Differentiation

Definition “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasks Flexible grouping Continual assessment Teachers can differentiate through Building Community Quality Curriculum Content Product Affect/Environment Process According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Diner Menu…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.

Key Principles of a Differentiated Classroom The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and instruction are inseparable. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. All students participate in respectful work. Students and teachers are collaborators in learning. Goals of a differentiated classroom are maximum growth and individual success. Flexibility is the hallmark of a differentiated classroom.

Principals of Differentiation Meaningful Tasks Flexible Grouping Continual Assessment

Meaningful Tasks aligned with standards and curriculum appropriate for age and grade level engaging and purposeful Authentic/ real life

Flexible grouping: A Definition Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, student-selected, purposeful or random. Jeanne H. Purcell, Ph. Caroline S. Cohen, Ph.D

Designing Differentiated Learning Activities for Flexible Groups Open-ended activities and assignments Purposefully designed choices to accommodate learning or expression style differences Purposefully designed tiered assignments Purcell

WHAT CAN BE ASSESSED? READINESS LEARNING PROFILE INTEREST Content Areas of Strength and Weakness Work Preferences Self Awareness Interest Surveys Interest Centers Self-Selection Content Knowledge Skills Concepts

When Do You Assess? Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

On-going Assessment: A Diagnostic Continuum Feedback and Goal Setting Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Pre-test KWL Checklist Observation/Evaluation Questioning Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talk around Self-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

Pre-assessment Is... Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. provides data to determine options for students helps determine differences before planning helps teacher design activities that are meaningful and challenging allows teachers to meet students where they are identifies starting point for instruction identifies learning gaps makes efficient use of instructional time

Examples of Pre-Assessments: What Do You Want to Learn About Rome? Name: _______________________ These are some of the topics we will be studying in our unit on Ancient Rome. We want to know what you want to learn about. Number your choices from 1 to 8. Make sure that 1 is your favorite and 8 is your least favorite. ____ geography ____ government (laws) ____ agriculture (foods they grew) ____ architecture (buildings) ____ music and art ____ religion and sports ____ roles of men, women, and children What Can You Tell Us About Rome? 1. What country is Rome in? ________________________________________________ 2. What does the word civilization mean?_______________________________________ _________________________________________________________________. 3. Can you give us some examples of different civilizations? ________________________ __________________________________________________________________. 4. Can you name any famous Roman people? ___________________________________ 5. Many things in our country and culture came from the Romans. Can you think of any? ___________________________________________________________________ ___________________________________________________________________.

Examples of Pre-Assessments: How Do You Like to Learn? 1. I study best when it is quiet. Yes No 2. I am able to ignore the noise of other people talking while I am working. Yes No 3. I like to work at a table or desk. Yes No 4. I like to work on the floor. Yes No 5. I work hard by myself. Yes No 6. I work hard for my parents or teacher. Yes No 7. I will work on an assignment until it is completed, no matter what. Yes No 8. Sometimes I get frustrated with my work and do not finish it. Yes No 9. When my teacher gives an assignment, I like to have exact steps on how to complete it. Yes No 10. When my teacher gives an assignment, I like to create my own steps on how to complete it. Yes No 11. I like to work by myself. Yes No 12. I like to work in pairs or in groups. Yes No 13. I like to have unlimited amount of time to work on an assignment. Yes No 14. I like to have a certain amount of time to work on 15. I like to learn by moving and doing. Yes No 16. I like to learn while sitting at my desk. Yes No

Formative Assessment Is... A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels. Depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions “early warning signal” allows students to build on previous experiences provides regular feedback provides evidence of progress a aligns with instructional/curricular outcomes

Summative Assessment Is... A means to determine a student’s mastery and understanding of information, skills, concepts, or processes. Should reflect formative assessments that precede it should match material taught may determine student’s exit achievement may be tied to a final decision, grade or report should align with instructional/curricular outcomes may be a form of alternative assessment

What Gets Differentiated?

4 Elements to Differentiate Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content; Product – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels.

CONTENT is what we want students to:. - know (facts and information) CONTENT is what we want students to: - know (facts and information) - understand (principles, generalizations, ideas) - be able to do (skills) Content is differentiated (a) when you pre-assess students’ skill and knowledge, then match learners with appropriate activities according to readiness; (b) when you give students choices about topics to explore in greater depth; (c) when you provide students with basic and advanced resources that match their current levels of understanding. Diane Heacox, Differentiating Instruction in the Regular Classroom

Differentiating Content - multiple textbooks and supplementary print materials at a variety of readability levels - meet with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners. - varied videos and computer programs to present material - learning contracts - interest centers - support systems audio tapes- record materials study partners/reading buddies/mentors - compacting phase 1 - teacher assessment of student phase 2 - teacher sets up a plan phase 3 - teacher and student design a project

PROCESS is the “how” of teaching PROCESS is the “how” of teaching. Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning. Process calls on students to use key skills that are integral to the unit. Students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do. All students are engaged in meaningful and respectful tasks. Carol Ann Tomlinson

Differentiating Process - tiered assignments - learning/interest centers - interactive journals and learning logs - graphic organizers - develop task lists written by the teacher containing both in-common work for the whole class and work that addresses individual needs of learners; - offer manipulatives or other hands-on supports; - vary the length of time a student may take to complete a task. Carol Ann Tomlinson

PRODUCTS are the way students demonstrate what they have learned or extend what they have learned. They can be differentiated along a continuum: - simple to complex - less independent to more independent - clearly defined problems to fuzzy problems Carol Ann Tomlinson

Differentiating product: -Give students options of how to express required learning; -Using rubrics that match and extend students' varied skills levels; -Allowing students to work alone or in small groups on their products; and -Encouraging students to create their own product assignments containing required elements. 32

Learning Environment is the way the classroom is organized for instruction. Includes - seating arrangements - material locations - clearly defined rules

Differentiating learning environment: places in the room to work quietly and without distraction, as well as places for student collaboration; clear guidelines for independent work that matches individual needs; routines that allow students to get help when the teacher is busy and cannot help them immediately; - help students understand that some learners need to move around to learn, while others do better sitting quietly 34

Instructional Strategies Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC. Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC. Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.

Graphic Organizers Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.

Scaffolding Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. scaffolding reading the teacher may preview the text and discuss key vocabulary, or chunk the text and read and discuss as they go. a challenging algebra problem can be broken into several parts. Between each “mini lesson” the teacher checks to see if students have the concept and practice before moving on.

Example for Cubing in Math… Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. • The cubes are six-sided figures that have a different activity on each side of the cube. • A student rolls the cube and does the activity that comes up. Example for Cubing in Math… Describe: how you would solve_____________ Analyze: how this problem helps us use mathematical thinking and problem solving. Compare or Contrast: this problem to one on p._____ Demonstrate: how a professional (or just a regular person) could apply this kind of problem to their work or life. Change: one or more numbers (elements, signs) in the problem. Give a rule for what that change does. Create: an interesting and challenging word problem from the number problem. (Show us how to solve it too) Diagram or Illustrate: the solution to the problem. Interpret the visual so we understand.

Diner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

TIC-TAC-TOE Choice Board For a Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.

Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

Differentiated Instruction http://www.learnnc.org/lp/editions/every-learner/6778 http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml http://www.teach-nology.com/tutorials/teaching/differentiate/planning/ http://www.education.com/reference/article/Ref_Teacher_s_Guide/