1. Differentiated Instruction
Follow-Up Table Talk :
Differentiated Instruction
Lyons Township High School
October 17, 2012

2. Please Share…
IDEAS:
QUESTIONS:

3. Today’s Purpose:
To answer participant questions concerning Differentiated Instruction
To share and build upon participant ideas
To provide several strategies for differentiating instruction in the classroom

4. K U D THE KUD Essential for Effective Differentiated
Facts
Places
People
Things K
Big Ideas
Generalizations
Essential Understandings U
Skills
Outcomes D
Essential for
Effective Differentiated
Instruction because it
ensures the same
learning goal and
expectations are in
place for all students
KUD is part of the terminology associated with Differentiated Instruction
Gurus of Differentiated Instruction believe that clear learning goals identified in terms of things students are expected to know, understand, and do ensure students get to the same outcome when completing slightly different tasks or activities
We have fit the terminology associated with Differentiated Instruction into our PLC Cycle identifying that the K & D are equivalent to Essential Outcomes and the U is the same as an Enduring Understanding, it is a big idea
(Strickland, 2011, p.15)

5. Ideas for Differentiating: Rather than Provide 1 Assessment, Provide 3
To Differentiate Questioning:
1) Identify your KUD
2) Provide students 3 questions/tasks in the midst of a lecture, as part of an activity, or on an entrance/exit slip that arrive at the same KUD
3) Students should answer one of the three questions or complete one of the three tasks
* Questions can be differentiated by interest, learning profile, or readiness

6. Sample ASSESSMENT TASK:
Select one of the following tasks to complete in your class notes:
Draw a flow chart that depicts the water cycle.
Write a narrative explaining the steps of the water cycle from the perspective of a water droplet.
C) Draw a picture that clearly articulates the water cycle. Label the picture appropriately.

7. To Create Tic-Tac-Toe:
Ideas for Differentiating: Use Tic-Tac-Toe to Differentiate by Interest
To Create Tic-Tac-Toe:
1) Write 9 commands, questions, or tasks on the Tic-Tac-Toe board.
2) Have students choose three options to complete creating a row vertically, horizontally, or diagonally

8. Sample TIC TAC TOE

9. Ideas for Differentiating: Use RAFT to Differentiate by Learning Style
To Create a RAFT:
Develop a KUD
Please note: When assigning a RAFT, you may have to rely upon student presentations or sharing to achieve all aspects of the KUD.
Design a writing assignment with a minimum of 4 columns:
Roles
Audiences
Formats
Topics
(Strickland- Social Studies, 2012, p. 15)
(Strickland- Social Studies, 2012, p. 26)

10. Ideas for Differentiating: Use RAFT to Differentiate by Learning Style
To Create a RAFT:
3) Have each student select one horizontal row to complete
4) Make time for students to share their work (so all aspects of the KUD are achieved)
* To differentiate by Learning Style, make sure there are several options that appeal to different learning styles in the FORMAT column
(Strickland- Social Studies, 2012, p. 15)
(Strickland- Social Studies, 2012, p. 26)

11. Sample RAFT: SOCIAL STUDIES
(Strickland- Social Studies, 2012, p. 16)

12. Ideas for Differentiating: Use Tiering to Differentiate by Readiness
“Tiering is a process
of adjusting the
degree of difficulty
of a question, task,
or product to
match a student’s
current
readiness level.”
Strickland, A Strategy for Readiness Differentiation

13. Ideas for Differentiating: Use Tiering to Differentiate by Readiness
To Tier an Assignment:
Determine the KUD statement
Identify the readiness ranges relative to the KUD goals
Create an activity that is engaging & rigorous
Replicate the activity to address differences in readiness
Use similar knowledge & skills
Yields the same understanding
Use assessment data to match the task to the student
(Strickland- Math, 2012, p. 16)

14. Sample TIERED LESSON: MATH
(Strickland- Math, 2012, p. 19)

15. References:
Resources for Idaho Teachers: Differentiation Framework. DesCartes Curriculum: NWEA Map. Retrieved from
Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Music. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Math. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Social Studies. ASCD: Alexandria, Virginia.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades ASCD: Alexandria, Virginia.