2. DIFFERENTIATIO N IN THE CLASSROOM BY: TARYN RAPERT

3. “The reality is that the way we “do school” does not make it easy for classrooms to be places where individual student needs, rather than pressure to pass a standardized test, ultimately shape the curriculum.” (Hertberg- Davis, 2009)

4. DEFINITION Differentiated instruction is an approach to teaching that is focused on the inclusion of all students, no matter the student’s disability.

5. TRUTHS Differentiation is a method used to appeal to all the different types of students and their learning styles.

6. MISCONCEPTIONS Differentiation will take too much time to plan. Differentiation will make grading harder. Students will not understand if they are not learning the same things. It is a waste of time, with little to no benefit for students.

7. MISCONCEPTIONS Only used in Special Education Only used for “special students” Cannot be used for gifted students

8. MISCONCEPTIONS Misunderstandings about differentiation— that it is a form of scaffolding for struggling learners rather than a method of meeting the unique needs of all levels of learners, that it is primarily a group work strategy, that it is about providing fun choices rather than a thoughtful, concept-based curriculum. (Hertberg-Davis, 2009)

9. CLASSROOM BENEFITS All classrooms can benefit from differentiation, not just special education classrooms. Inclusion classrooms containing students of different learning levels will especially benefit.

10. CLASSROOM BENEFITS Students are able to stay on task more easily; therefore, disruptions are fewer. Classroom behavior problems decrease, due to more engaged student learning.

11. STUDENT BENEFITS Students are more actively engaged in learning. Students have more individualized learning materials based on their learning styles/levels. Overall learning increases.

12. STUDENTS WHO BENEFIT English Language Learners  ELLs Gifted and Talented  GT Learned Disabled  LD

13. WHY DIFFERENTIATE? Why not?  Giving students the best environment to learn, using the tools to best fit their needs is what teaching is all about.

14. We teachers might think of ourselves as gardeners, helping students grow beautifully branched brains. But for that to happen, we must first have students’ attention and cooperation. We can accomplish that with choice, control, opportunities to tie new knowledge to previous knowledge, and, above all else, by increasing learner accountability. (Nunley, 2003)

15. DIFFERENTIATE D etermine the standards to be taught. I dentify student needs with strong assessment tools before, during, and after learning. F ormulate plans that link the targeted standards with individual needs. F ind effective strategies and activities to teach the information. E ngage students in activities that employ their interests and the ways they learn. Relate learning to the students' worlds.

16. CONTINUED.. E ncourage risk taking with wise choices. N urture the social and emotional aspects of the students. T arget the learners' needs with flexible grouping designs. I gnite each student's desire to learn. A djust assignments to match the learner's abilities, knowledge levels, and interests. T ailor lessons with student-focused activities. E ntice and ignite lifelong learners. (Chapman & King, 2005)

17. REFERENCES Hertberg-Davis, H. (2009). Myth 7:differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and will to differentiate adequately. Gifted Child Quarterly, 53(4), 251-253. Nunley, K. F. (2003). Layered curriculum brings teachers to tiers. Education Digest, 69(1), 31-36. Chapman, C., & King, R. (2005). 11 practical ways to guide teachers toward differentiation (and an evaluation tool). Journal of Staff Development, 26(4), 20-25.