1. Differentiated Instruction
Harlingen Learning Community

2. FACT
Our nation’s schools today are educating the largest, most diverse student population than ever, to higher learning standards then ever before.
This is the reason why the need for differentiated instruction is so important.

3. What is Differentiated Instruction?
A philosophy and way of teaching that respects the different learning needs of students and expects all students to experience success as learners.
Differentiated instruction is
responsive teaching rather than
one-size-fits-all instruction.
(Tomlinson, 2005)

4. “It means teachers proactively plan varied approaches to what they 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. Differentiating instruction means……
“Shaking up” what goes in classroom so that students have:
Multiple options for taking in information
Flexibility in order to make sense of ideas
Options for expressing what they learn.
(Sholom Fried, 2010)

7. What Differentiated Instruction Means for Teachers
Teachers DO:
Teachers DON’T:
Provide several learning options, or different paths to learning, which help students take in the information and make sense of concepts and skills
Develop a separate lesson plan for each student in the classroom
Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle
“Water down” the curriculum for some students
Copyright © Glencoe/McGraw-Hill.

8. Key Principles of a Differentiated Classroom
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student differences.
Assessment and instruction are inseparable.
The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
All students participate in respectful work.
Students and teachers are collaborators in learning.
Goals of a differentiated classroom are maximum growth and individual success.
Flexibility is the hallmark of a differentiated classroom.

9. Assessment in a Differentiated Classroom
Assessment drives instruction.
Assessment information helps the teacher map next steps for varied learners and the class as a whole.
Assessment occurs consistently as the unit begins, throughout the unit, and as the unit ends.
Teachers assess student readiness, interest, and learning profile.
Assessment is part of “teaching for success.”

10. What Can Be Assessed? Readiness Skills Content Knowledge Concepts
Interest
Interest Surveys
Interest Centers
Self-Selection
Learning Profile
Areas of Strength and Weakness
Work Preferences
Self Awareness

11. On-going Assessment: A Diagnostic Curriculum (Feedback and Goal Setting)
Preassessment Formative Assessment Summative Assessment (Finding Out) (Keeping Track & Checking Up) (Making Sure)
Pre-test
KWL
Checklist
Observation
Evaluation
Questioning
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
Conference Exit Card
Peer Evaluation Portfolio Check
Observsation Quiz
Talk Around Journal Entry
Questioning Self-Evaluation

12. What is Cubing?
An instructional strategy to help students think about a topic or idea from many different angles.
Cubing includes 6 commands (one on each of its 6 faces).
Tasks on cubes vary according to the levels of the various groups.
Cubing is an engaging strategy for tactile/kinesthetic type learners.
Source:

13. How Are Cubes Used? Step 1: Identify the concept or targeted skill.
Step 2: Create commands for the cubes aligned to the key concept or skill.
Step 3: Make sure students understand the commands and direction of the tasks.
Step 4: Group students according to readiness, interest, or learning profile.
Step 5: Students take turns rolling the die. To provide choice, allow the student to roll again if he/she does not want to do the first command. Each student rolls the die and completes their given task.
Source:

14. Cubing Example Describe It
Look at the subject closely and tell about it. (Use your senses.)
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? Who/what does it remind you of? People? Places? Things? Feelings?
Analyze It
Tell how it is made. If you really don’t 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.

15. Blank Cube Template Describe It Apply It Analyze It Associate It
Are you for or against it?
Analyze It
Associate It
Compare It
Design, cut out, laminate for durability, fold along lines, glue tabs inside box, tape for extra strength.
Find more educational templates and fun activities at MommyNature.com!

16. Differentiating with Learning Menus & Choice Boards
strategy#​

17. Why Implement Choice Boards & Learning Menus
It is an approach to teaching and learning for students of differing abilities in the same class. Students who are working at various levels can learn key concepts and be engaged in tiered learning activities simultaneously.

18. Learning Menus & Choice Boards
Students are empowered through choice in their learning day when given the opportunity to select activities that recognize background knowledge, readiness, language, preferences, and interests.

19. Meeting Students’ Needs
Utilizing choice boards and learning menus helps to maximize each student’s growth and individual success by meeting each of their needs with activities that are ideal for instructional level.