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Key Principles of aDifferentiated Classroom

•• Students and teachers are Students and teachers are collaboratorscollaboratorsin learning.in learning.

Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

Activating the DESIRE to LearnBob Sullo, ASCD 2007

William Glasser’s (1998) Choice Theory“. . . suggests that we are born with specific needs that we aregenetically instructed to satisfy. In addition to the physical needfor survival, we have four basic psychological needs that must besatisfied . . . “

»Belonging or connecting»Power or competence»Freedom»Fun

The Need to Belong

• The need for belonging or connectingmotivates us to develop relationshipsand cooperate with others.

• Building a spirit of connection andcommunity is essential to creating aneed-satisfying school characterized byhigh achievement.Bob Sullo, Activating the Desire to Learn

Our Job• Structure an environment where students can satisfy their needs

responsibly.• Create lessons that allow students to CONNECT, ACHIEVE,

CHOOSE AND HAVE FUN in a safe environment.• Know your students - Know your class

- what is the strength of their needs?- conduct frequent class meetings- provide instruction that is compatible with the personality ofyour learners.

Bob Sullo Activating the Desire to Learn, ASCD 2007

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Where I Teach• A safe place to learn

– On-going affirmation of strengths– Support system that deals honestly and tenaciously with deficits– Safe to say, “I don’t know”– Teaching for success

• Each student is known and knows others– Positive acknowledgement– On-going opportunity to be known and to know others– Public and private messages valuing individuals and the class

• Dignity and respect through foundational expectations– Attendance– Deadlines– Growth as a non-negotiable– Commitment to learning– Being a colleague of value

Tomlinson ‘01

Where I Teach, cont’d• Ethic of hard work

– Propelled by purpose, joy, pride– Continual support for success– Celebration of growth

• Place where clear routines support efficiency and success– For flexibility, access to learning, and monitoring growth

• Affiliation through– Shared humanity– Purpose

• Teaching and learning are shared– Everyone with something academically important to contribute– Everyone with something personally important to contribute– Teacher as learner– Learner as teacher

Tomlinson ‘01

Marian Diamond, author of Enriching Heredity and MagicTrees of the Mind, has been studying the impact ofenriched environments on the brain at the University ofCalifornia at Berkeley. She says:

“So our environment, including the classroomenvironment, is not a neutral place. Weeducators are either growing dendrites orletting them wither and die. Enrichedenvironments unmistakably influence thebrain’s growth and learning. The trick is todetermine what constitutes an enrichedenvironment.”

Setting Up Classrooms to Make Kids FeelGood About Learning

According to Diamond, an enriched environment for children:-Includes a steady source of positive support;-Stimulates all the senses (not all at once);-Has an atmosphere free of undue pressure and stress but

suffused with a degree of pleasurable intensity;-Presents a series of novel challenges that are neither too easy

nor too difficult for the child at his or her stage ofdevelopment;

-Allows social interaction for a significant percentage ofactivities;

-Promotes the development of a broad range of skills andinterests: mental, physical, aesthetic, social and emotional;

-Gives the child an opportunity to choose many of his or herefforts and to modify them;

-Provides an enjoyable atmosphere that promotes explorationand the fun of learning;

-Allows the child to be an active participant rather than apassive observer.

Diamond, M. (1998) Magic Trees of the Mind

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Qualities of Effective TeachersJames Stronge, ASCD. (2002)

Effective teachers: work with students as opposed to doing things to or for them allow students to participate in decision making pay attention to what students have to say demonstrate a sense of fun and a willingness to play or participate productive interactions involve giving students responsibility and

respect; also treating secondary students as adults whenappropriate

Characteristics of DisengagedStudents

The New Meaning of Educational Change - Third Edition, Michael Fullan

Relationship with teachers . . . perceive teachers as generally unfair to pupils, but

particularly unfair to them believe teachers express negative behaviors toward

them both verbally and non-verbally

A BETTER SCHOOLATMOSPHERE

Two important factors: FUN & HAPPINESS!

“It’s the teachers who are excited about what they’re doing thatkids flock to, and it’s in schools filled with such teachers thatkids are successful. You’ve got to make sure that FUN is part ofthe kids’ day-to-day experience. On one of Ted Sizer’s visits toThe Met, our kids told him that they could never be absentbecause they were afraid they might miss something.Part of this is building celebration into the culture.”

The Big Picture, 2004. Dennis Littkey

The Need for FUN•Each time we learn something new weare having fun, another universal humanmotivator. It is our playfulness and oursense of discovery that allows us tolearn as much as we do.•Glasser (1990) has stated that “fun isthe genetic payoff for learning”.

Bob Sullo, Activating the Desire to Learn, 2007

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When teachers and kids are havingfun, learning is deeper and stronger,and students maintain the keen desireto learn that characterizes earlychildhood learning centers. Skilledteachers create joyful classrooms thatsupport the highest-quality academicachievement.

Bob Sullo, Activating the Desire to Learn, 2007

ALL FEEL INCLUDEDLearning ZonesAlternatives to hand raisingResident Experts / Sub daysMystery MessagesInside / Outside CirclesDiversity is celebratedMessages of appreciation and thanks NO PUT-DOWNS!

Judy Rex & Nanci Smith

CELEBRATIONS!

High FivesStudy groupsPaper slip rewardsSalt & sugar ratio labsBirthdaysGift of wordsGames / EnergizersLaugh and have fun!!!!

Judy Rex and Nanci Smith, 2002

A BETTER SCHOOLATMOSPHERE

Building and Cultivating a Positive Culture

“If kids are going to be respectful , they must feel respected. And respectingthem means allowing them to make decisions about the things that affectthem and, most of all, believing in their potential.”

“ The amount of respect and trust that exists in a school’s culture is directlyrelated to the amount of responsibility students are given over theirenvironment, the equipment they use, and their learning.”

The Big Picture, 2004. Dennis Littkey

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SHARED RESPONSIBILITYIN THE CLASSROOM

“ … A wise teacher understands that virtually everythingin the classroom will work better if it “belongs to us” ratherthan “belonging to me”.

Positive environmentMutually agreed-on guidelinesClear routines

+ Plentiful support for success

Student pride and ownership

Carol Tomlinson, Fulfilling the Promise of the Differentiated Classroom

EXAMPLES OF SHAREDRESPONSIBILITY

• Care of the classroom• Class meetings: communication with respect and positive intent• Evaluation checklists - used to review and evaluate peer

interactions• Involve students in scheduling decisions• Engage students in assessing their own progress: checklists of skills, portfolios, exhibitions, etc.• Help students set their own academic goals based on what they

should know, understand and be able to do

Carol Tomlinson, Fulfilling the Promise of the Differentiated Classroom

***Classroom Procedures***Collaboratively Developed/Practiced Classroom agreements/rules Cues/rubrics to assess learning & behavior Problem solving/conflict management Room/seating arrangement Home base seating Moving into groups Materials distribution and turn in Anchor activities

THE TIME SPENT PAYS OFF IN DAILY DIVIDENDS!

Classroom Agreements• We agree to give mutual RESPECT: to ourselves and others;

to property, space and feelings.• We agree to promote SAFETY: both physical and emotional

safety is important to us; to be encouraging and helpful; no put-downs; to be tolerant and accepting of our differences.

• We agree to be ACTIVE AND EXCELLENT LEARNERS:positive attitudes; responsible, excellent role models, attentivelisteners; always giving my personal best effort! Judy Rex and Nanci Smith, 2000

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CLASSROOM CUESAs a tool for ongoing assessment, classroom cues are developedcooperatively to describe student behavior and learning activities.Both students and teachers use these cues for reflective andevaluative purposes. The students decide on the terms and a listof descriptors for 3 or 4 levels of effort and become quite proficientat self-assessment.

For example:• X FACTOR (EXTRAORDINARY) represents efforts that go “above and

beyond” expectations.• EXCELLENT reflects personal best effort with a positive attitude.• GETTING BY indicates better effort or a more positive attitude could be

exhibited.• YOU’RE OUT means that behavior, effort, or quality of work is not

acceptable.

Judy Rex, 2000

When we manage students

…the more we “manage” students’behavior and try to make them do whatwe say, the more difficult it is for themto become morally sophisticated peoplewho think for themselves and care aboutothers.

Alfie Kohn

Have an “On Their Side”Approach

• Align yourself with your student• Discuss the non-negotiables• Ask him/her for suggestions for solving the problem• Determine the plan and consequences• Monitor and adjust• Celebrate success!• Use “community circles” or round table discussions for

solving group issues• Have an “issue” box or bulletin board for communication

Bob Strachota, On Their Side

CONFLICT RESOLUTION• Students accept ownership for behavior and responsibility for

consequences.• Clear expectations are developed collaboratively – IN ADVANCE!• Behavior plans or contracts – What are you doing?• “I” messages, peer mediation• Conferences, community circles, sticky notes• Have an “On Their Side” attitude. Find out why the behavior occurred.

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Name _______________________ Date _____________3 STRIKES “YOU’RE OUT” Plan

Strike 1What did you do?

What are the rules?

What will you do now?

Strike 2What did you do?

What are the rules?

What will you do now?

Strike 3

What did you do?

What are the rules?

What will you do now?

Personal Responsibility Plan for ______________________________________

Date ________________

What were you doing?

What are the rules/agreements?

What happens when you don’t follow the rules?

Is this what you want to have happen?

Do you want to work on solving your problem?

What is your plan? How will you practice?

Teacher’s part of the plan so you have an opportunity to practice:

Student signature _______________________________________________________

Teacher signature _______________________________________________________

Parent signature ________________________________________________________

Ford, Ed. (1995) Discipline for Home and School. Phoenix, AZ, Brandt Publishing

Where You Teach

Effective teachers understand that thelearning environment they create intheir classrooms may be the singlemost important make-or-break elementin helping students become the bestthey can be. This is a matter of theheart.

Tomlinson, 2003, p. 5

Some Ways to be Responsive toWhere We Teach…

Focus on Community Clear RoutinesSpace / Time to Move Flexible GroupingFlexible Furniture Arrangement High RelevanceConsistent Representation of all Cultures Flexible TimeHigh Expectations / Tall Scaffolding AffirmationFocus on Personal Best Language BridgesEmphasis on Strengths Student ExpertsOpportunity for Mid-Point Correction Quiet / NoiseEach Learner a Contributor Quality and Effort RubricsShared Responsibility Positive HumorCompetition Against Self Making MeaningHigh Engagement Wait TimePre-Established Groups Student ChoiceTeach High Keeper of the BookStudy Teams

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Building a Learning Environmentthat Supports Differentiation

Basic Needs + Management = Supportive Environment

•Safety

•Love

•Belonging

•Respect

•Decision Making

•Goal Setting

•Ongoing Assessment

•Shared Control

•Routines

•Modeling & Support

•Teambuilding

•Choice

•Student Understanding ofDifferentiation

•Self-Assessment

•Comfort

•Trust

•No-Risk

•Status

•Independence

•Perseverance

•Autonomy

K. Brimijoin, 2002

COMMUNICATION The Home/School Connection

Beginning the Year:

•Parent Orientation - ailment cards, learning profilesand surveys

• Parent Handbook: D.I. philosophy and rationale,procedures, flexible schedule, office hours, goal setting,conflict resolution, wish lists, etc.

• Parent letter to teacher regarding their student as alearner.

COMMUNICATION The Home/School Connection

Throughout the Year:

•Take Home notebooks /calendars

•Home Learning /Homework

•“What in Our World is Going On?” bulletin board

•Classroom web page/homework hotline

•Key Words/classroom news

Shared learning and assessment:

•Projects - signed contracts

•Celebrations of Learning

•Anecdotal records

•Goal setting/rubrics

•Portfolios. Student-led conferences

COMMUNICATION The Home/School Connection

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Ask Yourself About YourClassroom Community…

How do we begin and end our time together?

In what ways do students assume ownershipof the classroom?

How do we understand and celebrate oursimilarities? Our differences?

Ask Yourself About YourClassroom Community…

How do I know that each student feels included in thecommunity? What action do I take to ensure this?

How do I interact with students? How do studentsinteract with each other?

What are indicators that the classroom is a “safe”environment physically, emotionally andintellectually?

Ask Yourself About YourClassroom Community…

How are problems solved and conflicts resolved?

What happens when student behavior reflects abreakdown in the community?

How do I give affirmation to students’ strengths? Howdo I respond to deficits?

Ask Yourself About YourClassroom Community…

How are expectations communicated and evaluated?

How do students assume responsibility for their ownlearning and behavior?

How do I promote teamwork?

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Ask Yourself About YourClassroom Community…

In what ways do students take risks with theirlearning?

Is this a place where my students and I collaborate towork hard and have fun together?

Judy Rex & Nanci Smith, 2002

Key Principles of aDifferentiated Classroom

•• FlexibilityFlexibility is the hallmark of a differentiated is the hallmark of a differentiatedclassroom.classroom.

Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

Organized FlexibilityProcedures defined and practiced!

• Anchor activities• White board messages• Stackers, wall-folders, etc.

by class• Signals• Name sticks• Question chips• Expert “Yellow Pages”• Task Cards, tape recorders,

etc.

• Classroom supplies andarrangement

• Turn in folders• Exit Cards• Calendars• Flexible seating: practice

changing groupings andhome base

• Where to get notes, RICE(Recall, Imagine, Check,Expert of the Day), 3 beforeMe

Judy Rex and Nanci Smith, 2002

1)Time

Negotiated deadlines

Anchor Activities

Orbitals

Independent Studies

Checklists/Agendas

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Time

Must be flexible in order to addressevery child’s readiness level– Catch-up days (Ketchup and

Mustard)– Anchoring Activities– Postcards for Writing Ideas– Independent Investigations

A “Typical” Day in a D.I. Class• predictable, not rigid, schedule• purposeful blocks of time• procedures defined and in place• students assuming responsibility• voice and choice for students• daily/weekly goal setting and reflection• regular community building

(for fun and problem solving)

Setting up a DI Classroom**Collaborative Front Loading**

Procedures and routinesClassroom agreements/cuesClass meetingsHome Base seatingAnchor ActivitiesClock PartnersConflict ResolutionGoal Setting

Anchor ActivitiesA task to which a student automatically moves

when an assigned task is finished,

TRAITS OF EFFECTIVE ANCHOR ACTIVITIES:

Important—related to key knowledge, understanding,and skill,

Interesting—appeals to student curiosity, interest,learning preference,

Allow Choice—students can select from a range ofoptions

Clear Routines and Expectations—students knowwhat they are to do, how to do it, how tokeep records, etc.

Seldom Graded—teachers should examine the workas they move around the room. Students mayturn in work for feedback. Students may geta grade for working effectively, but seldom forthe work itself. The motivation is interestand/or improved achievement.

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Anchor ActivitiesWhat Do I Do If I Finish Early?

• Read – comics, letters,books, encyclopedia,poetry, etc.

• Write – a letter, poetryin your Writer’sNotebook, a story, acomic, etc.

• Practice your cursive orcalligraphy

• Keyboarding• Help someone else• Create math story

problems or puzzles• Work on independent

study of your choice

• Play a math orlanguage game

• Find out how to sayyour spelling words inanother language

• Practice ACT / SATcards

• Solve a challengepuzzle with write it up

• Practice anything!• Get a jump on

homework• Use your imagination

and creativity tochallenge yourself!

Beginning Anchor Activities…

•Teach one key anchor activity to the whole class very carefully.Later, it can serve as a point of departure for other anchors.

•Explain the rationale.Let students know you intend the activities to be helpful

and/or interesting to them.Help them understand why it’s important for them to work

productively.•Make sure directions are clear and accessible, materials readily

available, and working conditions support success.•Think about starting with one or two anchor options and expanding the

options as students become proficient with the first ones.•Monitor student effectiveness with anchors and analyze the way they

are working with your students. •Encourage your students to propose anchor options.•Remember that anchor activities need to stem from and be part of

building a positive community of learners.

Writing BingoTry for one or more BINGOs this month. Remember, you must have a

real reason for the writing experience! If you mail or email yourproduct, get me to read it first and initial your box! Be sure to use

your writing goals and our class rubric to guide your work.

Recipe Thank younote

Letter to theeditor

Directions toone place toanother

Rules for agame

Invitation Emailrequest forinformation

Letter to a penpal, friend, orrelative

Skit or scene Interview

Newspaperarticle

Short story FREEYour choice

Grocery orshopping list

Schedule foryour work

Advertisement

Cartoon strip Poem Instructions Greetingcard

Letter to yourteacher

Proposal toimprovesomething

Journal for aweek

Design for aweb page

Book ThinkAloud

Suggested Anchor Activitiesfor a Study of Plants

• Make an ABC list of plants using books in the classroom.• Create a collage of plants or flowers. Label the plants and flowers if you

know their names.• Draw and label plants that we can eat. Which do you like to eat? Or

draw and label plants that we cannot eat. Why can’t we eat these?• Design a garden. What will you put in it? Why?• Create riddles or jokes about plants and their parts. Try them out on

your classmates.• Write a song about plants, what you like about them and why they are

important.• Measure the plants in the classroom and create a graph showing their

heights. Do you think that will change? Why?• Design a new kind of plant or flower. What is special about it? How is it

different from others?• Make up your own plant activity and check with your teacher!

Caroline Cunningham Eidson, Differentiation in Practice, 2003

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Beginning Anchor Activities…

•Teach one key anchor activity to the whole class very carefully.Later, it can serve as a point of departure for other anchors.

•Explain the rationale.Let students know you intend the activities to be helpful

and/or interesting to them.Help them understand why it’s important for them to work

productively.•Make sure directions are clear and accessible, materials readily

available, and working conditions support success.•Think about starting with one or two anchor options and expanding the

options as students become proficient with the first ones.•Monitor student effectiveness with anchors and analyze the way they

are working with your students. •Encourage your students to propose anchor options.•Remember that anchor activities need to stem from and be part of

building a positive community of learners.

An instructional approach designed to foster/support studentinterests and teach skills of inquiry and independence.

1. Students are asked to complete out-of-class investigations toanswer questions or learn about topics of interest to them.The topics/questions do not have to relate to class content.

2. The teacher guides students from their particular points ofreadiness to pose good questions, find resources, abstractviable information, keep records,determine answers, sharework, raise subsequent questions, etc.

3. Students share findings in appropriate formats with peeraudiences.

4. Lengths, conditions of orbitals will vary with studentreadiness, interest, mode of learning

Description of StrategyProcess through which studentand teacher identify problems ortopics of interest to the student.Both the student and teacher plana method of investigating theproblem or topic and identifyingthe type of product the student willdevelop. This product shouldaddress the problem anddemonstrate the student’s abilityto apply skills and knowledge tothe problem or topic.

Rationale for Use• Builds on student interest• Satisfies curiosity• Research skills at all

readiness levels• Encourages independence• Allows work with complex &

abstract ideas• Allows long-term and in-depth

work on topics of interest• Taps into high motivation

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Guidelines for Use• Build on student interest• Allow the student maximum

freedom to plan, based onstudent readiness for freedom

• Teacher provides the guidance& structure to supplementstudent capacity to plan andensure high standards ofproduction

• Use process logs to documentthe process involved throughoutthe study

• Establish criteria for success

2) Materials

variety

choice - interest/learning profile

scaffolding

compacting

homework

DIFFERENTIATION is the lens you lookthrough when using any materials,programs or instructional strategies.

If you have high quality curriculum andmaterials, then it isn’t so much WHAT youuse as it is HOW you use it to meet thevarying readiness, interests and learningprofiles of your students.

Textbooks and other district providedmaterials can be used as additionalresources to get us where we need to go.

TEACH KIDS NOT PROGRAMS!

Literature Studies

• Provide a variety of sets of books• Students go “book shopping” to select

their top choices• Students indicate why their selections

will help them learn• Teacher assigns groups based on

student interest

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Book ShoppingBrowse through the sets of literature study books. Use thecriteria we have developed for selecting “just right” books tochoose what is best for you to read. List at least 3 choicesalong with your justification for choosing each one.

Title Author Describe how this book will help you become a better reader/writer.

Judy Rex, 2003

Handling Materials

• Assign jobs to different students (materialshandler, table captain)

• As a teacher ask yourself, “Is this something Ihave to do myself, or can the students learn todo it?”

• Remember that you have to teach children howto become responsible for their own things.

• Have set procedures of where to hand in papersand how to pass out papers.

The Paper Trail…• Color-coded work folders or stackers• Portfolios – goals, work in progress, tests,

finished pieces, reflections, quarterlyassessment portfolios

• Baskets for each curricular area or classperiod

• Filing Cabinet, rolling files, crates• Clipboard with index cards for each student• Record keeping calendars for students / class• Student reflections and self-evaluations Key to these organizational patterns is that

the children have access to their own workand know how to file and/or find what theyneed to accomplish a task.

A Differentiated Classroom in Balance

FLEXIBLE Sense

OfCommunityTime

Groups

Resource

Approachesto teachingand learning

Concept-based

Inviting

ProductOriented

Focused

Self Respect forindividual

ConcernFor

Group

Sharedgoals

Sharedresponsibility

SharedVision

On-goingassessmentto determine

need

Feedbackand

grading

ZPDTarget

Tomlinson-oo

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Look for:•Evidence of Fox Taming

•Quality of Learning Environment

•Ways in which Affect, Environment and Instructionare Interdependent

•The definition of differentiation enacted in theclassroom

•Strategies used to ensure a good fit for eachstudent

•Key principles of DI that were evident

•Significant decisions made about teaching andlearning

3) Groupinglearning profile/interest

tiered readiness groups

think/pair/share

jigsaw

partnerships

Intentional teacher movement of studentswithin a relatively short period of timeamong a variety of contextsrelated to student readiness, interests,& learning preferenceswith the intent to “audition” studentsin varied settings, allowing both students and teacher to see other students and themselves through fresh eyes.

Flexible GroupingShould be purposeful: may be based on student interest, learning profile and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals (K – U – D)

Implementation: purposefully plan using information collected – interest surveys,

learning profile inventories, exit cards, quick writes, observations list groups on an overhead or place in folders or mailboxes “on the fly” as invitational groups

Cautions: avoid turning groups into tracking situations provide opportunities for students to work within a variety of groups practice moving into group situations and assuming roles within the

groupJudy Rex, 2003

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Transitions

• Directions for transitions need tobe given with clarity and urgency.– Time limit for transition– Address the acceptable noise level– Rehearsal– Pocket charts or overheads with group names

Working Conditions for Alternate ActivitiesIf you are working on alternate activities while others in the class are busy with more teacher-

directed activities, you are expected to follow these guidelines:1. Stay on task at all times with the alternate activities you have chosen.2. Don’t talk to the teacher while he or she is teaching.3. When you need help, and the teacher is busy, ask someone else who is also working on

the alternative activities.4. If no one else can help you, continue to try the activity until the teacher is available, or

move on to another activity until the teacher is free.5. Use “6-inch voices” when talking to each other about the alternative activities. (These are

voices that can be heard no more than 6 inches away.)6. Never brag about your opportunities to work on the alternative activities.7. If you must go in and out of the room, do so soundlessly.8. If you are going to work in another location, stay on task there, and follow the directions of

the adult in charge.9. Don’t bother anyone else.10. Don’t call attention to yourself.

I agree to the conditions described above, and know that if I don’t follow them, I may lose theopportunity to continue with the alternate activities and may have to rejoin the class forteacher-directed instruction.

___________________ __________________ Teacher’s signature Student’s signature (Winebrenner ’97)

Students understand the task goals. Students understand what’s expected of individuals to make the group work well. The task matches the goals (leads students to what they should know, understand, and be able to do). Most kids should find the task interesting. The task requires an important contribution from each group The task is likely to be demanding of the group and its members. The task requires genuine collaboration to achieve shared understanding. The timelines are brisk (but not rigid). Individuals are accountable for their own understanding of all facets of the task. There’s a “way out” for students who are not succeeding with the group. There is opportunity for teacher or peer coaching and in-process quality checks. Students understand what to do when they complete their work at a high level of quality. Tomlinson • 2000

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Giving Directions• If the whole class is doing the same activity then give

the directions to the whole group.• Do not give multiple task directions to the whole

class.• For small group work, tape directions so students can

listen to them repeatedly• Use task cards to give directions to small groups.• A general rule is that once the teacher has given

directions the students can’t interrupt while he/she isworking with a small group– Ask Me Visors– Question Chips

Sample Reading Arrangements in aDifferentiated Primary Classroom

Guided Reading(small group)

Self-Selected Reading

(individual)

Literature Circles(small group)

Research Club(small group)

Work Board Reading

(small group)

Browsing Boxes(individual)

One-on-Onew/the Teacher

(individual)

Shared Reading(pairs/individuals)

Reading Aloud(whole class)

Text matched to current readiness

Books selected fromchoices at independentreading level

Focused discussion ofshared books of interestto students

For assessment and adult attention

By readiness or interest Student choice to find out more abouttopics of interest

Take turns for same bookTake turns for different booksRead w/tape recorderRead to stuffed animal

Teacher to studentlanguage boardunison Heterogeneous

Varied Tasks RotateAdapted from Guided Reading by Pinnell and Fountas

Pre-Assigned “Standing” Groups

11 O’Clock Groups

2 O’Clock Groups 1 O’Clock Groups

Interest/Strength- Mixed Readiness Pairs Quads

Interest/Strength- Student - Selected Based Triads Quads

Tomlinson - 03

Grouping By The Clock

10 O’Clock Groups

Pre-Assigned “Standing” Groups

Text Teams

Synthesis Squads

Teacher Talkers

Think Tanks

Dip Sticks

Peer Partners

Similar Readiness

Reading Pairs

Mixed ReadinessWriting GeneratorGroups of 4 or 5

Sets of 4 with visual,performance, writing,metaphorical (etc.)preferences

Groups of six with variedprofiles used by teacherto do “dip stick”, cross-section checks ofprogress, understanding

Groups of 5-7 withsimilar learning needswith whom the teacherwill meet to extend andsupport growth

Student selectedGroups 3 or 4

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Assigning Groups• Clothes pins with student’s

names to assign them to aparticular task

• Color code children to certaingroups (a transparency withstudents names in color workswell)

• Table tents with numberscorrelated to group lists on theoverhead

• Cubing allows you to assigngroups by interest or readinesslevel

THINK-PAIR-SHARE1) Think. The teacher provokes students' thinking with a

question or prompt or observation. The students should takea few moments just to THINK about the question.

2) Pair. Using designated partners, nearby neighbors, or adeskmate, students PAIR up to talk about the answer eachcame up with. They compare their mental or written notesand identify the answers they think are best, most convincing,or most unique.

3) Share. After students talk in pairs for a few moments theteacher calls for pairs to SHARE their thinking with the rest ofthe class. Often, the teacher or a designated helper willrecord these responses on the board or on the overhead.

Jigsaw Steps• Assign Topics• Expert Groups Meet• Experts Consult• Experts Create a Teaching Plan• Experts Return to Teams to

Share and Tutor• Demonstration of Knowledge

Adapted from: Cooperative Learning by Spencer Kagan, Ph.D., Resources for Teachers, Inc.,1992.

Provideexamples toillustrate

Allow forin-classpractice

Assignhomework

Introduceand teachconcept[idea, skill]

SAMPLE ROUTINE

What subject does this look like?

What students might experience the most successwithin the structure of this routine?

What students might experience the least successwithin the structure of this routine?

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…to ensure

that you

connect

essential

content…

…with each

student in

your class?

Teacher introducestopic

Students readassignedmaterial aloud

Teacher givesnotes fromoutline onoverhead

Students workon an activity

Studentspractice athome

Choose ONE step of this routine.

Think about how it can offer more choice,more support, or more challenge inanticipation of students’ needs.

SUSAN BRAY

Group 1During the video of Susan Bray, look for components of adifferentiated classroom. How is she responding forstudent differences?

Group 2

During the video of Susan Bray, look for systems androutines she has in place that facilitate differentiation.

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Opening question Student self-evaluation

Teacherrecords on clip

board

Enrichment

Reteach

Computers

Notes for test

Card game

practice

enrich

Anchor activities

Exit slip for all

Susan’s Routine

Varied Homework

Homework CheckersWhy’d we ever think

the same homework

for everyone made

sense anyhow??

Sure you can checkhomework when kidsdo varied tasks!!

Homework or . . .Home Learning (H.L.)

Learning doesn’t stop when students walk out the door! Should be an extension of what was undertaken in class Home learning is for practice and transfer Readiness, interest, and/or learning profile may be used to differentiate H.L.

activities Another option – choose a learning activity from a collaboratively developed

list, record. Students assume responsibility for checking & turning in. Teacher assumes

responsibility for feedback regarding quality & understanding. Students become life-long learners while taking responsibility for their own

learning. Celebrate success!

Name _______________________ Date ___________CHOOSE AND RECORD

For Home Learning I chose to __________________________

__________________________________________________

Here are some things I noticed, practiced and/or learned:_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

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This is a process for checking multiple homework assignmentssimultaneously in a classroom so that the teacher feels free todifferentiate homework as necessary to address particular studentlearning needs.

1. The teacher checks to make sure each student has completedassigned homework

2. Students who have not completed the assignment work in adesignated area of the room to complete the assignment (teacherfloats to provide guidance/feedback).

3. Students who completed the HW work in groups of 4 to check all 4sets for agreement/disagreement

4. All students mark each answer for agreement/disagreement aswell as explanations of why an answer is wrong and how tocorrect.

5. Students sign indicating agreement, staple set of 4 together, turn in6. Teacher spot checks, “grades” one per set.

10 Strategies for Managing aDifferentiated Classroom

1. Have a strong rationale for differentiatinginstruction based on student readiness, interestand learning profile.

2. Begin differentiating at a pace that is comfortablefor you.

3. Time differentiated activities for student success.4. Use an “anchor activity” to free you up to focus

your attention on your students.5. Create and deliver instructions carefully.

10 Strategies for Managing aDifferentiated Classroom

6. Have a “home base” for students.7. Be sure students have a plan for getting help when

you are busy with another student or group.8. Give your students as much responsibility for their

learning as possible.9. Engage your students in talking about classroom

procedures and group processes.10. Use flexible grouping.