Contents

Definition of Differentiated Instruction ………………………………………………………………………………………….……… 3

How to Get Started ……………………………………………………………………………………………………………………………….. 3

Auditory Support

1.  Eliminating auditory distractions ………………………………………………………….………………………………….. 4

2.  Vocal immersion ………………………………………………………………………………………….…………………………... 4

3.  Phonics Phone ………………………………………………………………………………………………………………………….. 5

4.  Language Pipeline …………………………………………………………………………………………………………………….. 5

5.  Talking Tube ……………………………………………………………………………………………………………………….……. 6

Kinesthetic Support

  1. Wikki Stix ………………………………………………………………………………………………………………………………….. 7
  2. Magnetic Bingo Chips ……………………………………………………………………………………………………………….. 7

Visual Support

  1. Highlighting Tape ……………………………………………………………………………………………………………………… 8
  2. Post-It Notes …………………………………………………………………………………………………………………….…… 8-9
  3. Meet “SPOT” …………………………………………………………………………………………………………………………… 9
  4. Focus Frame ……………………………………………………………………………..……………………………………………. 10
  5. Finger Pointer …………………………………………………………………………………………………………………………. 11
  6. Sliding Mask ……………………………………………………………………………………………………………………………. 12
  7. Catch that Word ……………………………………………………………………………………………………………………… 13
  8. Overhead Tools …………………………………………………………………………………………..………………………….. 14
  9. Page Protectors ………………………………………………………………………………………………………………………. 15
  10. Time Tools ………………………………………………………………………………………………………………………………. 15
  11. Enlarge print/eliminate distraction …………………………………………………………………………………………. 16
  12. Differentiating Instruction Resources :
  13. Books …………………………………………………………………………………………………………………………. 17
  14. Websites ………………………………………………………………………………………………………….…… 17-18

Definition of Differentiated Instruction:

“The definition begins with this: Equal education is not all students getting the same, but all students getting what they need. Approaching all learners the same academically doesn't work. We have to start where each child is in his learning process in order to authentically meet his academic needs and help him grow.” Rebecca Alber

How to Get Started:

The first step in the process is to find out as much as you can about his/her educational history and anything else. This includes learning about his/her interests, cultural background, learning style, and something about her home life.

Once you have accomplished this first step, you will be better able to know and understand what s/he needs in order to achieve success in school. At this point, you will plan lessons, activities, and assignments that meet the needs of that student.

Making an assignment, task, or objective different for one student than the rest of the class is meeting that child where they are in their learning journey. There is no need to feel that you are lowering the bar in your classroom. You are the child's teacher and you spend enough time with him/her to understand what s/he needs. And remember, equality is about meeting the needs of the individual.

In an attempt to tailor our teaching to students, we often will realize that students have specific needs that effect how they learn. Those needs may be auditory, visual, or kinesthetic. The ideas that follow are ones that you may find useful in helping meet those specific needs.

Auditory Support

1.  Eliminating auditory distractions – this idea works well for students who are easily distracted.

·  It is not that a student with attention problems can’t pay attention; it is that s/he does pay attention – to every sound around them. Try providing easily distracted students with noise-suppressing ear protection. This will block out distracting sound that take them off task. These ear-protection devices are available at most hardware stores.

2.  Vocal immersion – this is a helpful technique for students who have attention problems and for those with difficulty distinguishing sounds.

·  When parallel reading, use an old stethoscope. Cup the cube end in your hand while directing your voice into the tube as you read. Extraneous classroom noises will be blocked out, and the student will hear precise speaking as you read the passage.

3.  Phonics Phone – great for students who have difficulty discriminating among different phonemes.

·  When the student speaks into the Phonics Phone, the sound is immediately repeated back to him/her. This instant feedback assists the student in making the correct sound as spoken by the teacher or a mentor.

·  Construction: attach two two-inch diameter PVC plastic elbows onto a two-inch diameter PVC plastic coupling. PVC plastic parts are available at most hardware stores.

·  You can also buy ready-made Phonics Phones.

4.  Language Pipeline – a great way to help English Language Learners learn formal English

·  This is a version of the “Phonics Phone”. The Language Pipeline is assembled by attaching two two-inch diameter PVC plastic elbows onto a two-inch diameter PVC plastic coupling –this forms the “phone” that the student holds to his/her ear. Drill a ½ inch hole and plug in a ½ inch nipple. Attach a four foot length of plastic tubing to the nipple. Add a plastic funnel to the end of the tube. PVC plastic parts are available at most hardware stores.

·  English Language Learns benefit greatly from one-on-one direct language instruction. The teacher or mentor student speaks into the funnel, and the ELL learns the correct pronunciation/enunciation. Then the ELL attempts to replicate what has been heard. This can be repeated until the ELL has mastered the word(s). Advantage – the ELL is immersed in the teacher or mentor student’s voice while any distracting classroom sounds are blocked out.

5.  Talking Tube – a way to facilitate student-to-student support.

·  Create a “talking tube” for students to use. This device allows student to quietly work together without disturbing their neighbors. This is a great tool for ELL students who need the support of a nearby student interpreter.

·  Construction tips: simply attach a medium-sized funnel to each end of a four-foot-long, ½ inch diameter plastic tube.

Kinesthetic Support

1.  Wikki Stix – these hands-on teaching tools made from wax allow kinesthetic learners use manipulatives in their learning.

·  Wikki Stix resemble pieces of colored yarn. They bend into different shapes and easily stick to each other and to other surfaces. They also come apart easily and leave no marks or residue.

·  Students can form letters, numbers, and shapes with Wikki Stix.

·  Art, science, social studies, and other academic-area projects can be made from Wikki Stix.

2.  Magnetic Bingo Chips – a different twist on math manipulatives

·  Instead of using the usual plastic counters, try using magnetic bingo chips. They can be purchased as most discount or party stores.

·  They are transparent, colorful, and have a metal rim.

·  They are great for use on the overhead projector or by individual students at their seats.

·  Magnetic wands (anything that is metal) keep cleanup time easy, efficient, and fun.

Visual Support

1.  Highlighting Tape – this colored, transparent tape comes in many different widths, including full sheets. It can be placed over print, and is reusable.

·  Highlighting Tape helps students find and focus on skills in all academic areas.

·  Young students can use the wide tape during interactive writing and when working with charts. They can also use it to find and highlight letters or words that are the focus on instruction.

·  Older student can use think Highlighting Tape in novels to identify parts of speech, new vocabulary words, and answers to comprehension questions.

·  Highlighting Tape not only helps students focus on learning, but can also be used as an excellent alternative form of responding for students with fine-motor difficulties.

2.  Post-It Notes – these are one of the most versatile teaching tools that can be used for focusing during writing, reading, and math.

·  They help students respond to text and focus on specific problems or parts of a page.

·  Focusing tool: for students who are overwhelmed with an entire page (especially in math), Post-It Notes can be used to focus their attention to the part of the page that they need to. The student surrounds or frames the math problem with Post-It Notes. Also, with an addition problem involving numbers in the hundreds, the student can use a small Post-It Note to cover the hundreds and tens places so s/he can focus on adding the ones first. Next, the student uncovers the tens place, and finally the hundreds place. This will help to reinforce place value and prevent errors.

·  Responding to text: Post-It Notes are excellent for finding and marking text responses while working individually or in a small or large group. Locating and proving the answer, writing text-to-text or text-to-self notes, and “Guess the Hidden Word” are all additional ways Post- It Notes can be used in reading.

·  Revising and editing writing: students can write revision ideas or editing corrections on Post-It Notes. Teachers can use Post-It Notes to write notes to students without marking on their papers.

·  Assessment: grades or comments can be written on Post-It Notes and attached at the end of a paper or assignment. There is no permanent mark on the student’s work, and privacy is maintained.

3.  Meet “SPOT” – small plastic ants or other insects are highly motivational hands-on tools to help students focus on learning.

·  Introduce “Spot” (or whatever name you choose) to the class and tell them that Spot can help them with their daily work.

·  Here’s how:

·  “Spot, the focused ant” covers the digits in the tens and ones places while the student adds the ones. Spot then moves to the left as the student adds the tens, and then the hundreds.

·  “Spot, the word-finding ant” can also cover parts of speech, vocabulary words, or other one-word responses. Spot is a great cover-up agent for use in “Guess the Covered Word”.

·  “Spot, the world traveler” loves to mark cities, countries, etc. on maps.

·  Students will love to create new jobs and titles for Spot.

·  Plastic insects can be found at most party stores.

4.  Focus Frame – these allow students to focus on one task at a time – in both daily work and test-taking situations.

·  They help students slide words, sentences, or problems into focus, eliminating other potentially distracting text or pictures from the student’s view.

·  They are easy to make – use a pattern similar to the following (depending on the size you need).

·  Trace the Focus Frame onto manila tag or card stock. Cut out and cut along the lines on frame A. Insert frame B into section A to form a movable box. Slide the Focus Frame to adjust for the amount on space needed.

·  The student slides the Focus Frame to file the problem or area on the page.

·  The Focus Frame eliminates unnecessary information or distractions.

5.  Finger Pointer – a means to communicate non-verbally (and humorously) with the students.

·  The finger pointer is handy for pointing to information on the chalkboard, charts, and screens without blocking the students’ view.

·  You can add to the effectiveness of it by adding a bulb horn or bicycle bell.

·  Finger pointers can be purchased in both the larger hand format and the mini-hands to use with an overhead projector.

·  You can make your own finger pointer from:

·  An old glove and stuffing

·  Wooden dowel: ½ inch – 36 inches long

·  Glue/adhesive

·  Glitter/jewels for rings and decoration (optional)

·  Bulb horn or bicycle bell (optional)

6.  Sliding Mask – this easy to make tool enables students to focus on numbers, letters, and words.

·  A sliding mask blocks out the surrounding print so that the student can focus on the task at hand.

·  It is a handy device to teach students left-to-right flow while reading or to break down words (i.e. prefixes, suffixes, compound words, syllables, etc.).

·  If you have a student who experiences visual difficulties with black print on white paper, try taping a colored strip of transparent plastic to the back of the window.

·  Directions:

·  Cut Mask A and Strip B out on manila or card stock.

·  Cut out window and “slice here” lines.

·  Weave Strip B into Mask A on the slice lines so that it is behind the mask.

·  Slide Strip B to cover or reveal selected text/problems.

7.  Catch that Word – a way to isolate words or details for students who have difficulty focusing

·  Take words in and out of context with a word catcher.

·  This simple teaching tool allows teachers or students to isolate and bring focus to a specific word.

·  Ideal for students with attention problems.

·  Directions:

·  Glue a 4” x 6” of white tagboard or thin plastic to the palm side of an old glove.

·  Turn on the overhead projector (or SMART Board).

·  Standing about halfway between the screen and the projector, use the word catcher to “catch” the word you want to focus on.

·  The word catcher on your hand will act as a miniature portable screen as you reach out and “snag” a word to bring it out of context to be worked on.

·  When you remove your hand, the word goes back into context.

8.  Overhead Tools – a means for the students to be interactive while practicing skills and concepts in small or large group settings

·  The overhead projector allows you to demonstrate skills and concepts to different sized groups.

·  You can reinforce student learning through visual and auditory channels.

·  One real advantage is that the teacher faces the students while everyone is learning together.

·  Overhead tools can either be purchased or teacher made.

·  You can easily make your own overhead tools by photocopying the materials onto transparencies or creating them on your computer.

·  The SMART Board also has a wide variety of manipulatives for use in math, ELA, science, social studies, etc.

·  Examples of useful overhead tools: