Differentiation:Maximum Student Success

Dale Branch & Lisa Owens

Differentiation defined:

o Differentiation of Instruction is a teacher’s response to a learner’s needs.

o Differentiation is ‘not something extra, but rather the hallmark of teacher quality.’ (Tomlinson, p.55)

o Teachers can differentiate content, process, and product.

Why Differentiation??????????Differentiation suggests that even

though the state sets standards for all learners, the teacher’s role is to

determine the learning sequence, pace, and degrees of complexity necessary to ensure that each learner truly achieves

meaningful standards rather than simply “covering” them. Tomlinson 36

The area where a child cannot function withoutadult support is that child’s “zone of proximal development.” In this range---new learning takes place.

Tomlinson 19

New programs bring frustration

I've Done It All!!!

Something Else to Do~

How to Differentiate for Academics and Behavior

Get to know your students. academic level including pre-tests

and benchmark scores, learning challenges and accommodation plans (504, IEPs, PEPs) learning styles family situation (problems???)

Differentiation for Academics

o Identify activities students enjoy.o Observe what works well for each student;

adapt to what is best for them.o Access all areas of learning so you can

incorporate differentiated teaching strategies.

Differentiated Instruction: Use common

differentiation strategies within teams

Use 12 powerful words—common language

Tiered assignments

Cooperative Learning Groups

Teaming Use common strategies within teams

Use the same strategies for differentiating assignments

Incorporate the common definitions and terminology--At my school we use Larry Bell’s 12 powerful words! http://www.fentress.k12tn.net/LarryBellStrategies/12powerfulwords.pdf

Common Vocabulary:12 Powerful Words

Trace Analyze Infer Evaluate Formulate Describe

Support Explain Summarize Compare Contrast Predict

Tiered Assignments Tiered or Scaffold Lessons:

Students become responsible for their own learning

Assignments can be written based on student ability

Modified assignments/modified grading are addressed

Cooperative Learning

Group Dynamics is important

Groups need guidelines Teachers should be

active participants All assignments and

tasks don’t lend themselves to cooperative learning group work

Additional Ways to DifferentiateLow Preparation Differentiation High Preparation Differentiation

 ENRICHMENT  ACCELERATIONChoice of Books Exploration of Interests

Homework Options Tiered Products

Use of Reading Buddies Independent Study

Various Journal Prompts Multiple Texts

Varied Pacing with anchor Prompts Multiple Testing Options

Student/Teacher Goal Setting Alternative Assessments

Work Alone or Together (student choice) Varying Organizers (Graphic Organizers)

Flexible Seating Community Mentorships

Varied Computer Programming Group Investigations

Varied Supplemental Materials Simulations

Options of Varied Modes of Expression Interest Centers

Varied Scaffolding  Task Cards

Flexible Learning Groups by Readiness, Interest, Learning Profile Open Ended Activities

 

Tiered Assignments  

Preferential Seating Peer Coach “Safe Place” Validate Feelings Visual Cues/Divert Attention Physical Escape Behavioral Contracts Parental Involvement (conferences and calls)

Calming manipulatives Remove nuisance items Proximity control Hand gestures Check in/Check out Self management (ultimate goal) Remember to pick your battles

School wide Activity

Share ideas with other teachers. The best ideas are ‘borrowed’ from successful teachers.

Don’t be afraid to ask for assistance.

Make differentiation a team activity.

Will you teach or educate?

How will you change the World?

Be the Difference Somebody Needs You!!!

You want a miracle? BE THE MIRACLE!!

Facts do not cease to exist simply because they are ignored.

Three steps to Meet High Expectations: Communicate expectations Provide opportunities to work toward goals

and expectations Celebrate achievements

Words of Wisdom*taken from many sources

Teach them as if they were your own children.

Teach to the test, and you will win some and lose some. You teach a child---You and the child win every time.

Your expectations of students will influence their achievement in your class.

What is done to a child, they will do to society.

Words of Wisdom*Taken from many sources

Who teaches a child? ALL of US---The TEAM within the school includes the teachers, administrators, bus drivers, janitors, cafeteria staff, coaches, media specialists, secretaries, counselors, etc.

Make yourself the first project. Our most powerful influence is the way we treat others in

front of children. We teach CHILDREN….and they are all “at-risk.” If we respect people for who they are, then we can help

them become better than they were.