Differentiation from Planning to Practice Presented by Debbie McHale and Maria Papoutsakis January 2011

Carol Ann Tomlinson on Critical Transformations video>

A major component of differentiation is mind set. Everything else is craft. We can’t get to the craft – the tips for management and the orchestration of the differentiated less unless our mind grasps this liberating emphasis.

“I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein

Similar to Einstein’s description, Differentiated Instruction is the result of teachers providing conditions to ensure effective and efficient learning for all students.

Differentiated Instruction begins when teachers perceive student diversity that will strengthen or pose challenges for effective and efficient learning. Teachers respond through differentiated instruction that will leverage students’ strengths to facilitate learning or eliminate a challenge that would impede learning.

Knowing the Learner WHO Knowing the Learner Development Personal Cognitive Development Personal Social

Goals of Differentiated Instruction ensuring each member of the learning community is engaged, valued and stretched. precise instruction that results in efficient and effective learning within the established curriculum. part of daily classroom culture focused on developing relationships among people, building curricular understanding, knowledge and skills and valuing diversity.

Differentiation Nonnegotiables Supportive learning environment Continuous Assessment High Quality curriculum Respectful Tasks Flexible grouping

Why is this important? “We are not all the same; we do not all have the same kinds of minds (that is, we are not all distinct points on a single bell curve); and education works most effectively if these differences are taking into account rather than denied or ignored.” Gardner H (1999) Intelligenced Reframed. New York: Basic Books. (91)

MULTIPLE INTELLIGENCES Visual- Spatial Naturalist Musical- Rhythmic Logical- Mathematical Bodily-Kinesthetic Verbal-Linguistic Intrapersonal Interpersonal

Howard Gardner draws our attention to the…. diversity among learners that is always present in every classroom. When diversity is ignored in the classroom, some students are learning while other students are waiting for an opportunity to engage in learning When diversity is recognized through thoughtful precise instruction, then all students are engaged and stretched reaching learning goals.

Differentiation is… Not about requiring less or more work from students of varying degrees of readiness. We change the nature of the work, not its quantity. Differentiation means we increase what students can achieve, and that takes focused work on everyone’s part.

Our diversity….. Ability Gender Ethnicity Socio-economics Interests Prior experiences Learning preferences

Let’s Begin…. Refer to Handout #1 Steps to take Before, During and After while implementing the Learning Experiences. Guiding Questions for Lesson Modification

Differentiation is a teacher’s response to learners’ needs guided by general principles of differentiation, such as respectful tasks ongoing assessment flexible grouping Teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profile through a range of instructional and management strategies

Classroom Differentiation Content Process Products Learning Environment/ Affect Assessment

Flexible Grouping Handout Number 2 Clock Partners Grouping

With your clock partners complete the following activity: Make a web of all that you know about the readiness, interests and learning profile of the students you are working with for inquiry team. Clock Partners

Differentiation Content Process Product Environment Assessment

Differentiation Content Process Product Environment Assessment

Differentiation Content Process Product Environment Assessment

Differentiation Content Process Product Environment Assessment

Differentiation Content Process Product Environment Assessment

TIERING Teachers adjust instruction and assessment according to the learner’s readiness level (the capacity to handle different levels of challenge in an assignment) interests, and or learning profile.

CHOICE BOARDS LEARNING MENUS Students choose from a menu of options Tasks vary by process and interest Some anchor activities can be required of all students Can be used for homework, projects, and assessment

“In differentiated instruction, teachers begin where the students are, not in front of the curriculum guide”. Carol Ann Tomlinson