1. The Basic Steps Towards Differentiating

2. Differentiating instruction is doing what is fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.

3. of readiness Different Levels of Readiness Different Interests

4. Different Ability Levels Different Cognitive Needs

5. The content The process The product

6.  Resource materials at varying readability levels  Audio and video recordings  Highlighted vocabulary  Charts and models  Interest centers  Varied manipulatives and resources  Peer and adult mentors

7.  Use leveled or tiered activities  Interest centers  Hands-on materials  Vary pacing according to readiness  Allow for working alone, in partners, triads, and small groups  Allow choice in strategies for processing and for expressing results of processing

8.  Tiered product choices  Model, use and encourage student use of technology within products and presentations  Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race  Use related arts teachers to help with student products

9. 1. Tiered Instruction Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

10. Key Concept Or Understanding Those who do not know the concept Those with some understanding Those who understand the concept

11.  Processes, content and products  Assignments  Homework  Learning stations  Assessments  Writing prompts  Anchor activities  Materials

12.  Level of complexity  Amount of structure  Pacing  Materials  Concrete to abstract  Options based on student interests  Options based on learning styles

13. 1. Identify the standards, concepts, or generalizations you want the students to learn. 2. Decide if students have the background necessary to be successful with the lesson. 3. Assess the students’ readiness, interests, and learning profiles.

14. 4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson. 5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding. 6. Develop an assessment component for the lesson. Remember, it is on-going!

15. 2. Anchoring Activities These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.

16. 3. Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another

17. Back and forth over time or course of unit Individual Small Group Whole Group Small Group Individual

18. Homogenous/Ability -Clusters students of similar abilities, level, learning style, or interest. -Usually based on some type of pre-assessment Heterogeneous Groups -Different abilities, levels or interest - Good for promoting creative thinking. Individualized or Independent Study -Self paced learning -Teaches time management and responsibility -Good for remediation or extensions Whole Class -Efficient way to present new content -Use for initial instruction

19. 4. Compacting Curriculum Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.

20.  Student Centered  Best practices  Different approaches  3 or 4 different activities  Multiple approaches to content, process, and product  A way of thinking and planning  Flexible grouping

21.  One Thing  A Program  The Goal  Hard questions for some and easy for others  35 different plans for one classroom  A chaotic classroom  Just homogenous grouping

22. What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone

23.  A teaching method might work with all of the students some of the time...  And some of the students all of the time...  But a method doesn’t work with all of the students, all of the time.

24. Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996. Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers. Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003. Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995. Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.