Differentiation in practice

Summary of Book Focuses on flexible groupings, pacing, and tiered assignments The importance of incorporating student interest and readiness levels. Using pre and post assessments to drive instruction Clear cut objectives so students know what they are learning Subjects covered include: social studies, language arts, science, math and foreign language Examples of differentiated worksheets and assignments Learning tools to meet the needs of different abilities in the classroom.

Differentiated Activities Differentiated activities are varied by level and learning style to meet student interest, learning styles, allow them to work in various groupings, allow for student choice and meet their individual readiness levels. To differentiate in writing you can consider a students readiness level. For example, adjust the output expectation from 3 reasons to 5 reasons to support their thinking.

Differentiated Activities

Student interest / readiness levels “Key student interests are absent from the mandated assessment” “Art is not on the test, nor is the astronomy that fascinates some students.” Ways to begin differentiation based on student interest include using a student interest survey to gain an understanding of their current interests, Allow for student choice for example with what they read, what assignment they complete, which writing topic they choose, or which homework assignment they complete Use knowledge scales to quickly determine students understanding of a topic and group them.

readiness levels – Knowledge rating scales

Tools for differentiation Different styles of peer grouping (mixed readiness groups etc.) Records of their goals and progress Graphic organizers K or TWL RAFT Jigsaw Think pair share Rubrics I spy – game leader describes an object based on vocabulary terms. For example in geometry to describe the lines and what makes up a shape. Students could use different adjectives or similes/metaphors to describe an object in ELA.

Tools for differentiation – Learning Contracts

Reflection on the process This process was differentiated because we had a choice of which topic we studied Working with peers was helpful because we got to hear the ideas and opinions of people we may not always work with. There were tools we could apply in the classroom that were beneficial to student learning

Implications for the district/student learning Helps build student confidence and motivation Decreases frustration and behavioral problems Age-readiness appropriate Sets clear and high expectations for student learning Tools can be modified to accommodate students at all grade levels

Next Steps Continue using flexible groups and small group instruction Use more pre-assessments such as the Go Math show what you know Start the year and different units with interest surveys Offer more choice with activities and homework Observe differentiated lessons and units in classrooms Plan time to collaborate with other teachers, analyze assessments and reflect on differentiated activities