differentiation 102 a la cat
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Differentiation 102 a la CAT. "Even if you're on the right track, you'll get run over if you just sit there.” Will Rogers. “Differentiation is a teacher acknowledging that kids learn in different ways, and responding by doing something about that through curriculum and instruction.” - PowerPoint PPT PresentationTRANSCRIPT
Differentiation 102a la CAT
"Even if you'reon the righttrack, you'll getrun over if youjust sit there.”
Will Rogers
“Differentiation is a teacheracknowledging that kids learn indifferent ways, and responding bydoing something about thatthrough curriculum andinstruction.”
– Carol Ann Tomlinson
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
The Predictive Power of Mindset
PEOPLE CAN CHANGE THEIR MINDSET
Is a flexible mindset a precursor for differentiating instruction?
Or
Is it a goal for professional development related to differentiation?
What are the implications of your answer?
DIFFERENTIATION
is a teacher’s response to learners’ needsshaped by mindset and guided by general principles of differentiation
Respectful TasksQuality Curriculum
Flexible GroupingContinual Assessment
Building Community
Teachers can differentiate through:
Content Process Product Affect/Environment
according to students’
Readiness Interest Learning Profile
Through a variety of instructional strategies, such as:RAFTS Graphic Organizers Scaffolding ReadingCubing Think-Tac-ToesLearning Contracts Tiering Learning/Interest Centers Independent StudiesIntelligence Preference Orbitals 4mat Webquests & Web Inquiry ETC…
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students &
connect them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not
grades).6. Ensures respectful tasks (based on essential understandings, equally
engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and
learning environment.12. Addresses student needs when the teacher is “on stage” as well as
when the student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
Connecting with Kids• Talk at the door• Early interest assessments• Small group instruction• Dialogue journals• Student conferences• Open room days• Ask for student input• Invite examples, analogies,
experiences• See input on class• Use Socratic or student-led
discussions• Share your own stories
• Listen• Seek varied perspectives• Share own interests,
questions, plans• Start class with kid talk• Go to student events• Watch before & after school,
at lunch• Keep student data cards• Take notes during class• Attend extracurricular
activities
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
Building Community• Establishes the framework for a responsive classroom
– Each student’s need for a “next step”– Responsibility for own growth– “We’ve got your back” mentality– Competition against self (vs. others)– Fair as each student getting what he/she needs to
succeed– Working like colleagues
• Begins with teacher mindset• Extends to student belief in one another• Supports the belief that we win or lose together• Ensures security/safety necessary for academic
growth• Enables students to work as a team• Provides the teacher with “teammates” too
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
To Talk About…
Planning a Focused CurriculumMeans Clarity About What Students Should…
Understand- Principles/ Generalizations- Big Ideas of the Discipline
Know-Facts-Vocabulary-Definitions
Be Able To Do- Process- Skills
Differentiation in UbD
When it is important to differentiate in the UbD framework?
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
RAFT
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
FLEXIBLE GROUPING
Ability
Interest
Learning ProfileCooperative Groups
Individual
Pairs
Small Group Instruction
Whole Group
Student Choice
Teacher Choice
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
Let Me Count The Ways…
Content Process Product Environment
Readiness
Interest
LearningProfile
What’s the Point?
13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect them
with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally engaging,
require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning
environment.12. Addresses student needs when the teacher is “on stage” as well as when the
student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).
