1. Fairview International School Kuala Lumpur
Differentiated Instruction What is it? Why do it? How to do it ? September 4th 2013
Fairview International School
Kuala Lumpur

2. FACT: Our International schools today are educating the largest, most diverse student population ever, to higher standards than ever before.
This is the reason why the need for Differentiated Instruction is so necessary

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

4. “It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”

5. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

6. 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:
RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences..Orbitals..Complex Instruction…ETC.

7. Assessment in a Differentiated Classroom
Assessment is part of “teaching for success.”
Assessment information helps students chart and contribute to their own growth.
Assessment is more focused on personal growth than on peer competition.
Assessment information is more useful to the teacher than grades.

8. Interest – Readiness – Learning Profile
CONTENT
PROCESS
PRODUCT
ASSESSMENT
Pre - Post - Ongoing
for
Interest – Readiness – Learning Profile by
Self – Peers - Teachers

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

10. 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

11. 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

12. 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?
___________________________________________________________________
___________________________________________________________________.

13. 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

14. “Teaching facts in isolation is like trying to pump water uphill. ”
. “Teaching facts in isolation is like trying to pump water uphill.” (Carol Tomlinson)

15. Differentiation Strategies
Tell participants they are now going to look at some strategies in more depth.
Go to the next slide.

16. Flexible Grouping
Students are part of many different groups (and also work alone) based on the match of the task to student readiness, interest, or learning style.
Teachers may create skills based or interest based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.

17. 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.

18. 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.

19. Learning Contract #1 Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will write:
I will draw:
I will need:
Here’s how I will share what I know:
I will finish by this date:

20. 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 __/__/__

21. Squaring Off Whole Group Assessment
1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge.
Rarely ever Sometimes Often I have it!
Dirt road Paved road Highway Yellow brick road
Tell the students to go to the corner of the room that matches their place in the learning journey.
Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

22. Yes/No Cards
YES NO
Using a 4x6 index card the student writes YES on one side and NO on the other.
When a question is asked the students hold up YES or NO.
Ask the students if they know the following vocabulary words and what they mean.
Call out a word. If a student is holding a YES they may be called on to give the correct answer.
Remind them that if they don’t know the words it is OK because they will be learning them.
You can do the same thing with conceptual ideas, etc.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

23. Thumb It! Up Sideways Down
Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied.
Where I am now in my understanding of ______?
Up Sideways Down
I know a lot I know some I know very little
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

24. Fist of Five
Show the number of fingers on a scale, with 1 being lowest and 5 the highest.
Ask, How well do you feel you know this information?
I know it so well I could explain it to anyone.
I can do it alone.
I need some help.
I could use more practice.
1. I am only beginning.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

25. Let's Take Look at Some Examples
Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understanding
Drawing related to topic or content Standardized test information Anticipation journals

26. What Zone Am I In? THIS is the place to be…
On Target
I know some things…
I have to think…
I have to work…
I have to persist…
I hit some walls…
I’m on my toes…
I have to re-group…
I feel challenged…
Effort leads to success…
Too Hard
I don’t know where to start…
I can’t figure it out…
I’m spinning my wheels…
I’m missing key skills…
I feel frustrated…
I feel angry
This makes no sense…
Effort doesn’t pay off…
Too Easy
I get it right away…
I already know how…
This is a cinch…
I’m sure to make an A…
I’m coasting…
I feel relaxed…
I’m bored…
No big effort necessary…
THIS is the place to be…
THIS is the achievement zone…

27. Cubing
Connect It
Describe It Look at the subject closely (perhaps with your senses in mind).
Compare It What is it similar to? What is it different from?
Associate It What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.
Analyze It Tell how it is made. If you can’t really know, use your imagination.
Apply It Tell what you can do with it. How can it be used?
Argue for It or Against It Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.
Illustrate It
Change It
Evaluate It
Solve It
Rearrange It
Question It
Satirize It
Cartoon It

28. Ideas for Kinesthetic Cube
Arrange _________into a 3-D collage to show_________
Make a body sculpture to show__________________
Create a dance to show_______________________
Do a mime to help us understand_________________
Present an interior monologue with dramatic movement that________________________
Build/construct a representation of________________
Make a living mobile that shows and balances the elements of __________________
Create authentic sound effects to accompany a reading of ________________
Show the principle of _____________with a rhythm pattern you create. Explain to us how that works.

29. Think About…
HOW?

30. Possible Products Map Diagram Sculpture Discussion Demonstration Poem
Profile
Chart
Play
Dance
Campaign
Cassette
Quiz Show
Banner
Brochure
Debate
Flow Chart
Puppet Show
Tour
Lecture
Editorial
Painting
Costume
Placement
Blueprint
Catalogue
Dialogue
Newspaper
Scrapbook
Questionnaire
Flag
Graph
Debate
Museum
Learning Center
Advertisement
Book List
Calendar
Coloring Book
Game
Research Project
TV Show
Song
Dictionary
Film
Collection
Trial
Machine
Book
Mural
Award
Recipe
Test
Puzzle
Model
Timeline
Toy
Article
Diary
Poster
Magazine
Computer Program
Photographs
Terrarium
Petition Drive
Teaching Lesson
Prototype
Speech
Club
Cartoon
Biography
Review
Invention

31. Begin Slowly – Just Begin!
Low-Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal Prompts
Orbitals
Varied pacing with anchor options
Student-teaching goal setting
Work alone / together
Whole-to-part and part-to-whole explorations
Flexible seating
Varied computer programs
Design-A-Day
Varied Supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let’s Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest, learning profile
Use of collaboration, independence, and cooperation
Open-ended activities
Mini-workshops to reteach or extend skills
Jigsaw
Negotiated Criteria
Explorations by interests
Games to practice mastery of information
Multiple levels of questions
High-Prep Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
4-MAT
Multiple-intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
Flexible reading formats
Student-centered writing formats

32. Reform must come from within, not from without.
WE, are the Agents of Change… nothing can change unless we change ourselves
and our ways of teaching
James Gibbons

33. Organize classroom space Find out student interests
Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom
Start slowly
Organize classroom space
Find out student interests
Start Slowly – begin with one subject and one technique – use it for a while then add more
It will take students, as well as the teacher, time to adjust to a new way of learning.
Organize your classroom space – think about how your room is arranged and whether it provides space and materials for students to work in various configurations
Go to the next slide

34. Start class with familiar tasks (Do Now)
Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom
Use technology
Start class with familiar tasks (Do Now)
Start student port(data)folios
Student Files: Have a set of folders where you can easily place anecdotal notes about students or copies of completed assessments.
Student portfolios: Have students keep work in portfolios or independent work folders that they monitor (see record keeping chart handout – kids can use it to monitor their work and it provides you with an easy way to see what they’re doing). Portfolios can also be examples of best work or of a progression of skills. If kids put writing samples in a portfolio every month then the teacher has a basis of assessment and can discuss with the student how his or her work has progressed over the months. This also helps teach students how to set their own goals.
Clipboard: If you always carry a clipboard, kids get used to you writing on it. Carry goal tracking sheets on your clipboard so that you can keep track of what students are working on on a daily basis. You can also put blank index cards on your clipboard and take anecdotal notes throughout the day. Those note cards can then be placed in student files.
Use of technology: Providing students with websites and other technology can allow them to work more independently. There are websites listed on the Resources handout that fall in this category.
Start class with familiar tasks: this allows everyone to have a starting place (a warm-up question, for example) that can be completed while the teacher takes care of administrative tasks or moves students to groups.
Task cards, tape recorder, or overhead for directions: give students ways to hear and review directions so that they do not need to interrupt instruction or a teacher’s work with a small group. Directions can be written on index cards, tape recorded, and/or posted on an overhead or chart paper in the room.
System for student questions: Decide on steps that students should take before they ask the teacher a question. For example, first they use a set of pre-determined strategies (looking in their journal, skimming the textbook, looking online, etc.), next they ask a peer, finally they can ask the teacher. Then decide how students should ask the teacher questions if the teacher is working with a small group at the time (for example, they could write their question on an index card and place it by the teacher, who could write a response without interrupting much of the small group work.

35. THINK ABOUT ON-GOING ASSESSMENT
STUDENT DATA
Open response test
Oral response
Portfolio entry
Exhibition
Culminating product
Question writing
Problem solving
Journal Entry
Short Answer Test
TEACHER DATA
Anecdotal records
Observation by checklist
Skills checklist
Class discussion
Small group interaction
Teacher – student conference
Assessment stations
Exit cards
Performance tasks and rubrics

36. DIFFERENTIATED INSTRUCTION
JUST DO IT!!!

37. References
Differentiating Instruction in the Regular Classroom by Diane Heacox
Managing A Differentiated Classroom by Carol Ann Tomlinson