1. DIFFERENTIATION &
ACADEMIC FEEDBACK
HDFS 464

2. Today’s Class
 Pass back A4
 If
you got less than 28/35, redos due to Carmen 5/31
@ 11:59 p.m.
 Most common errors:
 Known words = 80% + mastery
 Learning Objective: specific targets
 New Material: Must include instruction/modeling/prompting
 Instructional Arrangement
 Time per section

3. Today’s Class
 A6 Headcount
 Bring watch or phone with timer
 Review Quiz 8
 Academic Feedback/Differentiation Lecture
 Assignment 5
 Study for final exam by next Thursday!

4. Quiz 8
 An effective instructor focuses on all of the following
EXCEPT
 boosting self-esteem.
 academic activities.
 achieving a high number of correct responses*
 student engagement.

5. Faulty Notions
 Building students’ self-esteem is a teacher’s
primary goal
 Leads to the use of poorly designed
curricula
 A good teacher is first and foremost creative
 Be creative within the context of validated
curriculum, instruction, and assessment

6. Characteristics of Effective Instruction
3. It is academically focused
 Successful teachers spend more time on academic
activities and less on non-academic activities (e.g.,
crafts)
4. It is individualized
 To help each student succeed
 Achieve a high number of correct responses
 Become confident in their competence
 Not meant that each child works alone

7. Quiz 8
 Teaching something after initial learning has
occurred is
 Overlearning
 First-time
correct
 Delayed tests
 Maintenance

8. Key Concepts of Mastery Teaching
 Overlearning – continuing to teach something after
initial learning has occurred
 Enhances maintenance, automaticity, and application
 First-time correct – All students correct the first time a
task is presented in a lesson
 Best indicator of mastery
 Delayed test – selected tasks from the lesson
presented later
 Indicator of “firm” (correct after recent teaching)

9. Big Picture

10. Academic Feedback
HDFS 464

11. Instructional Classroom Management
(Konold et al.)
 Academic feedback = how teachers provide
information about the accuracy of responses and
how to correct students following errors.
 Shapes future behavior!
 Why provide feedback?
 Reinforce appropriate behavior
 Let students know how they are doing
 Extend learning opportunities

12. Four Types of Student Responses:
Differentiated Feedback
1. If quick, confident, and correct
 Quick “Right” and present the next question
2. If correct, but hesitant
 Confirm the correct response and repeat it
3. If incorrect and random or careless
 Quick and simple correction
 Motivation may be an issue
4. If incorrect and don’t know
 Provide prompts to lead them to answer
 Re-teach the material

13. Verbal questioning
 Why use verbal questioning?
 Evaluate and monitor student performance
 Help students understand content
 Help students remain actively engaged
 Help students remember what they learned
 Must provide effective feedback!

14. Instructive Feedback
 Consistently adding supplemental information to
feedback
 Expansion=provides additional related information
 Parallel=different question requiring same response
 Novel=provides new or unrelated information

15. Effective use of feedback
 Planned, specific feedback is much more likely to
influence student performance than haphazard,
general feedback.
 High quality feedback is timely, accurate,
constructive, outcome-focused, encouraging, and
positive.
 Correction procedures should end with the student
responding correctly and be followed by a
delayed test.

16. Q and A
 Which of these following Q formats is preferred?
 Karen, what’s the name of the biggest animal?
 What’s the name of the biggest animal? Karen?
 Why is format 2 preferred?
 Students must maintain attention because they do not
know when they will get called on

17. Common teaching errors
 Resorting to verbal attention, especially reprimands, in
response to undesirable behavior
 Failure to recognize functions of undesirable behavior (e.g.,
attention-seeking vs. escape motivated)
 Failure to modify expectation, rules, and instruction for
students who need differentiated instruction
 Reinforce appropriate behavior and correct responses too
infrequently
 Failure to incorporate fun activities to increase student interest
(e.g., games, popular characters)

18. Effective vs. Ineffective Praise
When is praise ineffective?
When is praise effective?
1. When it's global and bland
1. When teachers are enthusiastic, 2. When it orients students
sincere, and credible toward academic competition
2. Use praise with students who 3. When it's delivered
respond well to it non-contingently
3. When it's contingent and teachers 4. When it distracts from task
"pick their spots" relevant information and
4. When it results in intrudes on instructional
increased engaged time momentum

19. Differentiation

20. Connecting RTI and DI
http://www.youtube.com/watch?v=HWxsI2g5yp8&feature=related

21. Instructional Levels
(Zone of Proximal Development)
 Mastery Level
 Previously taught
 Too easy
 Instructional Level
 Ready to learn The Zone
 Just right
 Frustration Level
 Not taught
 Too hard

22. Scaffolding
 Instructional strategy that involves providing highly
supported instructional trials during new material
and gradually fading the support as students gain
proficiency in guided and independent practice.
 Heavily prompted early trials
 Lightly prompted trials
 Unprompted trials

23. What is Differentiated Instruction?
 Adjusting instruction to address the individual
needs of diverse learners.
 Students are diverse on many characteristics

24. What is Differentiated Instruction?
 Content
 What we teach
 Process
 How we teach it
 Product
 Way students respond

25. Content Differentiation (aka. Grouping)
 Place students in curriculum and organize
smaller instructional groups
o Homogenous – grouping students who are on the same
lesson in the curriculum.
o Reading level, math level, writing level
 Don’t need to content differentiate Science,
Social Studies, etc.
o Heterogeneous - grouping students who are at
different levels in the curriculum

26. Content Differentiation (aka. Grouping)
Whole Class
Instructional Instructional Instructional Instructional
Group Group Group Group

27. Examples
 The class is working on colors. At least one student’s
targets include naming brown, black, and pink.
Another student’s targets include naming red, blue,
and yellow. A different student is learning to point to
orange, green, and purple. And yet another student
is matching green, blue, and red.
 The group is working on reading lists of words. Some
students are working on reading VCV words while
others are reading VCC words.

28. You have…
 Conducted CBAs or placement tests
 Used a skill matrix to see results for all students
 Identified instructional goals for individuals & groups
 Grouped students based on content goals
 Designed a lesson plan for each group
What if content differentiation
isn’t sufficient?

29. Content - Process - Product
 Materials – concrete, representational, abstract
 Difficulty
 Interest Remember! We’ve
already
 Assistance
 Prompts or reminders
differentiated
content!
 Response
 Mode – verbal, written, pointing or touching, yes/no etc.
 Targets
 Quantity

30. Process & Product Differentiation
Materials Materials
Assistance Assistance
Responses Responses
Materials Materials
Assistance Assistance
Responses Responses

31. Basic Instructional Trial
 Trial = opportunity for students to respond
 Antecedent
 What happens before the student responds
 What the teacher says and does
 Behavior
 What the student says and does – responding to A
 Consequence
 What happens after the student responds
 Praise or correction

32. Expanded Trial Elements
 Attention Signal  Gets student to focus attention
 Task Stimulus  Stimuli needed for task (often materials)
 Stimulus Direction  Tells students to do something with
A
respect to the stimulus (but not the response)
 Stimulus Prompt  Provides a hint; highlights a key
feature that serves as a prompt
 Response Prompt  Model or partial model of response
 Response Direction  Specific direction telling what students
should do
 Response
 Students’ response
B
C  Feedback
 Praise or correction

33. Elements of Expanded Instructional Trial
Example Elements
1. "Everybody, watch me.“ Attention signal
2. Teacher holds up a map of the Task stimulus
intermountain states
Stimulus direction
3. “Look at this state.“
Stimulus prompt
6. "See - It is shaped like a step.“
7. "This is Utah.“ Response prompt
8. "Everyone, tell me it's name.“ Response direction
9. “Get ready.” Snap Signal
10. "Utah.“ Response
11. "Good, that state is Utah." Reinforce or Feedback

34. Process & Product Differentiation
 Adjust elements of the expanded trial to make
instruction easier or more difficult for learners within
groups.
 Big Idea: match materials, assistance, and response
to individual students’ instructional level

35. 5 Ways to Modify Demand
Change the task stimulus (material)
Change response direction (assistance, response)
p Change the response (response)
n Remove or insert response and stimulus prompts
(assistance)
Remove or insert interference between response
prompt and response direction (assistance)
*Interference: “extra talk” between prompts and
response. Causes a delay making the trial slightly
harder.

36. Which element should I adjust?
To differentiate on… Element
Attention signal
 Materials Task stimulus
Task stimulus 1
Stimulus direction
 Assistance Remove prompt
Stimulus or insert
stimulus & response
Response Prompt
prompts 4
Insert interference 5
 Response ResponseDirection 2
Response direction
Signal
Response
Response 3
Feedback

37. 1. Change Task Stimulus
AS “Everyone.”
TS Teacher gives students reading passages
RD “Please read the passage silently and write the main
idea in the space provided.”
S “Do it now.”
R Students read and write the main idea.
F Teacher checks the students responses and says,
“Great you all got it!”

38. 1. Change Task Stimulus
AS “Everyone.”
TS Teacher gives students reading passages; some
passages have the main idea highlighted.
“Please read the passage silently and write the main
RD idea in the space provided.”
“Do it now.”
S
Students read and write the main idea.
R
Teacher checks the students responses and says,
F “Great you all got it!”

39. 2. Change Response Direction
High Demand Response Direction Response
6 . 2
. What do we do? Divide
6 . 2 What operation? Divide
6 . 2 We don't multiply; what do Divide
we do?
6 . 2
. Do we multiply or divide? Divide
6 . 2
. Do we multiply? Yes/No
Low Demand

40. 3. Change the Response
TS
Teacher points to a blue horse in a book
RD
What color is this horse?
R
“blue”
F
Yes, the horse is blue.

41. 3. Change the Response
TS
Teacher points to a blue horse in a book
RD
What color is this horse?
R Holds up a card with word “blue” on it.
F Yes, the horse is blue.

42. 4. Remove Response Prompt
AS Everybody, watch me.
TS (Teacher holds up an "a").
SD Look at this letter.
RP The sound of this letter is "a".
RD Everybody, what sound?
R "a"
F Good

43. 4. Remove Response Prompt
AS Everybody, watch me.
TS (Teacher holds up an "a").
SD Look at this letter.
RD Everybody, what sound?
R "a"
F Good

44. 4. Insert Response Prompt
AS Everybody look.
TS (Shows a picture of an elephant)
SP See, he has a long trunk.
RD What kind of animal is this, ?
R Elephant
F
Good

45. 4. Insert Response Prompt
AS Everybody look.
TS
(Shows a picture of an elephant)
SP See, he has a long trunk.
RP This animal is an elephant.
RD What kind of animal is this, ?
R Elephant
F
Good

46. 5. Inserting Interference
AS Everybody, look.
RP (Teacher writes an "a")
RD Your turn to write "a".
S Go ahead.
R (students write "a")
F Good.

47. 5. Insert Interference
AS Everybody, look.
RP
(Teacher writes an "a")
I
We know that “a” is the first sound in apple.
RD
Your turn to write "a".
S
Go ahead.
R
(students write "a")
F
Good.

48. Guided Practice
 During your learning set, you review math
operations. There is a list of problems on the board
with – or + as the operation. As you point to the
different problems, you ask the class, “What do I
do?” Brandon, one of your students, was absent
during the lesson in which you introduced this the
first time. Typically, he picks up material easily.
Without separating him into 1:1 instruction, how
could you differentiate this activity for Brandon?

49. Operations Math Lesson
Learning Set (3 min)
 Review Activity: Using a list of problems (- or +) on the
board, have students tell what they would do.
Instructional
Students Materials Assistance Response
Unit
Tell what to Change
response
do based on direction to
Brandon
– or + “Do we add
problems. or subtract?”

50. Scripted Trial with Labels
Attention Signal Okay Class.
Stimulus Direction Look on the board.
Task Stimulus List of addition and subtraction
problems on board.
Response Direction When I point to a problem, tell me
what I should do.
Signal Teacher points
Response Students respond subtract or add
Feedback Yes

51. Scripted Trial with Labels
Attention Signal Okay Class.
Stimulus Direction Look on the board.
Task Stimulus List of add and subtraction problems on
board.
Response Direction Brandon, Do I add or subtract?
Signal Teacher points
Response Students respond subtract or add
Feedback Yes

52. Tiered Lessons
 Lesson plans that are divided into tiers of difficulty
 Can plan tiers for review/prerequisite check and
independent practice, but most important for new
material and guided practice.

53. Tiered Lesson Plan Template
I. Review/Prerequisite Check (15-20% time)
o Targets - Activity – Arrangement - Instruction
II. New Material/Guided Practice (40-50% time)
o Targets - Activity – Arrangement –
o Instruction
Tier 3: High Support Tier 2: Moderate Support Tier 1: Low Support
III. Independent Practice (25-30% time)
o Targets - Activity – Arrangement - Instruction

54. Assignment 5
A. Differentiate on materials.
 Create ONE trial that involves changing the materials in some way to
differentiate on interest and only on interest.
B. Differentiate on assistance.
 Create ONE tier 1 (low support) and ONE tier 3 (high support)
instructional trial from this tier 2 trial. Do not change the response!
C. Differentiate on response.
 Create ONE tier 1 (low support) and ONE tier 3 (high support)
instructional trial from this tier 2 trial. Do not change anything except
response!

55. A5 In-Class Example
A. Differentiate on materials, but teach the teach the shapes
circle, square, and triangle.
 Create ONE trial that involves changing the materials in some way
to differentiate on interest and only on interest.
B. Differentiate on assistance, but teach the teach the shapes
circle, square, and triangle.
 Create ONE tier 1 (high support) and ONE tier 3 (low support)
instructional trial from this tier 2 trial. Do not change the response!
C. Differentiate on response, but teach the teach the shapes
circle, square, and triangle.
 Create ONE tier 1 (high support) and ONE tier 3 (low support)
instructional trial from this tier 2 trial. Do not change anything except
response and/or response direction!

56. Tier 2 Trial (moderate support)
T: holds up a shape flashcard (TS)
T: “There are lots of things that are this shape. Like the
sun, a ball, or the clock in our classroom.” (SP)
T: “What shape is this?” (RD)
S: say “circle” (R)
T: “Yes, it’s a circle.” (F)

57. Tier 2 Model
Attention Signal
Task Stimulus
T: Holds up a shape flashcard
Stimulus Direction
Stimulus Prompt
T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.
Response Prompt
Interference
Response Direction
T: What shape is this?
Signal
Response
S: Circle
Feedback
T: Yes, it's a circle.

58. Differentiate on Materials (Task Stimulus)
Attention Signal
Task Stimulus
Stimulus Direction
Stimulus Prompt
T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.
Response Prompt
Interference
Response Direction
T: What shape is this?
Signal
Response
S: Circle
Feedback
T: Yes, it's a circle.

59. Differentiate on Materials (Task Stimulus)
Attention Signal
Task Stimulus
T: Shows a book focused on circles.
Stimulus Direction
Stimulus Prompt
T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.
Response Prompt
Interference
Response Direction
T: What shape is this?
Signal
Response
S: Circle
Feedback
T: Yes, it's a circle.

60. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
Task Stimulus
T: Holds up a shape flashcard T: Holds up a shape flashcard
Stimulus Direction
Stimulus Prompt
Response Prompt
Interference
Response Direction
Signal
Response
S: Circle S: Circle
Feedback
T: Yes, it's a circle. T: Yes, it's a circle.

61. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
Task Stimulus
T: Holds up a shape flashcard T: Holds up a shape flashcard
Stimulus Direction
Stimulus Prompt
This shape is like the letter "O."
Response Prompt
It doesn't look like a gift box or a piece of
Interference
paper.
Response Direction
It's not an oval, what is it?
Signal
Response
S: Circle S: Circle
Feedback
T: Yes, it's a circle. T: Yes, it's a circle.

62. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
Task Stimulus
T: Holds up a shape flashcard T: Holds up a shape flashcard
Stimulus Direction
Stimulus Prompt
This looks like the letter "O."
Response Prompt
It is a circle.
Interference
Response Direction
Is it a circle or square?
Signal
Response
S: Circle S: Circle
Feedback
T: Yes, it's a circle. T: Yes, it's a circle.

63. square


squar 
square

64. 
squar square square
 

65. Differentiate on Response (Response Direction, Response)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
Task Stimulus
T: Holds up a shape flashcard T: Holds up a shape flashcard
Stimulus Direction
T: There are lots of things that are this shape. T: There are lots of things that are this shape.
Stimulus Prompt
Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in our
Response Prompt
Interference
Response Direction
Signal
Response
Feedback
T: Yes, it's a circle. T: Yes, it's a circle.

66. Differentiate on Response (Response Direction, Response)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
Task Stimulus
T: Holds up a shape flashcard T: Holds up a shape flashcard
Stimulus Direction
T: There are lots of things that are this shape. T: There are lots of things that are this shape.
Stimulus Prompt
Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in our
Response Prompt
Interference
Response Direction
T: Write the name of the shape.
Signal
Response
T: Write "circle."
Feedback
T: Yes, it's a circle. T: Yes, it's a circle.

67. Differentiate on Response (Response Direction, Response)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
Task Stimulus
T: Holds up a shape flashcard T: Holds up a shape flashcard
Stimulus Direction
T: There are lots of things that are this shape. T: There are lots of things that are this shape.
Stimulus Prompt
Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in our
Response Prompt
Interference
Response Direction
T: Is it a circle or star? Hold up the card.
Signal
Response
S: Holds up a circle shaped card.
Feedback
T: Yes, it's a circle. T: Yes, it's a circle.

68. Tier 2 Model
Attention Signal
T: Okay, class.
Task Stimulus
List of addition and subtraction problems on the board.
Stimulus Direction
T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
T: When I point to a problem, tell me what I should do.
Signal
Teacher points.
Response
S: Add.
Feedback
T: Yes.

69. Differentiate on Materials (Task Stimulus)
Attention Signal
T: Okay, class.
Task Stimulus
Stimulus Direction
T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
T: When I point to a problem, tell me what I should do.
Signal
Teacher points.
Response
S: Subtract.
Feedback
T: Yes.

70. Differentiate on Materials (Task Stimulus)
Attention Signal
T: Okay, class.
Task Stimulus
Addition and subtraction flashcards.
Stimulus Direction
T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
T: When I point to a problem, tell me what I should do.
Signal
Teacher points.
Response
S: Subtract.
Feedback
T: Yes.

71. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
T: Okay, class. T: Okay, class.
List of addition and subtraction problems on List of addition and subtraction problems on
Task Stimulus
the board. the board.
Stimulus Direction
T: Look at the problems. T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
Signal
Teacher points. Teacher points.
Response
S: Add. S: Add.
Feedback
T: Yes. T: Yes.

72. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
T: Okay, class. T: Okay, class.
List of addition and subtraction problems on List of addition and subtraction problems on
Task Stimulus
the board. the board.
Stimulus Direction
T: Look at the problems. T: Look at the problems.
We use this operation when we're grocery
Stimulus Prompt
shopping to see how much we'll spend.
Response Prompt
Interference
We know that we won't multiply or divide.
Response Direction
What operation?
Signal
Teacher points. Teacher points.
Response
S: Add. S: Add.
Feedback
T: Yes. T: Yes.

73. Differentiate on Assistance (Stimulus Prompt, Response Prompt, Interference, Response Direction)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
T: Okay, class. T: Okay, class.
List of addition and subtraction problems on List of addition and subtraction problems on
Task Stimulus
the board. the board.
Stimulus Direction
T: Look at the problems. T: Look at the problems.
Stimulus Prompt
This problem has a plus sign.
This problem requires us to add these 2
Response Prompt
numbers.
Interference
Response Direction
Do we add or subtract?
Signal
Teacher points. Teacher points.
Response
S: Add. S: Add.
Feedback
T: Yes. T: Yes.

74. 
squar square square
 

75. Differentiate on Response (Response Direction, Response)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
T: Okay, class. T: Okay, class.
List of addition and subtraction problems on List of addition and subtraction problems on
Task Stimulus
the board. the board.
Stimulus Direction
T: Look at the problems. T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
Signal
Teacher points. Teacher points.
Response
Feedback
T: Yes. T: Yes.

76. Differentiate on Response (Response Direction, Response)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
T: Okay, class. T: Okay, class.
List of addition and subtraction problems on List of addition and subtraction problems on
Task Stimulus
the board. the board.
Stimulus Direction
T: Look at the problems. T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
Signal
Teacher points. Teacher points.
Response
Feedback
T: Yes. T: Yes.

77. Differentiate on Response (Response Direction, Response)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
T: Okay, class. T: Okay, class.
List of addition and subtraction problems on List of addition and subtraction problems on
Task Stimulus
the board. the board.
Stimulus Direction
T: Look at the problems. T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
What do we do? Write down the sign.
Signal
Teacher points. Teacher points.
Response
Students write + or -.
Feedback
T: Yes. T: Yes.

78. Differentiate on Response (Response Direction, Response)
Tier 1 (low support) Tier 3 (high support)
Attention Signal
T: Okay, class. T: Okay, class.
List of addition and subtraction problems on List of addition and subtraction problems on
Task Stimulus
the board. the board.
Stimulus Direction
T: Look at the problems. T: Look at the problems.
Stimulus Prompt
Response Prompt
Interference
Response Direction
Do we add? Hold up the card.
Signal
Teacher points. Teacher points.
Response
Hold up a card with a "+" sign.
Feedback
T: Yes. T: Yes.