Differentiation of Instruction Creating Multiple Paths for Learning Barbara Mammen Supervisor of Instructional Technology Westfield Public Schools

Different From One Another? How Are The Students We Teach Different From One Another?

A Metaphor for Student Diversity

“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 the same subjects in the same ways.” Howard Gardner, Phi Delta Kappan

When we teach the same thing to all kids at the same time… 1/3 already know it 1/3 will get it, and 1/3 never will So for 2/3 of the kids we are wasting their time. Scott Willis

Defining Differentiation Differentiation of instruction is a process teachers use to match the unique characteristics of learners to various curriculum components in order to enhance learning. Carol Ann Tomlinson It is a way of teaching based on a belief system. The challenge lies in translating that belief into action.

Differentiation Lingo Readiness Process Flexible Grouping Content Assessment Interest Environment Respectful Work Product Learning Profile Word Splash Activity

Let’s Review! What 4 classroom and/or curricula elements can be differentiated? Content Process Product Learning Environment What 3 student characteristics must be considered when planning for differentiation? Readiness Interest Learning Profile What are the 3 essential principles of differentiation? Assessment Flexible Grouping Respectful Work Video Clip

Theory Into Practice Video: Creating Multiple Paths for Learning

How do I start? Reflect on your students as individuals and as a group by asking yourself: 1. How well do they read? Write? 2. How well do they understand when they listen? 3. What’s hardest for them in school? 4. How do they feel about their peers? 5. How do their peers feel about them? 6. How does their culture affect their learning? 7. How does gender affect them? 8. What do they already know about what I plan to teach? 9. How do they work best? 10. What kind of adult support do they have outside of school? 11. What experiences do they have that enable them to relate to what we study? 12. What attitudes do they have about learning? About school? Video Clip

How do I start? To answer some of the questions, conduct pre-assessments Knowledge List Interest Surveys Knowledge Rating Scale KWL Kid Watching Journal Entries Pre-tests & Skill Inventories Learning Style Inventory

What Do I Do Next? Have clarity about your curriculum. Ask yourself: What concepts and skills are essential to the topic? Why do my students need to know this? How does this topic relate to their everyday lives? What are the essential questions related to the topic? What activities will facilitate understanding? What materials are needed to convey this topic? How will I know what my students know, understand and are able to do as a result of studying this topic?

How Will I Know That They Know? Conduct Post or Summative Assessments Exit Cards Outcome Statements Written Assessments Projects Homework Digital Stories Presentations Journal Reflections

A Final Thought When a mind is forced, some price, modest or substantial, must be paid any time a mind is forced or attempts to learn or perform something in a way for which it is not wired. This happens to all of us from time to time, but the outcome is tragic when the mismatching of a mind to a set of important tasks becomes a daily event and when that poor fit is not understood. This phenomenon takes place every day in schools everywhere. Mel Levine A Mind at a Time Video Clip

To Download this Power Point… Go to www.westfieldnjk12.org/instructtech Click on the Workshop PPT link Locate today’s presentation and click on it Follow download prompts Contact Info: bmammen@westfieldnjk12.org 908-789-4431