1. Differentiated Learning Within Groups
Cara Mulcahy

2. A Differentiated Classroom
“provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively.”
(Tomlinson, 2001p.1)

3. In a differentiated classroom
Students are presented with many ways in which to process information and ideas, and are allowed to express what they learn in a variety of ways
Students interact with many of their peers in a variety of group settings. These groups are “fluid” and ever changing as they relate to ability, interest, and tasks.

4. Differentiated Instruction is
proactive
qualitative
rooted in assessment
one that provides multiple approaches
student centered
a blend of whole-class, group and individual instruction
environmental

5. The Teacher’s Role
As a facilitator or guide to the students, the teacher:
assesses student readiness in different ways
knows students’ interests
creates a variety of ways for students to collect information and knows that students differ in learning needs
allows students to explore their own ideas

6. The Teacher’s Role
allows students to exhibit what they have learned in a variety of ways.
develops a community of learners
develops an atmosphere of collaboration
teaches for success through scaffolding
plans with flexible grouping in mind
believes that a classroom of active learners is better than one of passive learners

7. When Differentiating Consider
Student Readiness
Student Interest
Student Learning Profiles
Content
process
product

8. Learning style:. how students acquire new
Learning style: how students acquire new information; how they first take it in.
Processing style: how students make sense of new information; how they work with it to make connections and understand it
Product style: how students communicate what has been learned; how they demonstrate learning by articulating it in a different way

9. Visual learners: graphic and textual
Auditory learners
Tactile learners
Experimental/exploratory learners

10. Student Readiness:
Ensuring that the tasks closely match the students’ skills and understanding
Student Interest:
Ensuring that the tasks ignite student curiosity and passion.
Student Learning Profile:
Ensuring that assignments encourage students to work in a preferred manner

11. Content: What the student learns
Process: How the student learns
Product: How the student displays what s/he has learned

12. Some Differentiating strategies
I Search
Design a Day
Group investigation
web Quests
Jigsaw
Literature circles
reciprocal teaching
flexible grouping
Compacting
independent investigation
peer review
learning centers
cubing
parallel tasks at varied levles
differentiated interactive journals

13. Differentiating Instruction: Rules of Thumb
Be clear on key concepts
Think of assessment as a roadmap for planning
assessment practices need to reflect the complexity of the learner (e.g. interest, motivation, skill level, learning style)
emphasize critical thinking and creative thinking in lessons for all students
Create lessons which will engage all students
Ensure that a balance exists between
student selected and teacher assigned tasks and working arrangements
Avoid tracking by employing flexible grouping