Differentiating Instruction in the Regular Classroom by Diane Heacox Defining Differentiated Instruction Differentiated Instruction Practices Differentiated Instruction Practices Grading in a Differentiated Classroom Grading in a Differentiated Classroom “Today's teachers still contend with the essential challenge of the one-room schoolhouse: how to reach out effectively to students who span the spectrum schoolhouse: how to reach out effectively to students who span the spectrum of learning readiness, personal interests, culturally shaped ways of seeing and of learning readiness, personal interests, culturally shaped ways of seeing and speaking of the world, and experiences in that world.” speaking of the world, and experiences in that world.” -Carol Ann Tomlinson -Carol Ann Tomlinson

What is Differentiated Instruction? “Differentiating instruction means changing the pace, level, or kind of instruction you provide in response to individual learners' needs, styles or interests.” -Diane Heacox Challenging and engaging Challenging and engaging tasks for each learner Flexible approaches to content, Flexible approaches to content, instruction, and products Providing opportunities for students Providing opportunities for students to work in varied instructional formats Responding to students' readiness, Responding to students' readiness, instructional needs, interests, and learning preferences Developing instructional activities based on essential topics and Developing instructional activities based on essential topics and concepts, significant processes and skills, and multiple ways to display learning Meeting curriculum standards and Meeting curriculum standards and requirements for each learner Establishing learner-responsive, Establishing learner-responsive, teacher-facilitated classrooms

How to Differentiate Instruction T he Learning Experience = T he Learning Experience = Content + Process + Product Content + Process + Product Article Article Artifact Artifact Artwork Artwork Chart Chart Diagram Diagram Display Display Excerpt Excerpt Exhibit Exhibit Field Trip Field Trip Novel Novel Poetry Poetry PowerPoint PowerPoint Scenario Scenario Speech Speech Story Story Interview Interview Music Music Movie Movie Website Website AdaptAnalyzeCalculateClassifyConvertCritiqueDeduceDramatizeEstimateForecastImplementInventJustifyPracticePrioritizeReformatResearchTranslateVerify Advertisement Advertisement Advice Column Advice Column Animation Animation Book Jacket Book Jacket Campaign Campaign Comic Comic Costume Costume Demonstration Demonstration Experiment Experiment Fairy Tale Fairy Tale Formula Formula Guidebook Guidebook Mask Mask Photo Essay Photo Essay Play Play Radio Program Radio Program Riddle Riddle Slide Show Slide Show Website Website

How to Differentiate Instruction Planning for Challenge and Variety Challenge: Bloom's Levels of Thinking: Higher-level thinking that motivates all students to achieve Substantive instruction that is clearly related to the essential curriculum Content that has both depth and breadth Variety: Gardner's 8 Ways of Thinking & Learning: Every student has strengths in thinking and learning Students learn and produce with greater ease when they're using an area of strength Asking students to work in ways in which they're less able helps them strengthen those intelligences and widen their learning repertoire The more variety you offer students, the greater the likelihood of reaching more students

How to Differentiate Instruction Dozens of Helpful Forms, Worksheets and Checklists: Questions to Spark Dialogue Student Learning Profile Interest Inventory Projects, Presentations and Performances Multiple Intelligences Checklists Bloom's Taxonomy Matrix Content, Process and Product Toolkit Observer's Checklist Sample Letters Work log All reproducible forms are on accompanying CD

Differentiated Instruction and Grading Grades are Cumulative Grades are Cumulative Differentiated tasks are only one consideration when grading Don't Grade Everything Don't Grade Everything Teach students to assess their own work Grades = Rigor Grades = Rigor For a C: Knowledge/Comprehension/Application For a B: Application/Analysis For an A: Analysis/Evaluation/Synthesis Totally 10 Totally 10 Students select from assessments valued at 2, 4, 6, 8, or 10 points apiece. Students must complete assignments that sum to a minimum of 10. The primary purpose of grading is to give students (and their The primary purpose of grading is to give students (and their parents) feedback about their learning progress and the quality parents) feedback about their learning progress and the quality of their work of their work