FULFILLING THE PROMISE OF DIFFERENTIATION: RESPONDING TO THE NEEDS OF ALL LEARNERS

"If you honor growth you will consistently do what is best for all kids.“ Linda Foote, Instructional Technology Specialist Poway Unified School District

The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms.

Differentiation “ Effective teachers know that their students vary --- in their interests and motivation, their background knowledge and prior experiences, and their culture and language proficiency as well as their literacy achievement --- so it’s important to take these individual differences into account as they plan for instruction.” -Gail E. Tompkins (2010)

Differentiation is NOT… Writing 30 different lesson plans. Teaching at a slow pace so that everyone can keep up. Abandoning whole-class teaching, setting a task, and then letting pupils/groups work at their own pace through a worksheet. Expecting some students to do better than others and calling it ‘differentiation by outcome’. Humiliating the slow learners by drawing attention to their limitations. Allowing less able learners to copy or draw. Making more advanced learners do extension assignments after completing their "regular" work

What it is NOT… NOT a separate individualized set of lessons for each child NOT chaotic NOT homogeneous grouping NOT giving all the students the same work and assignments all of the time NOT merely having centers in the room NOT assigning extra work to those who need a challenge NOT quantitative NOT assigning worksheets for struggling students

"Guide on the Side rather than the Sage on the Stage“Guide on the Side rather than the Sage on the Stage Dr. Roger Taylor (Curriculum Design for Excellence, Inc.)

Differentiation is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Teachers can differentiate content, process, and/or product for students (Tomlinson, 1997). It is proactive, student-centered, The teacher becomes a facilitator, assessor of students and planner of activities rather than an instructor. What it IS…

What else it IS… Having a vision that all students can succeed Providing a variety of assignments to meet the various ways that students learn Recognize the learning styles of your students Allowing for students to choose (with teacher direction) the route for learning Providing opportunities for students to demonstrate proficiency in an area they already know and allowing them to move forward Qualitative

Ways to Differentiate Instruction Teachers modify instruction in three key ways: 1. content 2. process 3. product  The content is “what” is taught.  The process is the “how” of teaching.  The product is the end result of learning.

The Content Meeting Standards for your grade level The knowledge, the strategies, the skills Teachers decide how to differentiate the content by assessing students’ knowledge before they begin to teach Matching students with appropriate activities

The Process The type of instruction that teachers provide The instructional materials that teachers use The activities that students are involved in The lesson design which includes variations of the three groups patterns: 1. Whole group 2. Small group 3. One-on-one (Individual)

The Product Shows the student’s personal interpretation Shows what the student knows Demonstrates what the student understands Demonstrates how well the student can apply what they have learned Demonstrated through a variety of forms:  Created projects, posters, oral reports, board games, websites, poems, etc.

Grouping Patterns: Students must read and write everyday! Mini-lesson: whole group or small group instruction or one-on-one Guided Reading: small groups Literature Circle: small group Making words: Whole group, small group, individual Learning Centers: Partners or small group Quick Write: Individual Readers Theatre: small groups

Best Classroom Blending  Whole group: Ex. The mini-lesson  Small group: Ex. Guided Reading  Individual: Ex.

Effective Teachers Believe That… All students have areas of strength. All students have areas that need to be strengthened. Each student’s brain is as unique as a fingerprint. It is never too late to learn. When beginning a new topic, students bring their prior knowledge base and experience to the learning, Emotions, feelings, and attitudes affect learning. All students can learn. Students learn in different ways at different times.

THROUGH ASSESSMENT Beginning where the children are at and moving them on is surely the key to good teaching.

Let’s Try the Jigsaw

Differentiation is customizing instruction- A one size does NOT fit all philosophy.

“Differentiation of instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” -Tomlinson (2001)

“In differentiated classrooms, teachers provide specific ways for students to learn as deeply as possible and as quickly as possible without assuming one student’s road map for learning is identical to anyone else’s.” -Tomlinson(2001)

If a child does not learn the way you teach, then teach him the way he learns.

Classroom Formats Tiered lessons/assignments Compacting Independent Study/Projects Learning Stations or Centers Flexible Grouping Multiple Leveled Questions Learning Contracts Choice Board Simulations Presentations

Tapping into Multiple Intelligences Three Key Implementations: 1. Learning Centers or Stations 2. Simulations 3. Presentations

Learning Stations and Centers Small group or individual activities supplies /materials available to complete activity Research supports centers work at elementary, middle and high school levels Meaningful, standards based, student accountability Vary activities to blend multiple intelligences and learning styles

Simulations Activities that allow students to experiment with real-world activities Rather than hear about HOW to do a behavior, students will learn how to DO the behavior with greater understanding Behavior is learned by experience Examples include:  debate  role-playing

Presentations Allow students to : Speak to an audience Successfully demonstrate an understanding of the subject matter Present using different strategies Organize information in a an effective way Examples include: Simple taking in front of class A written report A power point

Multiple Intelligences What are they? Verbal-Linguistic Mathematical-Logical Musical Visual-Spatial Kinesthetic-Bodily Interpersonal Intrapersonal Naturalist Existential

Instructional Best Practices and Strategies KWL Think-pair-share Literatute cirlces and guides reading groups Marking the text Do Not Like this slide

Assessment & Evaulaution Portfolio assessments Observations Skills checklist Oral reports Written reports Demonstrations Recording sheets from centers Samples of student work Rubrrics

“Fair is when everyone doesn’t necessarily get the same. Fair is when everyone gets what he or she needs!” -Carol Ann Tomlinson