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Differentiated Instruction
What Is Differentiated Instruction?
Essentially, it means providing several options for students to take in information, make sense of ideas, and demonstrate what they’ve learned.
Very simply, it is based on the assumption that different learners have different needs.
Differentiation is not a strategy it is a philosophy
Students learn best when adults push them beyond where they can work without assistance.
Students can learn best when they can make a connection between the curriculum and their interests and life experiences.
Students learn best when learning opportunities are natural.
Differentiated Instruction
is more qualitative than quantitative is rooted in assessment provides multiple approaches to
content, process, and product is student centered is a blend of whole class, group, and
individual instruction
Differentiated Instruction
is not individualized instructionis not chaoticis not another way to provide
homogeneous instructionis not grading modifications
In a differentiated classroom, the teacher proactively plans and
provides different learning options based on
knowledge of varied learner needs.
What is the teacher’s role in a differentiated classroom?
The teacher becomes the facilitator of time and space, an assessor of students, a
person who helps kids learn to plan and learn to assess the
effectiveness of their planning.
How do you differentiate and still keep the class on
the same page?Focus on concepts and principals instead of predominantly on facts
Focus on a key concept and a key skill that will help students work with that concept
Design activities that all students can work on at different levels
Teachers can differentiate at least 4 classroom elements based on student readiness, interest, or learning profile.
Content- what the student needs to learn or how they will get access to the information
Process- activities in which the student engages in order to make sense of or master the content
Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit
Learning Environment – the way the classroom works and feels
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Content Process Product
According to Students’
Readiness Interest LearningProfile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
Differentiation Strategies
All strategies are aligned with instructional goals and objectives.
Specific strategy selection based on Focus of instructionFocus of differentiation
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Thoroughly pre-assess the learner’s knowledge and document findings Explain the process and its benefits to the student Create written plans and timelines for study Allow student choice in enrichment or accelerated study
Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a 3 step process:1.assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master2.create plans for what the student needs to know, and excuse the student from studying what he/she already knows 3. enriched study
ReadinessCompacting
Focus task on a key concept Use a variety of resource materials at different levels of complexity and associated with different learning modalities Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration
Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness.For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate.
ReadinessTiered Assignments and Products
Things to ConsiderDescription of Strategy
Primary UseDifferentiation Strategy
[1] This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
TIERED ASSIGNMENTSDifferentiation Strategy
Primary Use Description of Strategy Things to Consider
Tiered Assignments and Products
Readiness Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness.For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate.
Focus task on a key concept Use a variety of resource materials at different levels of complexity and associated with different learning modalities Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration.
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Beginning Intermediate Advanced
Outcome/Objective
Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.
Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.
Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.
Instruction/Activity
Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.
Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.
Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.
Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the ADAW rubric.
Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the ADAW rubric.
Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the ADAW rubric.
Tiered Activity – Writing a Persuasive EssayErwin Middle or High School Classroom
COMPACTINGCompacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a 3 step process:1.assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master 2.create plans for what the student needs to know, and excuse the student from studying what he/she already knows, and 3. enriched study after completion of work.THINGS TO CONSIDER
Thoroughly pre-assess the learner’s knowledge Explain the process and its benefits to the student Create written plans and timelines for study Allow student choice in enrichment or accelerated study.
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Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)•Create a test to assess knowledge of photosynthesis.
THINK-TAC-TOEDraw a picture
of the main character.
Perform a play that shows the conclusion of a
story.
Write a song about one of
the main events.
Write a poem about two main events in the
story.
Make a poster that shows the order of events
in the story.
Dress up as your favorite character
and perform a speech telling who you are.
Create a Venn diagram comparing and contrasting the introduction to the
closing.
Write two paragraphs
about the main character.
Write two paragraphs about the setting.
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Learning Contract To demonstrate what I have learned about polygons, I want to
_ Write a report_ Put on a demonstration_ Create an experiment_ Develop a computer presentation_ Construct a model
_ Design a mural_ Calculate areas of polygons_ Design a movie_ Create a graphic organizer or diagram_ Other
This will be a good way to demonstrate understanding of this concept because______________________________________________________________
To do this project, I will need help with______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _______________________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__Teacher signature: ________________________________ Date __/__/__
Think Pair Share
Teacher asks a questionStudents take a moment to consider the questionStudents pair up to share most unique or most convincing responseThe teacher calls for pairs to share their responsesCan be done in a round robin manner
SOCRATIC SEMINARS/ CIRCLESThe Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers.
Students are given opportunities to "examine" a common piece of text, whether it is in math, literature, art, history, science, health, or music. After examining, open-ended questions are posed.
Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence.
PROBLEM-BASED LEARNING
Problem-based learning (PBL) is an instructional strategy in which students actively resolve complex problems in realistic situations.
The problem is presented to students who are asked to apply reasoning, questioning, researching, and critical thinking to find a solution to the problem.
The emphasis of problem-based learning is on the process, with a focus on students’ learning to enable self-reliance.
CUBINGCubing is a simple instructional strategy that can be used when choices or combinations of concepts must be made.
Words, ideas, or tasks are written on each side of a cube or set of cubes.
Tossing the cube(s) creates combinations of prompts for students to use.
Cubes may be blocks of wood or can be made of paper by a teacher or student.
CUBING IDEASWrite question words (who, what, when, where, how, why) on each side of the cube for a review.
Write numbers on each side for math solving.
Write science vocabulary on the cube for review.
Make the questions on the cube reflect a level of Bloom's taxonomy to include all levels of thinking.
Write dates from history on the cube. Have students recall an event from the date that the cube indicates.
Write characters on one cube, settings on another. Students can create stories from the results.
Be creative.
Write 3 things that you have learned about functions.Give 2 examples.
EXIT CARDSExit Cards (AKA “Tickets To Leave”) are used to gather information on student readiness levels, interests, and/or learning profiles.The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another activity.
EXIT CARD EXAMPLE
Today you began to learn about hyperboles.
•List three things you have learned.
•Write at least one question you have about this topic.
EXIT CARD EXAMPLE We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue.
What questions do you have about this topic?
EXIT CARD EXAMPLE
On your exit card --Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.
Strategies That Support Differentiating ProcessingLearning LogsGraphic organizersUsing Varied Text and Resource MaterialsLearning contractsMinilessonsJigsawThink-pair-share
Literature Circles
Note Taking Organizers
Highlighted print materials
Peer Mentors
Digests of Key Ideas
Cubing
Whenever a teacher reaches out to an individual or small
group to vary his or her teaching in order to
experience the best learning experience possible, that teacher is differentiating
instruction.Carol Ann Tomlinson
Knowing how learning occurs and understanding that each learner is unique
are the core forces that drive differentiated
instruction.
To Learn More About Differentiating Instruction
Read
Carol Ann Tomlinson’s
How To Differentiate Instruction in
Mixed-Ability Classrooms
Differentiated Instruction 2009
Read Chapters 1 – 7 How to Differentiate Instruction in Mixed Ability Classrooms
Discuss reading with department
Plan a lesson utilizing differentiated instruction
Invite other teachers to classroom
A Final Thought
In the end, all learners need your energy, your heart, and your mind. How they need you
however differs. Unless we understand and respond to those
differences, we fail many learners.
Carol Ann Tomlinson