Differentiating Instruction Shari Gallin Washburn Christy Lendman GUA, 2003

Knowledge Comprehension Synthesis EvaluationAnalysis Application A New Look at Bloom’s

A New Look at Bloom’s cont. Critical thought processes are interrelated and interactive Critical thought processes are interrelated and interactive Critical thought has knowledge and comprehension at the center Critical thought has knowledge and comprehension at the center Critical thought builds knowledge Critical thought builds knowledge The full range of thinking skills may be involved when learning The full range of thinking skills may be involved when learning

The Six Facets of Understanding Explanation Explanation Interpretation Interpretation Application Application Perspective Empathy Self-knowledge

Differentiation of Instruction Figure 2.1, pg.15

What Gets Differentiated? CONTENT What students should: Know Understand Be able to do PROCESS How students will: Create their own understanding of the concept Construct their knowledge PRODUCT Demonstration of knowledge

Differentiated Instruction – A Philosophy Students differ in their Students differ in their  Readiness  Interests  Learning styles adapted from C.Tomlinson, ASCD, Sept., 2000

Differentiated Instruction – A Philosophy cont. Students require varied Students require varied  Knowledge  Pace  Supports adapted from C.Tomlinson, ASCD, Sept., 2000

Differentiated Instruction – A Philosophy cont. Students learn best when:  Challenged  They make connections  Learning is authentic  There is a community of respect adapted from C.Tomlinson, ASCD, Sept., 2000

Setting Goals Let standards be your guide Let standards be your guide Clarify the essentials Clarify the essentials  Goal vs. demonstration  Skills vs. content knowledge

1.2.8 Read and understand essential content of informational texts and documents in all academic areas Differentiate fact from opinion Differentiate fact from opinion Distinguish essential from non-essential information Distinguish essential from non-essential information Draw inferences based on a variety of sources Draw inferences based on a variety of sources Evaluate text organization and content to determine purpose... Evaluate text organization and content to determine purpose...

Standard/Goal Focused Fact/Opinion Various types of text Various types of text Degrees of Degrees of  complexity  abstractness Evaluate Text Varied Levels  Hidden meanings  graphics  layout

Pre-Assessment Data that drives differentiated instruction Data that drives differentiated instruction Empowers you to make learning appropriately challenging Empowers you to make learning appropriately challenging Assess for readiness, interest, and learning styles Assess for readiness, interest, and learning styles

Pre-assessment should: Be reasonable in length Be reasonable in length Include all of the skills in the unit Include all of the skills in the unit Be easy to interpret Be easy to interpret Be open-ended when appropriate Be open-ended when appropriate Be on-going Be on-going

Pre-Assessment cont. Readiness Interests Learning Coursework Surveys Concept maps KWL Skill Quizzes Story telling ObservationsInventoriesInterviews Logs Journals ChecklistsInventories4MAT Checklists Choice

Now What? Flexible grouping Flexible grouping Tiering Tiering Stations and Centers Stations and Centers Contracts and Compacts Contracts and Compacts

Flexible Grouping Principles Group based on readiness, interests, learning styles Group based on readiness, interests, learning styles Keep the group size small (3-5) Keep the group size small (3-5)

Flexible Grouping Principles cont. Keep groups flexible: Keep groups flexible:  Vary level and pace  Change membership Teach group social skills Teach group social skills  Turn-taking  Accountability

Tiering Leveling activities while maintaining the same essential goal.

Tiering Principles Students work on the same Essential idea Essential idea Key skills Key skills

Tiering Principles cont. Students work at different levels of Complexity Complexity Abstractness Abstractness Open-endedness Open-endedness

Tiering Principles cont. Should include problem-solving: That is teacher facilitated That is teacher facilitated Through a wide range of activities Through a wide range of activities

Tiering Principles cont. Activities should be: Open-ended Open-ended Appropriate to readiness Appropriate to readiness Require complex exploration with appropriate supports Require complex exploration with appropriate supports

The Activity Ladder High skill complexity Low skill complexity 1. Chart the complexity of a current activity 2. Determine what supports, materials, connections, timelines, resources, application, and monitoring will enable activity to be more or less complex 3. Clone the activity

1 st Tier2 nd Tier3 rd Tier Concrete ideasAbstract ideas Teacher plans, designs,Student plans, and monitors activitiesdesigns, and monitors activities and monitors activitiesdesigns, and monitors activities Structure use of Discovery through manipulatives manipulatives Cloning a Lesson – The Tiering Continuum

Learning Stations Different areas within the classroom Different areas within the classroom All stations work in concert with each other All stations work in concert with each other  Symmetry  Angles  Geoboards  Tangrams  Tessellations

Learning Stations cont. Students work on various tasks simultaneously Students work on various tasks simultaneously Incorporate flexible grouping Incorporate flexible grouping  Within the station – different tasks  Schedule rotation  Different combinations of stations  Different lengths of time

Centers Teach, reinforce, or extend a particular skill or concept Teach, reinforce, or extend a particular skill or concept Focus on mastery Focus on mastery Vary activity types for different Vary activity types for different  Readiness levels  Learning styles  Interests

Contracts & Compacting Negotiated Agreement Negotiated Agreement Content delineates : Content delineates :  Skills  Working conditions  Consequences  Outcome criteria  Signatures/ accountability Assess prior knowledge Identify unknowns Student buys-back time for an alternative activity  Challenging  Meaningful

How to Begin? Start small Start small Slowly but surely Slowly but surely Envision and predict Envision and predict Reflect and assess Reflect and assess

Key Principles of Differentiating Instruction Teacher recognizes and appreciates student diversity Teacher recognizes and appreciates student diversity  Community of respect Teachers and students collaborate Teachers and students collaborate Work is challenging and meaningful for all students (Unequal=Fair) Work is challenging and meaningful for all students (Unequal=Fair) Flexibility! Flexibility! Adapted from C. Tomlinson, The Differentiated Classroom, 1999.