DifferentiationDifferentiationDifferentiationDifferentiation

DefinitionDefinition

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.

Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.

Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Meaningful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content ProcessProcess ProductProduct Affect/EnvironmentAffect/Environment

According to students’According to students’

ReadinessReadiness InterestInterest Learning ProfileLearning Profile

Through a variety of instructional strategies such as:

Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Diner Menu…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.

Quality Curriculum Building Community

Key Principles of a Differentiated ClassroomKey Principles of a Differentiated Classroom

• The teacher is clear about what matters in subject matter.

• The teacher understands, appreciates, and builds upon student differences.

• Assessment and instruction are inseparable.

• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.

• All students participate in respectful work.

• Students and teachers are collaborators in learning.

• Goals of a differentiated classroom are maximum growth and individual success.

• Flexibility is the hallmark of a differentiated classroom.

• The teacher is clear about what matters in subject matter.

• The teacher understands, appreciates, and builds upon student differences.

• Assessment and instruction are inseparable.

• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.

• All students participate in respectful work.

• Students and teachers are collaborators in learning.

• Goals of a differentiated classroom are maximum growth and individual success.

• Flexibility is the hallmark of a differentiated classroom.

Principals of Differentiation

Meaningful Tasks

Flexible Grouping

Continual Assessment

Meaningful Tasks

- aligned with standards and curriculum

- appropriate for age and grade level

- engaging and purposeful

- Authentic/ real life

Flexible grouping: A Definition

Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, student-selected, purposeful or random.

Jeanne H. Purcell, Ph.Caroline S. Cohen, Ph.D

Designing Differentiated Learning Activities for Flexible Groups

• Open-ended activities and assignments

• Purposefully designed choices to accommodate learning or expression style differences

• Purposefully designed tiered assignments

Purcell

WHAT CAN BE ASSESSED?

Skills

Concepts

READINESS INTEREST LEARNINGPROFILE

ContentKnowledge

• Interest Surveys• Interest Centers• Self-Selection

• Areas of Strength and Weakness• Work Preferences• Self Awareness

Most teachers assess students at theend of an instructional unit or sequence.

When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testKWLChecklistObservation/EvaluationQuestioning

Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk around Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

Pre-assessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.

• provides data to determine options for students • helps determine differences before planning•helps teacher design activities that are meaningful and challenging•allows teachers to meet students where they are•identifies starting point for instruction•identifies learning gaps• makes efficient use of instructional time

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Preassessment:

• What are some preassessment options?• How does one select an appropriate preassessment

option?• How does one use preassessment data?• What are some of the practical realities associated with

preassessment?• Your questions….

5

Preassessment: Diagnostic Tools

• Teacher Observations• Learner Profiles• K-N- W Charts• J ournals• Parent Letters• Lists, Surveys• Products• Performances• Conferences• Concept Maps

Examples of Pre-Assessments:What Do You Want to Learn About Rome?

Name: _______________________These are some of the topics we will be studying in our unit on Ancient Rome.We want to know what you want to learn about. Number your choices from 1to 8. Make sure that 1 is your favorite and 8 is your least favorite.____ geography____ government (laws)____ agriculture (foods they grew)____ architecture (buildings)____ music and art____ religion and sports____ roles of men, women, and children

What Can You Tell Us About Rome?1. What country is Rome in? ________________________________________________2. What does the word civilization mean?_______________________________________ _________________________________________________________________.3. Can you give us some examples of different civilizations? ________________________

__________________________________________________________________.4. Can you name any famous Roman people? ___________________________________

__________________________________________________________________.5. Many things in our country and culture came from the Romans. Can you think of any?

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________.

Examples of Pre-Assessments: How Do You Like to Learn?1. I study best when it is quiet. Yes No2. I am able to ignore the noise of

other people talking while I am working. Yes No3. I like to work at a table or desk. Yes No4. I like to work on the floor. Yes No5. I work hard by myself. Yes No6. I work hard for my parents or teacher. Yes No7. I will work on an assignment until it is completed, no

matter what. Yes No8. Sometimes I get frustrated with my work

and do not finish it. Yes No9. When my teacher gives an assignment, I like to

have exact steps on how to complete it. Yes No10. When my teacher gives an assignment, I like to

create my own steps on how to complete it. Yes No11. I like to work by myself. Yes No12. I like to work in pairs or in groups. Yes No13. I like to have unlimited amount of time to work on

an assignment. Yes No14. I like to have a certain amount of time to work on

an assignment. Yes No 15. I like to learn by moving and doing. Yes No

16. I like to learn while sitting at my desk. Yes No

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Preassessment Tool:A Modified K-W-L

What the studentALREADY KNOWS

What the studentNEEDS TO KNOW

What the student WANTS TO KNOW

K N W

-Prior Experiences-Knowledge-Skills-Accomplishments-Attitudes

-Self-rating of currentproficiency with unitobjectives-Teaching stylepreference

-Interests-Questions-Ideas for explorationor investigation

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Preassessment Tool: JournalsAs it relates to a curriculum objective, ask students to:

•describe processes•give examples•provide reflections

Take theopportunity fora one-to-oneinterchangewith the student

Tell me whatyou know

aboutfractions.

What is thepurpose of a

hero in astory?

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Preassessment Tool:Lists and Surveys

• “Tell me all the wordsthat come to mind when Isay “oceanography;”

• List the attributes ofFrench Impressionisticpaintings;

• Name several types ofland masses;

• Give examples of foodsthat contain high fats andsugars.

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Preassessment Tool:Concept Map

Word BankSun

Hot gasSpaceHeatNight

ConstellationDay

Star space

heat

hot gas

day

sun

nightconstellation

is in

see in

is a

has

makesmakes a

see at

-Used when teaching concepts and principles-Graphic representation of students’ understandings-Uses a word bank, web, and links

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Preassessment: When?• At the beginning of the year?

• At the end of the year?

• At the beginning of each semester?

• At the beginning of a unit?

Formative Assessment Is...

A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.

• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• a aligns with instructional/curricular outcomes

Summative Assessment Is...

A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.

• Should reflect formative assessments that precede it• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular outcomes• may be a form of alternative assessment

What Gets Differentiated?

4 Elements to DifferentiateContent – what the student needs to learn or how the student will get access to the information;

Process – activities in which the student engages in order to make sense of or master the content;

Product – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and

Learning environment – the way the classroom works and feels.

CONTENT is what we want students to:

- know (facts and information) - understand (principles,

generalizations, ideas) - be able to do (skills)

Diane Heacox, Differentiating Instruction in the Regular Classroom

Content is differentiated (a) when you pre-assess students’ skill and knowledge, then match learners with appropriate activities according

to readiness;

(b) when you give students choices about topics to explore in greater depth;

(c) when you provide students with basic and advanced resources that match their current levels of understanding.

Differentiating Content- multiple textbooks and supplementary print materials

at a variety of readability levels- meet with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.- varied videos and computer programs to present material - learning contracts- interest centers- support systems

audio tapes- record materialsstudy partners/reading buddies/mentors

- compactingphase 1 - teacher assessment of studentphase 2 - teacher sets up a planphase 3 - teacher and student design a project

PROCESS is the “how” of teaching. Process refers to the activities that you

design to help students think about and make sense of the key principles and information of the content they are learning.

Process calls on students to use key skills that are integral to the unit.

Students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do.

All students are engaged in meaningful and respectful tasks.

Carol Ann Tomlinson

Differentiating Process

- tiered assignments- learning/interest centers- interactive journals and learning logs- graphic organizers- develop task lists written by the teacher containing both in-common work for the whole class and work that addresses individual needs of learners;- offer manipulatives or other hands-on supports; - vary the length of time a student may take to complete a task.

Carol Ann Tomlinson

PRODUCTS are the way students demonstrate what they have learned or extend what they have learned.

They can be differentiated along a continuum:- simple to complex

- less independent to more independent

- clearly defined problems to fuzzy problems

Carol Ann Tomlinson

Differentiating product:

-Give students options of how to express required learning;

-Using rubrics that match and extend students' varied skills levels;

-Allowing students to work alone or in small groups on their products; and

-Encouraging students to create their own product assignments containing required elements.

Learning Environment is the way the classroom is organized for instruction.

Includes- seating arrangements- material locations- clearly defined rules

Differentiating learning environment:

- places in the room to work quietly and without distraction, as well as places for student collaboration;

- clear guidelines for independent work that matches individual needs;

- routines that allow students to get help when the teacher is busy and cannot help them immediately;

- help students understand that some learners need to move around to learn, while others do better

sitting quietly

Instructional Strategies

Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering…

Learning/Interest Centers… Independent Studies…ETC.Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.

Graphic Organizers Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.

ScaffoldingScaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk.

•scaffolding reading the teacher may preview the text and discuss key vocabulary, or chunk the text and read and discuss as they go. •a challenging algebra problem can be broken into several parts. Between each “mini lesson” the teacher checks to see if students have the concept and practice before moving on.

CubingCubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. • The cubes are six-sided figures that have a different activity on each side of the cube. • A student rolls the cube and does the activity that comes up.

Example for Cubing in Math…

• Describe: how you would solve_____________

• Analyze: how this problem helps us use mathematical thinking and problem solving.

• Compare or Contrast: this problem to one on p._____

• Demonstrate: how a professional (or just a regular person) could apply this kind of problem to their work or life.

• Change: one or more numbers (elements, signs) in the problem. Give a rule for what that change does.

• Create: an interesting and challenging word problem from the number problem. (Show us how to solve it too)

• Diagram or Illustrate: the solution to the problem. Interpret the visual so we understand.

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.Dessert (Optional)•Create a test to assess the teacher’s knowledge of

photosynthesis.

TIC-TAC-TOE Choice BoardFor a Book Report

Draw a picture of the

main character.

Perform a play that shows the

conclusion of a story.

Write a song about one of

the main events.

Write a poem about two

main events in the story.

Make a poster that shows the order of

events in the story.

Dress up as your favorite

character and perform

a speech telling who

you are.

Create a Venn

diagram comparing

and contrasting

the introduction

to the closing.

Write two paragraphs about the

main character.

Write two paragraphs about the setting.

Learning Contract #2To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date __/__/__Teacher signature: ________________________________ Date __/__/__

Differentiated Instruction

• http://www.learnnc.org/lp/editions/every-learner/6778

• http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

• http://www.teach-nology.com/tutorials/teaching/differentiate/planning/

• http://www.education.com/reference/article/Ref_Teacher_s_Guide/