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Overview of Differentiated Instruction
District ArticulationArchuleta School District 50 JTFriday, September 25, 2009
1
Agenda Welcome Activator Activity Differentiation Defined Snapshots
High School: Supporting Learning Environment Intermediate: Continuous Assessments Elementary: Flexible Grouping
District Focus Wrap-Up
2
Welcome Learning Targets
Identify basic components of differentiation. Connect aspect of differentiation approaches to
your own teaching.
3
Norms of Participation Be present, participate, and engage fully. Listen to learn, limit side conversations. Monitor personal technology. Suspend judgment, live in curiosity. Commit to follow-through.
Center for Transforming Learning & Teaching, 2008
Differentiation is like _________________because _________________
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Beginning with the End in Mind “it is important to begin with the conviction
that we are no longer teaching if what we teach is more important than who we teach or how we teach.”
- Carol Tomlinson
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Differentiation defined “Differentiated instruction is a philosophy that
enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today. Differentiation is not just a set of instructional tools but a philosophy that a teacher and a professional learning community embrace to reach the unique needs of every learner.”
-Gayle GregoryDifferentiated Instructional
Strategies in Practice
7
Differentiation definedDifferentiated Instruction is “responsive instruction.”
“… the philosophy of differentiation proposes that what we bring to school as learners matters in how we learn. Therefore, to teach most effectively, teachers must take into account who they are teaching as well as what they are teaching.”
- Carol TomlinsonFulfilling the Promise of the
Differentiated Classroom
8
Key Principles• Teachers make the difference.• Students differ in learning preferences and need multiple and
varied avenues to learning.• All students can learn what is important for them to learn• Instruction must be meaningful.• Curriculum, instruction, and assessment are inseparable.• Diversity should be valued and respected.• Differentiating and adapting is critical to the success of all
learners. • Flexibility is the hallmark of a differentiated classroom.
Tomlinson 2001; 20039
Key Principles• Differentiating instruction and adapting curriculum must
become the rule rather than the exception• Goals are maximum growth and continued success• Collaborative planning is essential• Students and teachers are collaborators in learning• Curricular adaptation is neither prescriptive
nor precise• Adaptations should maximize student participation in typical
curriculum and instruction• Adaptations should maximize student involvement with
school peer groups• The teacher understands, appreciates, and builds upon student
differences. Tomlinson 2001; 2003 10
is a teacher’s response to learners’ needs
guided by general principles of differentiationsuch as:
respectful tasks flexible groupingclear learning goals supportive learning environment
Teachers can differentiate:
Content Process Product
Based on students’
Readiness Interests Learning Profile
ongoing assessment and adjustment
Differentiated Instruction
11
High SchoolFocus: Supportive Learning Environments
Response Jot down three ways
you see this practice applied at your level.
Turn to your neighbor and share ideas about how you can use these practices in your classroom.
Share out. 12
Middle SchoolFocus: On-Going Assessment
Response Jot down three ways
you see this practice applied at your level.
Turn to your neighbor and share ideas about how you can use these practices in your classroom.
Share out. 13
Elementary Focus: Flexible Grouping
Response Jot down three ways
you see this practice applied at your level.
Turn to your neighbor and share ideas about how you can use these practices in your classroom.
Share out. 14
District Focus Planning for Differentiation Differentiating Products Flexible Grouping
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Planning for Differentiation Modalities of learning
style Interest inventories Learning styles Interviews
Modalities of content K-W-L Exit/entrance slips Tapping into students
prior knowledge
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Differentiating Products Choices based on readiness, interest, and
learning profile Demonstrates essential learning
Formative Summative Choice
17
Flexible Grouping
Initially whole group for instruction Divide group for practice or enrichment Not a permanent arrangement Groups may be arranged according to
Interest Readiness Learning Style
Examples include Alone Partner work Jigsaw 4 Corners
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District Learning Plan Teachers increase elements of DCIA
practices to increase all students learning opportunities and academic growth.
Colorado Growth Model.
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Learning Opportunities Walk –Through Observational Tool Book Study Staff Meetings Professional Learning Communities Peer Observations Make and Take Workshop
Show how to differentiate a sample lesson plan. Provide exemplars of Differentiated Lessons.
Other . . .
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In Summary Ways to Differentiate
Content What is taught
Process How it is taught
Product How learning is assessed
21
Wrap Up Exit Evaluation
I learned Most helpful/Least helpful I would like to learn My next step Appreciations, concerns, suggestions
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Give Yourself a Hand! Teachers Rock!
23
SourcesGregory, G. (2009). Differentiated instructional
practices. Thousand Oaks, CA: Corwin.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd ed. Alexandria, VA: ASCD
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD