Overview of Differentiated Instruction District Articulation Archuleta School District 50 JT Friday,...

Overview of Differentiated Instruction

District ArticulationArchuleta School District 50 JTFriday, September 25, 2009

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Agenda Welcome Activator Activity Differentiation Defined Snapshots

High School: Supporting Learning Environment Intermediate: Continuous Assessments Elementary: Flexible Grouping

District Focus Wrap-Up

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Welcome Learning Targets

Identify basic components of differentiation. Connect aspect of differentiation approaches to

your own teaching.

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Norms of Participation Be present, participate, and engage fully. Listen to learn, limit side conversations. Monitor personal technology. Suspend judgment, live in curiosity. Commit to follow-through.

Center for Transforming Learning & Teaching, 2008

Differentiation is like _________________because _________________

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Beginning with the End in Mind “it is important to begin with the conviction

that we are no longer teaching if what we teach is more important than who we teach or how we teach.”

- Carol Tomlinson

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Differentiation defined “Differentiated instruction is a philosophy that

enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today. Differentiation is not just a set of instructional tools but a philosophy that a teacher and a professional learning community embrace to reach the unique needs of every learner.”

-Gayle GregoryDifferentiated Instructional

Strategies in Practice

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Differentiation definedDifferentiated Instruction is “responsive instruction.”

“… the philosophy of differentiation proposes that what we bring to school as learners matters in how we learn. Therefore, to teach most effectively, teachers must take into account who they are teaching as well as what they are teaching.”

- Carol TomlinsonFulfilling the Promise of the

Differentiated Classroom

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Key Principles• Teachers make the difference.• Students differ in learning preferences and need multiple and

varied avenues to learning.• All students can learn what is important for them to learn• Instruction must be meaningful.• Curriculum, instruction, and assessment are inseparable.• Diversity should be valued and respected.• Differentiating and adapting is critical to the success of all

learners. • Flexibility is the hallmark of a differentiated classroom.

Tomlinson 2001; 20039

Key Principles• Differentiating instruction and adapting curriculum must

become the rule rather than the exception• Goals are maximum growth and continued success• Collaborative planning is essential• Students and teachers are collaborators in learning• Curricular adaptation is neither prescriptive

nor precise• Adaptations should maximize student participation in typical

curriculum and instruction• Adaptations should maximize student involvement with

school peer groups• The teacher understands, appreciates, and builds upon student

differences. Tomlinson 2001; 2003 10

is a teacher’s response to learners’ needs

guided by general principles of differentiationsuch as:

respectful tasks flexible groupingclear learning goals supportive learning environment

Teachers can differentiate:

Content Process Product

Based on students’

Readiness Interests Learning Profile

ongoing assessment and adjustment

Differentiated Instruction

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High SchoolFocus: Supportive Learning Environments

Response Jot down three ways

you see this practice applied at your level.

Turn to your neighbor and share ideas about how you can use these practices in your classroom.

Share out. 12

Middle SchoolFocus: On-Going Assessment

Response Jot down three ways

you see this practice applied at your level.

Turn to your neighbor and share ideas about how you can use these practices in your classroom.

Share out. 13

Elementary Focus: Flexible Grouping

Response Jot down three ways

you see this practice applied at your level.

Turn to your neighbor and share ideas about how you can use these practices in your classroom.

Share out. 14

District Focus Planning for Differentiation Differentiating Products Flexible Grouping

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Planning for Differentiation Modalities of learning

style Interest inventories Learning styles Interviews

Modalities of content K-W-L Exit/entrance slips Tapping into students

prior knowledge

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Differentiating Products Choices based on readiness, interest, and

learning profile Demonstrates essential learning

Formative Summative Choice

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Flexible Grouping

Initially whole group for instruction Divide group for practice or enrichment Not a permanent arrangement Groups may be arranged according to

Interest Readiness Learning Style

Examples include Alone Partner work Jigsaw 4 Corners

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District Learning Plan Teachers increase elements of DCIA

practices to increase all students learning opportunities and academic growth.

Colorado Growth Model.

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Learning Opportunities Walk –Through Observational Tool Book Study Staff Meetings Professional Learning Communities Peer Observations Make and Take Workshop

Show how to differentiate a sample lesson plan. Provide exemplars of Differentiated Lessons.

Other . . .

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In Summary Ways to Differentiate

Content What is taught

Process How it is taught

Product How learning is assessed

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Wrap Up Exit Evaluation

I learned Most helpful/Least helpful I would like to learn My next step Appreciations, concerns, suggestions

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Give Yourself a Hand! Teachers Rock!

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SourcesGregory, G. (2009). Differentiated instructional

practices. Thousand Oaks, CA: Corwin.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd ed. Alexandria, VA: ASCD

Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD