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Differentiated Instruction. Tracy Quattrone Hamilton County Educational Service Center January 2008. Differentiated Instruction. Responding to All Students’ Needs. Programming for Talent Development: “Levels of Service”. - PowerPoint PPT Presentation
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Differentiated Instruction
Tracy QuattroneHamilton County Educational Service Center
January 2008
Differentiated Instruction
Responding to All Students’ Needs
Programming for Talent Development:
“Levels of Service”
I: Services for ALL students in the classroom, building, district – General Differentiation(Ohio Content Standards, Thinking Skills, Learning Styles, Group Projects…)
II: Service for MANY students – General Differentiation(projects and groupings based on interest and emerging talents, activities and groupings
targeting readiness, advanced classes…)
III. SOME students-need alternative opportunities – Systematic Differentiation based on learner need
(ELO Resource Room and Math for a Grade options…)
IV: A FEW students- benefit from services that are highly individualized
(Activities planned through careful, detailed assessment of student’s unique characteristics, acceleration, self-contained classes)
(Grade and/or subject Acceleration…)
Adapted from Center for Creative Learning 1997
Understanding Differentiation• Differentiation is a philosophy which includes pre-
planning as well as a set of instructional strategies.• Differentiation is not always visible, but is a way of
thinking about instruction.• Differentiated lessons have rigorous expectations for all.• Differentiation offers time for choice, however the teacher
guides students in making those choices.• Differentiation means providing appropriate scaffolding
to help all learners reach common learning goals.• Differentiated lesson planning takes professional
understanding and often a change in beliefs which may result in more planning time for teachers.
• Differentiation is different and thus not “fair”.
ContentProductProcess
Readiness Learning ProfileInterest
Differentiation of InstructionIs a teacher’s response to learners’ needs
Guided by general principles of differentiationsuch as
Respectful Tasks
Ongoing AssessmentAnd Adjustment
Flexible Grouping
Teachers can differentiate
According to Student’s
Through a range of instructional and management strategies
From works by Carol Ann Tomlinson
As a parent you may notice that thoughtful Differentiation
can be delivered through instructional and management strategies
such as:Questioning Strategies
Menu BoardsTiered Assignments
Reading GroupsFlexible GroupingAnchor Activities
Classroom Community and Environment
Bloom’s Taxonomy
SynthesisEvaluation
AnalysisApplication
ComprehensionKnowledge
Reading Assignment Tiered by ChallengeExamine the dimensions of setting, character, plot, mood/tone/point of view,
theme.
BEYOND
Justify which setting best furthers the plot or theme in a critical essay.
OR
Devise alternative settings and describe how they might affect the plot or ending. (essay, drama, or chart)
AT
Compare and contrast the impact of point of view on character development in first and in third person stories.
Share your findings in an essay or chart.
WORKING TOWARD
Define the elements and place on a chart.
Describe how the author addresses each dimension in the short story.
Share your work in a journal or self-selected product.
FLEXIBLE GROUPING
Anchor Activities are ongoing
assignments that students can work on independently throughout a unit, a grading period or longer. Enrichment FoldersCenters Independent StudiesTechnology Programs and Exploration
Addressing Fairness
in the Classroom Community
“Not that everyone gets the same, rather,
everyone gets what he/she needs.”
“In order to be fair, we must
treat them differently.”
Planning for Differentiation
Visioning… for DifferentiationUnderstands that implementation is a multi-year approach and has many implementation facets.
Provides consistency of direction and sustainability of action over a long period of time.
Focuses on classroom practices that are responsive.
Connects to current initiatives and compliments professional learning.
Assesses, meets and trains teachers where they feel comfortable (zone of proximal development).
Sparks the interest and excitement of stakeholders.(Leadership for Differentiating Schools and Classrooms)
Forest Hills
• Past professional learning that included specific differentiation strategies
• Current Technology and T.A.B.L.E.T. Initiative provides avenues in which to implement differentiation
• Current Understanding by Design Initiative provides a framework for differentiation to fit authentically
• Current analysis of student data provides a rationale and need for differentiated instruction
• Future Curriculum Reviews allow for strategies to be embedded as well as targeted training to occur
Differentiated Schools
Community Building
High Quality Curriculum
Flexible Grouping
On Going Assessment
Teachers as leaders
Collaboration and Sharing of Ideas, Resources and Materials
Targeted Professional Learning
Varied Instruction Based on Student Need
Choices
What can parents do:
• Ask questions• Support rigorous learning at home• Understand you may not see differentiation every
day• Realize differentiation could look different
depending on the topic of study• Provide avenues for deeper exploration• Discuss fairness with your child• Promote effort and not just grades
Differentiation Resources
• Carol Ann Tomlinson• Bertie Kingore• Carolyn Coil• Diane Heacox• Susan Winebrenner• Sheryn Spencer Northey• Joan Smutny