application - Use of facts, rules, principles
How is _____ an example of _____
Page Conference
How is _____ related to _____
Analysis - Separation of a whole into component parts
Six Thinking Hats
What are the parts of features of _____
Classify _____ according to _____
Outline/diagram/web
Higher Level Thinking How does _____compare/contrast with _____
What evidence can you present for _____
Evaluation - Development of opinions, judgments or decisions
Wilkes Comp Ed. Do you agree or disagree and why
What do you think about _____
What is the most important____ and why
Chapman Electives Prioritize _____ according to _____
How would you decide about _____
What criteria would you use to assess _____
WPASCD
Synthesis - Combination of ideas to form a new whole
What would you predict/infer from _____
How would you create/design a new _____
Leadership Institute
What might happen if you combined _____ with _____
What are they saying?
What solutions would you suggest for _____
What if _____
What could I substitute for _____
How could I adapt?
About Franny How could I modify?
How could I put to other uses?
What if I eliminated a part?
Books & Articles What if I reversed or rearranged? 15
 Bloom’s Taxonomy of Cognitive Objectives,
Process Verbs
Assessable verbs from Taxonomy of Learning and Benjamin Bloom

1. Knowledge: arrange, define, duplicate, label, list, memorize,

name, order, recognize, relate, recall, repeat, reproduce, and state.

2. Comprehension: classify, describe, discuss, explain, express,

identify, indicate, locate, recognize, report, restate, review,
select, and translate.

3. Application: apply, choose, demonstrate, dramatize, employ,

illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare,

contrast, criticize, differentiate, discriminate, distinguish,
examine, experiment, question, and test.

5. Synthesis: arrange, assemble, collect, compose, construct,

create, design, develop, formulate, manage, organize, plan, prepare,
propose, set up, and write.

6. Evaluation: appraise, argue, assess, attach, choose compare,

defend estimate, judge, predict, rate, core, select, support, value,
evaluate.

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Knowledge Comprehension Application Analysis Evaluation Synthesis

Know Understand Apply Analyze Evaluate Create

Identify Cite examples Demonstrate Appraise Judge Rearrange

List Differentiate Dramatize Categorize Appraise Assemble

Name Describe Illustrate Conclude Assess Compose

Recall Discuss Interpret Contrast Choose Construct
Recognize Explain Relate Debate Rate Design
Record Discriminate Use Diagram Select Develop
Relate Express Differentiate Validate Formulate
Repeat Give in own words Distinguish Value Produce
between
Underline Interpret Conclude Test Propose
Define Restate Compare Critique Predict
Review Reconstruct

Motivating Workshops… Student – Tested, Student – Centered, Energizing, Hands On, Research Based
Mailing Address, 321 Lorlita Lane, Pittsburgh, PA 15241
Email franny@learnerslink.com Phone (724) 413-6001

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 Learning Styles

Think about what you do when you have to learn something new. You probably
approach the task in a similar fashion each time. That is, over time you have
developed a pattern of behavior that you use for new learning. This pattern is
called a learning style. While we don't approach every learning task exactly the
same way each of us develops a set of behaviors that we are most comfortable
with. The purpose of examining our learning style is to get to know those
behavior patterns so that we can see when they are helpful and when they are
not.

There are many ways to measure learning styles. David Kolb has written
extensively on the subject and his model is frequently used. Kolb identified two
separate learning activities: perception and processing. Each of these learning
activities can be divided into opposites. For example some people best
perceive information using concrete experiences (like feeling, touching, seeing,
and hearing) while others best perceive information abstractly (using mental or
visual conceptualization).

Once information is perceived it must be processed. Some people process

information best by active experimentation (doing something with the
information) while others perceive best by reflective observation (thinking
about it).

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There are four learning dimensions in this model.
Concrete experience -
learning from specific experiences, relating to people, and sensitivity to feelings and
people
Reflective observation-
careful observation before making a judgement, viewing things from different
perspectives, and looking for the meaning of things
Abstract conceptualization
Logical analysis of ideas, systematic planning, acting on intellectual understanding of a
situation
Active experimentation -
ability to get things done, risk taking, influence people and events through action
By combining these two opposite dimensions we get four quadrants of learning
behavior:

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Type I learner:
You are primarily a "hands-on" learner. You tend to rely on intuition rather than logic.
You like to rely on other people's analysis rather than your own. You enjoy applying
your learning in real life situations.
Type II learner:
You like to look at things from many points of view. You would rather watch rather
than take action. You like to gather information and create many categories for things.
You like using your imagination in problem solving. You are very sensitive to feelings
when learning.
Type III learner:
You like solving problems and finding practical solutions and uses for your learning.
You shy away from social and interpersonal issues and prefer technical tasks.
Type IV Learner:
You are concise and logical. Abstract ideas and concepts are more important to you
than people issues. Practicality is less important to you than a good logical
explanation.

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Kolb's model is only one of many. Anthony Gregorc modified Kolb's dimensions by focusing on random and sequential
processing of information. This is similar to top-down and bottom up processing. Top-down learners look at the whole task
(random )while bottom-up learners proceed one-step-at-a-time (sequentially).

Seagal and Horne have developed a model that relies on three dimensions. The mental dimension is responsible for out
thoughts,, values, objectivity, focusing, and abstract conceptualization.

The relational or emotional dimension is responsible for connecting, organizing, feeling, assessing, and communicating
skills

The physical dimension is responsible for doing, manifesting, producing, and action-oriented skills.

The three dimensions work together but we have a preferred mode. That is if we prefer the mental dimension we would
struggle with the "idea" of the problem. If we are relationally oriented we would organize and assess the parts of the
problem. If we prefer the physical mode we are likely to try and do or act out the problem.

Those who prefer the mental mode of learning probably learn best by developing overviews, abstracting information, making
precise notes, going to lectures, and working in a solitary environment. Those who prefer the relational/emotional mode of
learning probably learn best by working in groups, verbalizing information, and working in relaxed environment. Those who
prefer the physical mode probably learn best by hands-on applications, daily repetitions, taking good notes, allowing time for
demonstration and imitation, and allowing free-flowing movement from one task to another.

A final approach presented to you here is David Hunt's notion of cycling through all four of Kolb's dimensions. That is first
experience the problem, then reflect on it, then analyze it, then act on it. In this approach the learner will recognize that some
modes in the cycle are easier than others and will be able to identify the types of learning that should be worked on.

While none of the above models or the many not mentioned here are perfect they should give you an opportunity to learn
your preferred learning style. Now you can decide to try to alter how you learn, become even more proficient in your
preferred style ,or adapt learning that is presented to you so that it more closely matches your preferred style.

URL:Http://www.algonquinc.on.ca/edtech/gened/styles.html
Page maintained by: treuhaj@algonquinc.on.ca, last maintained 02/1996

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 Learning Styles
Learning Styles, Modalities and Strategies
• The children in our classes are unique in their personalities, cultural experiences and values. Different students prefer
different learning environments, learning modalities and they all exhibit unique strengths, talents and/or weaknesses. If we
are to be successful in leading our students through the task of learning we must provide a variety of learning approaches so
that these differences can be recognized and provided for in every classroom. Understanding the different ways that children
learn, interact with and process information can help us modify the way we teach so that all students have an equal
opportunity to succeed.

• There has been a great deal of work on learning styles over the last 2 decades. Dunn and Dunn (http://
www.learningstyles.net/) focused on identifying relevant stimuli that may influence learning and manipulating the school
environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner
identified individual talents or aptitudes in his Multiple Intelligences theories. Based on the works of Jung,
the Myers-Briggs Type Indicator instrument and Kersley's Temperament Sorter focused on understanding how people's
personality affects the way they interact personally, and how this affects the way individuals respond to each other within the
learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified
approach.

• MBTI, Myers-Briggs and Myers-Briggs Type Indicator

are registered trademarks of
the Myers-Briggs Type Indicator Trust
in America and other countries.

• Even though these approaches look at learning styles in vastly different ways they all have merit for some children. However,
an amalgamation or blending of these concepts is probably more effective than any one approach. The Dunn and Dunn
approach would be most effectively applied in a building designed to accommodate environmental changes. Many
classrooms offer limited opportunities to change the lighting or sound levels, to eliminate visual distracters, or to provide a
more casual seating arrangement for students. Varying teaching strategies makes sure that students will occasionally learn
in a manner compatible with their own learning preference but also expands their repertoire of alternative learning strategies
in turn. The Multiple Intelligences Theory is very helpful for helping teachers recognize that students have differing aptitude in
different subject areas, but it still requires the application of the kinds of learning strategies listed here to be effective. The
MBTI and Gregorc's Style Delineator help teachers recognize how personality differences can either enhance or distract from
communication between individuals.

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Learning styles, learning modalities and learning strengths may be classified as
sensory, perceptual, Cognitive Information Processing, personality type,
personal talents or situational.

• Sensory
– Learning Style Inventory (modality)
– Visual, Auditory, Kinesthetic & Tactile
• Perceptual
– Hemispheric Dominance
• Differences Between Left and Right Hemisphere
• Hemispheric Dominance Inventory
• Cognitive Information-processing
– Kolb's Learning Styles model (David Kolb's perception vs. processing)
– Learning Style Inventory (results returned to you) (active/reflective; sensing/intuitive; visual/verbal; sequential/golbal)

• Personality
– Myers Briggs Type Indicator Instrument -The Use of Learning Style Innovations to Improve Retention
– Personality Type Summary - Descriptions of four personality types
– Center of Psychology Resources - Personality
– The Keirsey Temperament Sorter II
• Personal Talents
– The Multiple Intelligence Inventory
– Using Multiple Intelligences
– Gardner's Seven Types of Intelligence
– Seven Styles of Learning
• Situational
Regardless of your natural learning preferences it is important to recognize that some tasks demand
specialized learning modalities.

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There is little doubt that students can modify their learning style as they mature and gain experience in a range of learning
methods. Although classroom modifications made to take advantage of student learning strengths are very valuable, it is
also necessary for students to develop alternative learning strategies and thinking skills to prepare them for the tasks that
require specific modalities. The auditory learner will periodically face problems that require a hands-on solution. Just as
the visual learner will encounter problems and situations that demand the use of kinesthetic and/or auditory skills.
Consequently, we need to find a balance between building on a students' natural strengths and developing an adequate
range of alternative learning strategies.

Other Learning Styles links:

Learning Styles Site
Pedagogy: Learning Styles.
Bloom's Taxonomy of Educational Objectives
Holland's Personality Types and career choices
Online Personality and Career Interests test
University of Minnesota-Learning Styles
Types of Learning Styles
Dr. Anthony F. Gregorc
Gregorc's Learning Styles Comparison
Applying What we Know to Student Learning Style
The World According to Gregorc
Gregoric's Learning Style

Modifying Teaching Style

On Learning Styles - Teaching approaches related to the MBTI instrument.
The 4MAT System

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