1. DIFFERENTIATION REVIEW
Prepared & Presented by
LT’s Piece 4 Differentiation Teacher Leader Team
January 7, 2013

2. Objectives: I will be able to: Define differentiation (K)
Identify where differentiation fits in the PLC Cycle (D)
Define and characterize the three types of differentiation (K)
Distinguish examples of differentiation from non-examples (D)
Know what constitutes the K, U, and D (K)
Explain the purpose of a KUD statement (D)

3. Agenda: Mini-Lecture: Review of Differentiation Table Game:
Define differentiation
Identify where differentiation fits in the PLC Cycle
Define and characterize the three types of differentiation
Table Game:
Is it Differentiation or Is It Not?
Distinguish examples of differentiation from non-examples
Mini- Lecture Cont:
Review of Differentiation
Explain what constitutes the K, U, and D
Explain the purpose of a KUD statement
Review Game: Things Associated with…
Review presentation objectives

4. Differentiation is… “A systematic approach to planning curriculum and
instruction for
academically diverse
learners” that
provides students of
different abilities,
interests, or learning
needs equally
appropriate ways to
learn.
(Tomlinson & Strickland, p.7).
Essential Outcome
Instruction
Formative Assessment
Data Collection & Analysis
SMART Goals
Differentiated Instr.: Intervention & Enrichment
Summative Assessment
Where does differentiation fit in the PLC Cycle?

5. Differentiation is… What it is:
Meeting kids where they are… not where we wish they would be
Teaching with variance in mind
Responsive teaching rather than one-size-fits-all teaching
“Providing student multiple options for making sense of information”
Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.

6. THREE TYPES OF DIFFERENTIATION
INTEREST
“What a student enjoys learning about, thinking about, and doing”
(Tomlinson & Strickland, p.6)
LEARNING PROFILE
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
READINESS
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

7. When we differentiate for interest, we:
Engage students in
their interest, which
increases the
likelihood and speed of
learning.
Positively “impact a
student’s readiness to
learn too.”
WAYS TO DIFFERENTIATE BY INTEREST:
“Provide materials to encourage future exploration of topics of interest
Use student questions & topics to guide lectures, materials selection, examples, & illustrations
Encourage students to design or participate in the design of some tasks
Allow students to specialize in aspects of a topic they find interesting and share findings with others”
(Strickland, p.1, 2012)

8. When we differentiate for LEARNING PROFILE, we:
Collect data about
student learning
preferences …
in order to
“provide students
different ways to work or
learn”…
“simultaneously, rather
than waiting for their turn
in the learning profile
“rotation”.”
WAYS TO DIFFERENTIATE BY LEARNING PROFILE:
Create different activities (aligned to the same KUD) that allow students to process or make sense of the unit information
Create different product options for students to demonstrate what they learned
Allow students to work alone or with a partner
(Strickland, p.30, 2012)

9. When we differentiate for READINESS, we:
“Accept readiness is not a fixed factor”… and scaffold student experiences to provide them with information and work that is challenging… in order to “maximize student growth”
WAYS TO DIFFERENTIATE BY READINESS:
Tiered Tasks
Small Group Instruction
(Strickland, p.51-52, 2012)

10. GAME: Is it differentiation or is it NOT?
YES NO
DIRECTIONS:
Find a group of three
Read the scenario on each label.
Determine whether each label is or is not an example of differentiation.
If the label:
is an example of differentiation, place the label on the left side of your construction paper
is not an example of differentiation, place the label on the right side of your construction paper
Yes No

11. 5 Principles of Differentiated Instruction:
Quality Curriculum
Quality Tasks
Respectful Community
Continual Assessment
Flexible Grouping
(Tomlinson & Strickland, p , 2005.)

12. A High Quality Curriculum…
Has clear learning goals for students that articulate what ALL students are expected to Know, Understand, and Do
At LTHS this is articulated through our:
Enduring Understandings (U)
and Essential Outcomes ( K & D)
Essential Outcome
Instruction
Formative Assessment
Data Collection & Analysis
SMART Goals
Differentiated Instr.: Intervention & Enrichment
Summative Assessment

13. KUD STATEMENT…
When differentiating, it is the KUD statement that ensures:
the learning goal is clear and consistent
all students are led to the same end result or outcome regardless of the type of differentiation that is employed and regardless of the specific task or activity they are completing
all students receive the same key learnings (KUD)

14. KUD STATEMENT… K KNOW U UNDERSTAND D DO LT’s Essential Outcomes
Knowledge
Facts, People, Dates, Places, Definitions
Can begin with “know how” U
UNDERSTAND
LT’s Enduring Understandings
Big Ideas
(that frame the details)
Generalizations
I want students to understand that… D DO
Skills
Outcomes
Includes things you want students to be able to do after they complete your class
(Strickland, 2011, p.15)

15. GAME: THINGS ASSOCIATED WITH DIFFERENTIATION
DIRECTIONS:
Find a partner
One person must act as the “guesser”
Turn your chair away from the screen
Do not look at the screen or read the terms on the screen
The other person will describe each term to the “guesser” in an effort to get the “guesser” to list every term on the screen
You may not say the words on the screen
Once the “guesser” says all the words on the screen raise your hand
The first team done has won the game

16. GAME: THINGS ASSOCIATED WITH DIFFERENTIATION
TERMS THAT MUST BE SAID BY THE GUESSER:
PLC Cycle
Learning Profile
KUD Statement
Interest
Quality Curriculum
Flexible Grouping
Readiness
Respectful Community
Continuous Assessment
Quality Task

17. REFERENCES
McTighe, J. & Wiggins, G. (2006). Understanding by design, 2nd ed. Alexandria, Virginia: ASCD.
Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation. ASCD: Alexandria, Virginia.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades ASCD: Alexandria, Virginia.
(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.

18. WHAT’s NEXT?

19. AGENDA FOR THE DAY… SESSSION TITLE TIME Opening Session 7:45-8:15am
Session I:
Differentiation Review
8:20-9:00am
Session II:
Choice Session Concerning Differentiation
9:10-10:00am
Session III:
10:10-11:00am
Session IV:
Applying Information in Your PLC
11:10-12:00pm
LUNCH
Provided for all faculty In NC Cafeteria
12:00-12:50pm
Division Meeting
1:00-3:00pm

20. IN MARCH…
On March 11, 2013, each PLC Team will present the following information in our division meeting:
Explanation of the differentiated lesson, project, activity/task
Type of differentiation
Summary of the lesson, project, or activity
Success experienced
Challenges experienced
Next steps concerning differentiation

21. IN A MOMENT… You will get into PLC groups:
Please share the sessions you will attend for the day
Identify information you would like to obtain so that you can use your time when we return to work in PLCs at 11:10am
Use any remaining time (up until 9:00am) to plan your differentiated task/lesson

22. SEE YOU BACK HERE
AT 11:10am
TO WORK IN YOUR PLCs