Differentiating a Lesson Plan

A Pathway to Differentiation: Differentiating a Lesson Plan

Sean M. HildebrandtSecondary High Potential Specialist

Shakopee Public SchoolsShakopee, MN 55379

Phone: (952) 496-5768Email: shildebr@shakopee.k12.mn.us

Differentiated

Instruction

Differentiation is best practiceoTeachers teach better when they

systematically study their students (Souza & Tomlinson, 2011) to create differentiated, learner- centered classrooms.

oDifferentiated instruction increases stimulation by responding to students’:

ReadinessInterests and/orIndividual learning profiles

oBrain studies suggest stimulating environments maximize

learning (Rao, 2010; Shaw,

2006)

Differentiation defined:Differentiation is a teacher’s response to learner needs shaped by mindset and guided by general principles. Teachers can differentiate through content, process, or product according to students’ readiness, interest, or learning profile.

- Carol Ann Tomlinson (1999)

Before Differentiating…Consider the Content & Literacy

standard(s) being addressed. Will all students learn the same material? (Content)

Consider the students ability levels. Can you teach the material in the same way to all students? (Process)

Consider the assessments. How will students demonstrate mastery? (Pre/Form/Sum & Product)

…More ConsiderationsConsider the physical

environment. What conditions are needed for the lesson?

Consider classroom behaviors. Will affective issues interrupt the lesson?

Consider materials available. Will materials force changes in the process?

Differentiating for Content What is being taught? Select the

common core (literacy/content) standards to address

Pre-assess to identify students prior knowledge base

Design flexible opportunities via: Alternative mini-lessonsEnrichment projectsAccelerate curriculum

Tools: Learning contracts, curriculum compactor, richer & deeper text

Differentiating for ProcessProcess: How the students are

taught.Plan varied activities based on:

Readiness: matching complexity of a task to student's level of skill and understanding

Interest: give topic choices so that students make personal connections to a specified goal.

Learning profile: match activity to student’s identified learning modality or interest, or intelligence preference. Bloom’s New Taxonomy

Differentiating for ProductProduct: How the

demonstrate content or skill mastery.

Design project menus that take student interests & learning

preferences into account

Tools: Tic-Tac-Toe menus & project matrixes

ideabackpack.blogspot.com

Product Matrix

ReferencesDifferentiation & the Brain: How Neuroscience Supports the

Learner Friendly Classroom, David A. Sousa & Carol A. Tomlinson. (2011).

Shaw, P., Greenstein, D., Lerch, J., Clasen, I., Lenroot, R., Gogtay, N., et al. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440, 676-679.

Rao, H., Betancourt, L., Giannetta, J. M., Brodsky, N. L., Korczykowski, M., Avants, B. B., et al. (2010). Early parental care is important for hippocampal maturation: Evidence from brain morphology in humans. Neurolmage, 49, 1144-1150.