theresa hinkle nmsa 2009 differentiation beginning the journey
TRANSCRIPT
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Theresa HinkleNMSA 2009
DifferentiationBeginning
the Journey
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Today’s Agenda
DifferentiationWhat is it?
Why should we implement it?
What are some strategies I can implement to begin the journey?
What is the role of assessment in differentiation?
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What is Differentiation?A teacher’s response to learner needs
The recognition of students’ varying background knowledge and preferences
Instruction that appeals to students’ differences
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Differentiation is… but isn’t…
Essential elements
-choice
-addresses student differences
-modification of process, product or content
-based on student’s readiness, interests, and learning profile
Does not include
-emphasis on “covering” the curriculum
-assessment just to see “who got it”
-domination by whole class activity
-mostly single option assignments
Examples-compacting
-learning contracts
-tiered assignment
-
Non-examples
-giving “extra” work to some
-grading some “harder” than others
-giving more difficult work to some without adjusting instruction
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The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.
~ Howard Gardner
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Why should we differentiate?All students learn differently.One size doesn’t fit all.Students learn best when they are actively
engaged, allowed choice, and involved in the decision making process.
To learn, students must experience appropriate levels of challenge.
“Instruction begins where the students are, not at the front of the curriculum guide.”
How to Differentiate Instruction in Mixed-Ability Classrooms. Carol Ann Tomlinson.
How the Brain Learns. C.A. Tomlinson and M. Layne Kalbfleisch
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RAPID ROBIN
The “Dreaded Early Finisher”
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“I’m Not Finished” Freddie
“It takes himan hour-and-a-halfto watch 60 Minutes.”
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Teaching with student variance in mind yields positive results.
(Tomlinson, 2003)
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Content Process Product
According to Students’
Readiness InterestLearningProfile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
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Bloom’s Taxonomy Revised
Original Revised KnowledgeRememberingComprehension UnderstandingApplication ApplyingAnalysis AnalyzingSynthesis EvaluatingEvaluation Creating
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Differentiating Process and Product
Learning contracts
Tiered assignments
RAFT writing assignments
Choice boards
Interactive journals and notebooks
Compacting
Different levels of questioning
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The “Equalizer”1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Fewer Facets Multi-facets
5. Smaller Leap Greater Leap
6. More Structured More Open
7. Clearly Defined ProblemsFuzzy Problems
8. Less IndependenceGreater Independence
9. Slower Quicker
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Table Talk
What are you already doing to differentiate instruction in your classroom?
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Balanced Assessment System“To maximize student success, assessment
must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred.
Because both purposes are important, they must be in balance.”
From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)
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Experts tell us…“Assessment should promote learning, not simply measure it.”
Jay McTighe
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Two Views of Assessment --Assessment is for:Gate keepingJudgingRight AnswerControlComparison to
othersUse with single
activities
Assessment is for:NurturingGuidingSelf-ReflectionInformationComparison to
standardUse over multiple
activities
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“Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.”
Carol Tomlinson
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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
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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.
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On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
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On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
Feedback and Goal Setting
Pre-testInventoryKWLChecklistObservationSelf-evaluationQuestioning
Conference Exit CardPeer evaluation Portfolio CheckQuizObservation Journal EntryTalkaround Self-evaluationQuestioning
Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review
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Some teacherstalk about---
LEARNING
Some teacherstalk about---
GRADES
ONGOING ASSESSMENT
VS.
• Can these two coexist peacefully?• Should one receive emphasis over the other?
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Preassessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.
Preassessment:• provides data that can determine options for
students to to take in information, construct meaning, and to demonstrate understanding of new information
• helps teachers anticipate differences before planning challenging and respectful learning experiences
• allows teachers to meet students where they are
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Pre-assessment
Teacher prepared pre-test
KWL Charts /Graphic Organizers
Writing Prompts/Samples
Guess BoxStudent
demonstrations and discussions
Student products and work samples
Show of hands/EPR Every Pupil Response
Standardized Tests Data
Teacher observation/Checklist
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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.
Formative Assessment:• 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• aligns with instructional/curricular outcomes
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Assessment During LearningThumbs UpFist of Five3-2-1 CardsDry erase slatesPortfoliosArtistic responseOral presentationsWritings –RAFTInteractive Notebooks
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Experts tell us…
“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended outcomes.”
CCSSO FAST SCASS
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“Assessment is today’s means ofunderstanding how to modifytomorrow’s instruction.”
Carol Tomlinson
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Summative Assessment Is...
A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.
Summative Assessment:• 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
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Understanding the TargetWhat knowledge will students need to
demonstrate the intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product development capabilities must they acquire, if any?
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Learning TargetsKnowledge = the facts and concepts we want
student to know
Reasoning = student use what they know to reason and solve problems
Skills = students use their knowledge and reasoning to act skillfully
Products = students use their knowledge, reasoning, and skills to create a concrete product
Dispositions = students’ attitudes about school and learning.
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Learning Targets for TodayKnowledgeReasoningSkillsProductsDispositions
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Assessment Practices for Standards-based InstructionFrom
Products for teacher / grading
No student work displayed
Identical, imitative products
To
Products for real events / audience
High quality / all students work displayed
Varied and original products
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Assessment Practices for Standards-based InstructionFrom
Feedback = scores or grades
Seen / scored only by teacher
Teacher grade book
Standards set during grading
To
Substantive, varied, formative feedback
Public displays and performances
Student-maintained portfolios, assessments
Standards co-developed with students
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Assessment Practices for Standards-based InstructionFrom
Feedback = scores or grades
Seen / scored only by teacher
Teacher grade book
Standards set during grading
To
Substantive, varied, formative feedback
Public displays and performances
Student-maintained portfolios, assessments
Standards co-developed with students
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Principles of Assessment in Differentiated Classroom
Assessment drives instruction. Assessment provides information to help the teacher plan next steps for varied learners and the class as a whole.
Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends.
Assessment is varied, frequent, and relevant to the learner
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Differentiation Strategies
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Using Anchor Activities
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Anchor ActivitiesAnchor activities
are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.
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Anchor Activities:Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”.
Provide ongoing tasks that tie to the content and instruction.
Free up the classroom teacher to work with other groups of students or individuals.
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ANCHOR ACTIVITIES
Can be• used in any subject
• whole class assignments
• small group or individual assignments
• tiered to meet the needs of different readiness levels
• interdisciplinary for use across content areas or teams
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ANCHOR ACTIVITIESWork best:when expectations
are clear and the tasks are taught and practiced prior to use.
when students are held accountable for on task behavior and/or task completion.
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Planning for Anchor Activities
Subject/Content Area:
Name and description of anchor activity:
How will activity be introduced to students?
- Points - Percentage of Final Grade- Rubric - Portfolio Check- Checklist - Teacher/Student Conference- Random Check - Peer Review- On Task Behaviors - Other _______________
How will the activity be managed and monitored?
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Using Anchor Activities to Create Groups
Teach the whole class to work independently andquietly on the anchor activity.
Half the class workson anchor activity.
Other half works ona different activity.
Flip-Flop
1/3 works onanchor activity.
1/3 works on adifferent activity.
1/3 works withteacher---direct
instruction.
1
2
3
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Some Anchor Activities
“Brain Busters” Learning Packets Activity Box Learning/Interest Centers Vocabulary Work Accelerated Reader Investigations Test Practice Activities Magazine Articles with Generic Questions or Activities Listening Stations Research Questions or Projects Commercial Kits and Materials Journals or Learning Logs Silent Reading (Content Related?)
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TIERED INSTRUCTION
A Different Spin on an Old Idea
SOURCE: based on work by Carol Ann Tomlinson
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What is Tiered Instruction?
Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.
By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:
1) each student comes away with pivotal skills & understandings
2) each student is appropriately challenged
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WHAT CAN BE TIERED?ASSIGNMENTSACTIVITIESCENTERS & STATIONSLEARNING
CONTRACTSASSESSMENTSMATERIALSEXPERIMENTSWRITING PROMPTSHOMEWORK
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Creating Multiple Paths For Learning
Key Conceptor
Understanding
StrugglingWith TheConcept
SomeUnderstanding
UnderstandThe
Concept
READINESS LEVELSReaching Back Reaching Ahead
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IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE
ABLE TO DO?
THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING
PROFILE
INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE
CLASS
GROUP 1TASK
GROUP 2TASK
GROUP 3TASK
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When Tiering:Adjust--- Level of ComplexityAmount of
StructureMaterialsTime/PaceNumber of StepsForm of ExpressionLevel of
Dependence
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Planning Tiered AssignmentsConcept to be Understood
ORSkill to be Mastered
Below-LevelTask
On-LevelTask
Above-LevelTask
Create on-level task first then adjust up and down.
“Adjusting theTask”
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THE TEACHER’S CHALLENGE
Developing--
“Respectful Activities”
InterestingEngagingChallenging
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Tiered AssignmentsEnable all students focus on essential understandings and skills but at different levels of complexity abstractness open-endedness
Maximize the likelihood that
Each student is successful
Each student is appropriately
challenged
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Curriculum CompactingHigh-ability or high-achieving students are
frequently asked to participate in practice exercises or instruction that they have previously mastered.
Curriculum compacting is a process to "streamline" and modify the grade-level curriculum by eliminating material that students have previously learned.
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Quick guide to compacting1. Define the goals and objectives of a
particular unit/segment.
2. Pre-assessment
3. Document mastery most of learning outcomes. (scores, work samples, etc.)
4. Providing replacement options that enable a more challenging and productive use of the student's time
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Choice…the great motivator Requires children to be aware of their own
readiness, interests, and learning profiles. ! Students have choices provided by the teacher.
(YOUare still in charge of crafting challenging opportunities for all kiddos –NO taking the easy way out!) !
Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .
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Menu Planner
Menu for: ______________________ Due: _____________ All items in the main dish and the specific number of side dishes must be complete by the due date. You may select among the side dishes and you may decide to do some of the desserts items, as well.
Main Dishes (complete all)
Side Dishes (Select ____ )
Desserts (Optional)
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Choice BoardsVariety of formats
Tic-tac-toeWheelMenu
May be organized based on multiple intelligences, Bloom’s taxonomy, etc.
May include individual and group workMay be genericMay be used as anchor activity
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Choice BoardsVariety of formats
Tic-tac-toeWheelMenu
May be organized based on multiple intelligences, Bloom’s taxonomy, etc.
May include individual and group workMay be genericMay be used as anchor activity
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Choice BoardsTic Tac Toe
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Choice Boards
Outer red band=1-2 choicesto be completed in wholegroup instruction
White band=3-4 choicesto be completed in smallgroups
Blue band-=3-4 choices to be completed independently
Inner white band=choices to be completed as EC or enrichment
Bulls eye=final assessment
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RAFTS Writing AssignmentsRole- Who are you as the writer?
Audience- To whom/for whom are you writing?
Format- What form will the writing take?
Topic- What's the subject or the point of this piece?
Strong verb-What is your purpose…are you pleading, persuading, considering
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RAFTS
Role-Kunta KinteAudience-your
motherFormat-letterTopic-your capture
by slaversStrong verb-plead
for her forgiveness
Role-A heartAudience-your bodyFormat-cheer Topic-getting in
shapeStrong verb-
persuade
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Student Learning Contracts
An agreement between teacher and student(s).
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Learning Contracts Are:Written agreements
between teachers and students that clearly outline:what students will learn
how they will learn it
the time period for the learning experience
how they will be evaluated
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Benefits of ContractsRequire students to think about their
learningMay assist students in understanding
how to manage timeCan include choiceMay be used to support students with
special needsCan include student in curriculum
planningHelp the teacher manage group work,
individual projects or investigations, learning centers or curriculum compacting
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Types of ContractsStructured
Partial Structured
Mutually Structured
Unstructured
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Contract ComponentsOUTCOMES
RESOURCES
LEARNING ALTERNATIVES
REPORTING ALTERNATIVES & ASSESSMENT
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Contract Components
1. Outcome(s) - specify what is to be accomplished, the conditionsunder which learning will be demonstrated, and the level of proficiency required to meet the outcome.
2. Resources - including print, media, and human
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Contract Components3. Learning Alternatives - include reading,
writing, viewing, creating, interviewing, and other activities the student experiences to accomplish the outcome.
4. Reporting Alternatives and Assessment - should provide evidence as to whether the outcomes have been accomplished. Conferences, tests, projects, presentations, real world products, portfolios of work are examples of reporting alternatives.
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Contract Do’s and Don’ts• explain the role &
function of contracts• start small (1 or 2 day)
contracts• negotiate contracts with
students whenever possible
• help set realistic deadlines
• renegotiate the contract if it isn’t working
• solicit student feedback on process
• gradually involve students in contract development
• expect all students to use contracts effectively at the beginning
• expect all students to like contracts.
• assume contracts can take the place of regular instruction
• use contracts without a good management system
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Learning Contract
To demonstrate what I have learned about _____________________________ I will Write a report Make a movie Put on a demonstration Create a graphic organizer or diagram Set up an experiment Develop a computer presentation Build a model Design a mural Write a song Other ____________________
This will be a good way to demonstrate understanding of this concept because _________________________________________________________________To do this project, I will need help with __________________________________________________________________________________________________________________________________I will need the following resources __________________________________
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 _______
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Contracts provide efficient means of prescribing for students, based on assessed needs, strengths, or interests.
Contracts are usually negotiated between the teacher and the student and sometimes the parent.
Both the teacher and the student share responsibility for thecompletion of the terms of the contract.
A contract may require a student to use certain resources or to contact other people in the school or in the community.
A contract may have certain prerequisites as conditions that thestudent has to meet before beginning a study or investigation.
Thoughts about Learning Contracts
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Learning Centers at the middle level???
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Teacher Station 1
Teacher Station 2
Group
AssignmentsSchedule
Inboxes
Bookshelf
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IN THE DIFFERENTIATED CLASSROOMTeachers and students accept and
respect one another’s similarities and differences
Assessment is an on-going activity that guides instruction. Learning plans are made and adjusted based on assessment data.
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IN THE DIFFERENTIATED CLASSROOMStudents have a voice in setting
class and individual goals
Students work in a variety of group configurations as well as independently.
Flexible grouping is evident.
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IN THE DIFFERENTIATED CLASSROOMTime is used flexibly since pacing is
based on student needs
All students participate in respectful work--work that is challenging, meaningful, interesting, and engaging.
.
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IN THE DIFFERENTIATED CLASSROOMThe teacher is primarily a
coordinator of time, space, and activities rather than a provider of information. The aim is to help students become self-reliant learners.
Students are assessed in multiple ways, and each student's progress is measured at least in part from where that student begins
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Now what?????
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In YOUR Differentiated Classroom…
What are the needs of your students?
Which strategy appeals to you the most?
Can you collaborate with colleagues?
What worries or concerns do you have about implementation?
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Implementing Differentiated Instruction in your District or School
Start with Committed Staff
Look for Existing Resources/Infrastructure
Start with One or Two Strategies
Try it and Be Willing to Alter and Extend
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Where do I Go From Here?Some Tips for Implementing Differentiation in your Classroom
o Start slowlyo Organize your classroom spaceo Create a culture that supports
differentiation including students and parents
o Analyze standards and currentpractice
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Investing StudentsStudent “buy-in”
Provide choice
Allow students to assess their own mastery
Adjust physical environment
Increase student responsibility
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Where do I Go From Here?Some Tips for Implementing Differentiation in your Classroom
o Devise a plan to get to know students and maintain recordso Student fileso Student portfolioso Use clipboard
o Sharpen assessments (maybe common?)o Use task cards, a tape recorder, or an
overhead for directionso Have systems for student questionso Vary instructional strategies, grouping,
learning preferences, and activities
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Implementing Differentiated Instruction: Additional Considerations
Administrative Support to Teachers
Professional Development
Adequate Planning Time