Differentiating Instruction

Shari Gallin Washburn Shari Gallin Washburn Christy LendmanChristy Lendman

GUA, 2003GUA, 2003

Knowledge

Comprehension

Synthesis

Evaluation Analysis

Application

A New Look at Bloom’s

A New Look at Bloom’s cont. Critical thought processes are interrelated Critical thought processes are interrelated

and interactiveand interactive

Critical thought has knowledge and Critical thought has knowledge and comprehension at the centercomprehension at the center

Critical thought builds knowledgeCritical thought builds knowledge

The full range of thinking skills may be The full range of thinking skills may be involved when learninginvolved when learning

The Six Facets of Understanding

ExplanationExplanation

InterpretationInterpretation

ApplicationApplication

PerspectivePerspective

EmpathyEmpathy

Self-knowledgeSelf-knowledge

Differentiation of InstructionFigure 2.1, pg.15

What Gets Differentiated?CONTENT

What students should:• Know• Understand• Be able to do

PROCESSHow students will:

• Create their own understanding of the concept• Construct their knowledge

PRODUCTDemonstration of knowledge

Differentiated Instruction – A Philosophy

Students differ in theirStudents differ in their ReadinessReadiness InterestsInterests Learning stylesLearning styles

adapted from C.Tomlinson, ASCD, Sept., 2000

Differentiated Instruction – A Philosophy cont.

Students require variedStudents require varied KnowledgeKnowledge PacePace SupportsSupports

adapted from C.Tomlinson, ASCD, Sept., 2000

Differentiated Instruction – A Philosophy cont.

Students learn best when:Students learn best when: ChallengedChallenged They make connectionsThey make connections Learning is authenticLearning is authentic There is a community of respectThere is a community of respect

adapted from C.Tomlinson, ASCD, Sept., 2000

Setting Goals

Let standards be your guideLet standards be your guide Clarify the essentialsClarify the essentials

Goal vs. demonstrationGoal vs. demonstration Skills vs. content knowledgeSkills vs. content knowledge

1.2.8 Read and understand essential content of informational texts and documents in all academic areas

Differentiate fact from opinionDifferentiate fact from opinion Distinguish essential from non-essential Distinguish essential from non-essential

informationinformation Draw inferences based on a variety of Draw inferences based on a variety of

sourcessources Evaluate text organization and content Evaluate text organization and content

to determine purpose...to determine purpose...

Standard/Goal Focused

Fact/OpinionFact/Opinion

Various types of Various types of texttext

Degrees of Degrees of complexitycomplexity abstractnessabstractness

Evaluate TextEvaluate Text

Varied LevelsVaried Levels Hidden meaningsHidden meanings graphicsgraphics layoutlayout

Pre-Assessment

Data that drives differentiated Data that drives differentiated instructioninstruction

Empowers you to make learning Empowers you to make learning appropriately challengingappropriately challenging

Assess for readiness, interest, and Assess for readiness, interest, and learning styleslearning styles

Pre-assessment should:

Be reasonable in lengthBe reasonable in length Include all of the skills in the unitInclude all of the skills in the unit Be easy to interpretBe easy to interpret Be open-ended when appropriateBe open-ended when appropriate Be on-goingBe on-going

Pre-Assessment cont. Readiness Interests Learning

CourseworkCoursework

SurveysSurveys

Concept mapsConcept maps

KWLKWL

Skill QuizzesSkill Quizzes

Story tellingStory telling

ObservationsObservations

InventoriesInventories

InterviewsInterviews

LogsLogs

JournalsJournals

ChecklistsChecklists

InventoriesInventories

4MAT4MAT

ChecklistsChecklists

ChoiceChoice

Now What?

Flexible groupingFlexible grouping TieringTiering Stations and CentersStations and Centers Contracts and CompactsContracts and Compacts

Flexible Grouping Principles

Group based on readiness, Group based on readiness, interests, learning stylesinterests, learning styles

Keep the group size small (3-5)Keep the group size small (3-5)

Flexible Grouping Principles cont. Keep groups Keep groups flexibleflexible::

Vary level and paceVary level and pace Change membershipChange membership

Teach group social skillsTeach group social skills Turn-takingTurn-taking AccountabilityAccountability

Tiering

Leveling activities while maintainingLeveling activities while maintaining

the same essential goal.the same essential goal.

Tiering Principles

Students work on the sameStudents work on the same Essential idea Essential idea Key skillsKey skills

Tiering Principles cont.

Students work at different levels ofStudents work at different levels of ComplexityComplexity AbstractnessAbstractness Open-endednessOpen-endedness

Tiering Principles cont.

Should include problem-solving:Should include problem-solving: That is teacher facilitatedThat is teacher facilitated

Through a wide range of activitiesThrough a wide range of activities

Tiering Principles cont.

Activities should be:Activities should be: Open-endedOpen-ended Appropriate to readinessAppropriate to readiness Require complex exploration with Require complex exploration with

appropriate supportsappropriate supports

The Activity LadderHigh skill High skill complexitycomplexity

Low skill Low skill complexitycomplexity

1.1. Chart the complexity of Chart the complexity of a current activitya current activity

2.2. Determine what Determine what supports, materials, supports, materials, connections, timelines, connections, timelines, resources, application, resources, application, and monitoring will and monitoring will enable activity to be enable activity to be more or less complexmore or less complex

3.3. Clone the activityClone the activity

11stst Tier Tier 22ndnd Tier Tier 33rdrd Tier Tier

Concrete ideasConcrete ideas Abstract ideasAbstract ideas

Teacher plans, designs,Teacher plans, designs, Student plans,Student plans,

and monitors activitiesand monitors activities designs, and designs, and monitors monitors

activitiesactivities

Structure use of Structure use of Discovery through Discovery through

manipulatives manipulatives manipulativesmanipulatives

Cloning a Lesson – The Tiering Continuum

Learning Stations

Different areas within the classroomDifferent areas within the classroom All stations work in concert with each All stations work in concert with each

otherother SymmetrySymmetry AnglesAngles GeoboardsGeoboards TangramsTangrams TessellationsTessellations

Learning Stations cont.

Students work on various tasks Students work on various tasks simultaneouslysimultaneously

Incorporate flexible groupingIncorporate flexible grouping Within the station – different tasksWithin the station – different tasks Schedule rotation Schedule rotation

Different combinations of stationsDifferent combinations of stationsDifferent lengths of timeDifferent lengths of time

Centers Teach, reinforce, or extend a particular Teach, reinforce, or extend a particular

skill or conceptskill or concept Focus on masteryFocus on mastery Vary activity types for different Vary activity types for different

Readiness levelsReadiness levels Learning stylesLearning styles InterestsInterests

Contracts & Compacting Negotiated AgreementNegotiated Agreement Content delineates :Content delineates :

SkillsSkills Working conditionsWorking conditions ConsequencesConsequences Outcome criteriaOutcome criteria Signatures/Signatures/

accountabilityaccountability

Assess prior Assess prior knowledgeknowledge

Identify unknownsIdentify unknowns Student buys-back Student buys-back

time for an alternative time for an alternative activityactivity ChallengingChallenging MeaningfulMeaningful

How to Begin?

Start smallStart small Slowly but surelySlowly but surely Envision and predictEnvision and predict Reflect and assessReflect and assess

Key Principles of Differentiating Instruction

Teacher recognizes and appreciates student Teacher recognizes and appreciates student diversitydiversity Community of respectCommunity of respect

Teachers and students collaborateTeachers and students collaborate Work is challenging and meaningful for all Work is challenging and meaningful for all

students (Unequal=Fair)students (Unequal=Fair) Flexibility!Flexibility!

Adapted from C. Tomlinson, The Differentiated Classroom, 1999.Adapted from C. Tomlinson, The Differentiated Classroom, 1999.