DIFFERENTIATION OF INSTRUCTION Dr. Dan Bertrand

What we know Classrooms have always included students who:  Learn at different rates  Have varying ability and knowledge  Have different experiences and abilities Over the past 20 years the range of students abilities and experiences has increased

What is differentiation? (Pick a column, write or think silently, be ready to share.) Write a definition of differentiation you feel clarifies its key intent, elements and principles. Explain to a new teacher what differentiation is in terms of what a teacher would be doing in the classroom- and why. You definition should create an image of differentiation in action in a real setting. Develop a metaphor, analogy or visual symbol that you think represents and clarifies what’s important to understand about differentiation.

Sternberg’s Three Intelligences Analytical PracticalCreative

Question How do you differentiate in your classroom?

At is most basic level, differentiating instruction means “shaking up” what does on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

What is differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

Differentiation is responsive teaching rather than one size fits all teaching.

Before differentiation In the box

After differentiation In the box On the box To the side of the box Under the box

What we know A significant number of students will fail to learn the necessary knowledge and skills unless focused attentive is given to the instructional needs of these students. Students learn at different rates, need different degrees of difficulty, have different interests, learn in different ways and need different support systems.

Differentiated Instruction Assumes students with varying abilities, needs and interests CAN be successful.  If the classroom offers multi-faceted and multi- leveled curricular and instructional approaches.  It varies the levels of teacher support, task pacing and complexity based upon each students interests, readiness and learning profiles.

What is differentiated instruction? It is a way of thinking of thinking about the classroom with the goals of honoring each students learning needs and maximizing each students learning capacity. It is based upon the beliefs that students differ in their learning profiles and should be active learners, decision makers and problem solvers. The overall goal is for students to understand the material and not for the teacher to cover the curriculum.

Summary Teachers are committed to personalizing the instruction for their students. 4 Principles  Pro-student philosophy  No simple best method to reach all students.  Principle of least change  High expectations and standards for all students.

Differentiation is NOT a set of strategies… It is a way of thinking about teaching and learning.

Differentiated instruction is a complex mixture of beliefs & instructional approaches Students are appreciated. Learning options (CPP) All students engage in valued learning activities. Use of open ended questions. Homework extends learning Flexible grouping and pacing. Assessment is varied and balanced. Students have choice of topics or assessments Information presented in varied modalities.

Differentiated Instruction is.. A repeated rhythm of whole class preparation, review and sharing followed by individual or small group exploration, extension and production. Ex) Class works on a topic, students use different materials, share what was learned and identify additional questions, students focused tasks, students share ideas, students work in small groups on teacher generated problems, students present problems/solutions,

A Continuum of Differentiated Instruction No Differentiation Class works as a whole on most activities. Group pacing. Group grading standards. All students need the same teaching. Micro Differentiation Adjust questions in discussion and grading to effort. Encourage students to take an assignment further. Students pick own work groups. Occasional exceptions to standard pacing. May not to need to show work, do all math problems. Macro differentiation Philosophy of student differences. Variable pacing is given. Planned variation of content. Planned variation of product. Consistent use of flexible grouping. Individual goals setting and grading. Grading based on growth.

How to differentiate instruction? What is the teacher differentiating?  Pre-assess knowledge and skills and differentiate the CONTENT based upon it.  PROCESS activities through which students learn and make sense of knowledge and skills.  PRODUCT- how the student demonstrates knowledge and skills.  LEARNING ENVIRONMENT-classroom conditions teaching and learning occurs in.

How is the teacher differentiating? Specific ways in which teacher attempts to meet the students needs, learning styles or levels of readiness. Ex.) Some students work in groups while others work independently.

Why is the teacher differentiating? The teachers motive for modifying the instruction. The motives for differentiating relate to the learners needs, learning styles and level of readiness. The teachers challenge is to accommodate individual learner differences within the context of the whole class.

Selecting Instructional Strategies Utilize Concept Based teaching  Don’t teach facts teach concepts Ex) dinosaur facts vs. classification  Focus instruction on understanding key concepts. Focus one important concept Ensure student understanding Define the purpose of the activity Help students link concepts to previous ones. Encourage students to use key skills while working

Effective Specific Strategies Tiered assignments Learning contracts Curriculum compacting Adjusting questions Learning centers Flexible groupings Independent study

Quality Differentiation Begins with a growth mindset, moves to student-teacher connections and evolves to community. PAVING THE WAY TO LEARNING Connections Community Mindset

The Predictive Power of MINDSET FIXED  Success comes from being smart  Genetics, environment determine what we can do.  Some kids are smart and some aren’t. Teacher can’t override students profiles GROWTH  Success comes from effort.  With hard work, most students can do most things.  Teachers can override students profiles.  Teacher sets high goals, provides support, ensures students focus to find things that makes school works for a student.

Teacher MINDSET WHO WHEREWHAT HOW MINDSET Shapes Student Self- Perception Builds or erodes group trust I teach what I believe you can learn Coverage vs. whatever it takes How does teacher mindset impact who, where, what and how we teach? What are the implications of mindset for differentiation.

Connecting with Kids Talk at the door Early interest assessments Small group instruction Dialogue journals Open room days Seek input on class Share your own stories Listen Share own interests, questions, plans Start class with kid talk Go to student events Attend extracurricular events Take notes during class

Building Community Establishes the framework for a responsive classroom.  Student’s need for a next step  Responsibility for own growth  Competition against self  Each student gets what he/she needs to succeed Student belief in one another Supports the belief that we will win or lose together. Ensures security and safety Enables students to work as a team

Quality Differentiation is rooted in meaningful curriculum Clarity about what students should  Know- facts, vocabulary, definitions Understand  Principles/generalizations  Big ideas Be able to do  Processes  Skills

In a Differentiated Classroom… The teacher may vary the KNOWS and Dos with caution and based on evidence that student needs to learn backwards as well as forwards to catch up- or that a student needs to move ahead in order to keep learning. The UNDERSTANDS are the constant on which effective differentiation pivots for all students.

Next… Differentiating Assessments