Differentiating InstructionThe Road to Student Success

Although the destination remains constant, the routes we take to reach that destination and the time it takes us to get there may vary.

Vision Our vision is to be recognized as an integral part of the entire educational

experience that is paramount to student achievement, future career success, and self-sustainability.

Mission Our mission is to empower students for successful participation in a highly technological society by providing 21st century skills necessary to become

an effective worker and citizen in an ever-changing global economy.

Learning TargetsI can• Identify key components of differentiated

instruction• I can use multiple data sets to help with

differentiation • I can create differentiated learning activities

to meet specific learning targets in CTE.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

• Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

• Teachers embrace diversity in the school community and in the world.

• Teachers treat students as individuals. • Teachers adapt their teaching for the benefit of students with

special needs.

USING MULTIPLE DATA SETS

SPC Class List

NC Ready EOG Reading/NC Ready EOC English II Performance Stands in the Lexile Measure

EOG Mathematics/NC READY EOC Math I performance

standards in the Quantile measure.

GradeLimited

CommandPartial

CommandSufficientCommand

SolidCommand

SuperiorCommand

3 425Q and Below 430Q to 605Q 610Q to 675Q 680Q to 880Q 885Q and Above

4 550Q and Below 555Q to 720Q 725Q to 760Q 765Q to 945Q 950Q and Above

5 600Q and Below 605Q to 770Q 775Q to 815Q 820Q to 1005Q 1010Q and Above

6 755Q and Below 760Q to 905Q 910Q to 945Q 950Q to 1120Q 1125Q and Above

7 805Q and Below 810Q to 955Q 960Q to 995Q 1000Q to 1160Q 1165Q and Above

8 920Q and Below 925Q to 1090Q 1095Q to 1135Q 1140Q to 1330Q 1335Q and Above

Math I 890Q and Below 895Q to 1015Q 1020Q to 1075Q 1080Q to 1305Q 1310Q and Above

Career Development Plan

Career Development Plan +

What is Differentiation? What it is not What it is

• Individualized instruction with separate lessons plans for each student

• Proactive

• All homogeneous groups • Blend/flow of whole class and small group

• Hard questions for the bright students and easy questions for the strugglingstudent

• Multiple approaches to content, process, and product

• Student-centered • Qualitative rather than quantitative

Differentiated Instruction is:• Student Centered:

– Teachers differentiate instruction to provide appropriately challenging learning experiences for all their students.

– They understand the need to help students take increasing responsibility for their own growth.

• Rigorous:– Students are provided with challenging instruction to motivate and improve their learning.– Students are challenged and engaged in content that conveys depth and breadth.

• Relevant:– Instruction is focused on essential learning. – When appropriate, students make choices about what they will learn and how they will show

what they have learned.

Why differentiate?• No two children are alike and no two children learn in the identical way• To provide access to the curriculum for all students and to meet curriculum

standards for each learner.• Differentiation is preventative; Intervention must take a broader view than

that of simply supplying repetitious skill practice.• Meeting the needs of struggling students is effective teaching• To maximize each student’s growth, increase student motivation, and

achievement.• To connect with the learners, help students become independent learners and

to goster student responsibility.

Ways Teachers Can Differentiate

Content

Process

Product

“Knowledge and skills”Multiple options for taking in information

Varying learning activities or strategiesMultiple options for making sense of ideas

Varying complexity/choice (tiered assignments)Multiple options for expressing what they know

Abilities

Interest

Learning Style

Tips for Managing a Differentiated Classroom • Develop a Classroom Community (teams, shared rules, collaboration vs. competition)• Yellow pages of classroom experts, kids design personal ads • Assign various roles in cooperative groups (facilitator, materials coordinator, time keeper, task

master)• Develop a system for resolving conflicts or differences of opinions (peer mediation, class

meetings, agenda box) • Increase student-student interactions vs. teacher-student• Visual and auditory learning supports (posters, interactive charts, tape-recorded directions,

common symbols for learning tasks, word walls)• Create room arrangement that permits easy student movement and high teacher visibility • Provide purposeful activities and procedures for students who finish tasks early that extend or

reinforce learning

First Steps: Preparing for Differentiation

• Identify standard(s): learning goals and outcomes • Diagnose the difference in readiness, interests, and learning styles of each student through various tools:

Entrance tasksExit SlipsObservationAssessments

Differentiation by Content, Process, and Product

CONTENT (what students learn)Differentiates by preassessing student skills and understandings,

then matching learners with appropriate activities

• Provides students with choices in order to add depth to learning

• Provides students with additional resources that match their levels of understanding

• Allow students to work at their own pace• Content includes curriculum topics,

concepts, or themes

• Use texts at the student's reading level

• Use audio/visual devices• Use pictures, charts, and visuals• Use of mentors• Reflects state or national standards• Presents essential facts and skills

Process (how students learn)Refers to how students make sense or understand the information, ideas, and

skills being studied

• Reflects student learning styles and preferences

• Varies the learning process depending upon how students learn

• Match task complexity to student skill level

• Give students topic choice

• Give students choice based on learning style

• Use graphic organizers

• Use choice - boards, cubing, and learning centers

Product (the end result of student learning)

• Tends to be tangible: reports, tests, brochures, speeches, skits

• Reflects student understanding

• Differentiates by providing challenge, variety, and choice

• Replace tests with product assignments (design, create, develop, make, draw, write)

• Choice of group or individual work

• Rubrics for grading

Environment

Tiered Assignments/Activities

Creating Multiple Paths For LearningKey Concept

orUnderstanding

StrugglingWith TheConcept

SomeUnderstanding

UnderstandThe

Concept

READINESS LEVELSReaching Back Reaching Ahead

Planning Tiered AssignmentsConcept to be Understood

ORSkill to be Mastered

Below-LevelTask

On-LevelTask

Above-LevelTask

Create on-level task first then adjust up and down.

“Adjusting theTask”

CautionBe sure that the tasks you design are truly more advanced and not simply MORE work.

EXAMPLES OF TIERED ASSIGNMENTS

AgriscienceUsing Desktop Publishing

Tier one• Create an

environmental brochure that will inform your classmates about an environmental issue related to the agriscience.

Tier three• Create an informational

brochure that presents various positions on an environmental issue related to agriscience. Determine your position on the issue and present a convincing argument for it in your brochure.

Tier two• Create an information

brochure that will inform your classmates of different points of view about an environment issues relating to agriscience.

Business EducationCreating Graphs in Microsoft Excel

Tier one• Open premade

graph in Excel, change the headings, graph type, and content.

Tier three• Create your own

survey and graph the results in Excel.

Tier two• Create your own graph

in Excel using the statistics given to you.

Family & Consumer Science“Cutting Techniques”

Tier one

• List and define the 6 cutting techniques

Tier three

• Use the 6 cutting techniques to create an ornamental fruit basket.

Tier two

• Compare and Contrast the 6 cutting techniques and explain the differences with a partner

Tier by Product Using Learning Styles

• Group 1 – Create something (kinesthetic)• Group 2 – Draw something (Visual)• Group 3 – Create a song (Auditory)

p. 5

Free Time

Have anchor activities.