DifferentiationMaking Sure We Have Their Number

and We Aim for It!

What is It?

From Tomlinson_QualityDI.pdf, ASCD San Antonio March 2010

Analytical

Sternberg’s Three Intelligences

Practical

Creative

Shaking

It

UP

Students need options for taking information in, organizing and making sense of ideas, and expressing what they learn

Slide From Tomlinson ASCD Presentation 2010

Slide From Tomlinson ASCD Presentation 2010

Differentiate

• Content• Process• Product• Learning Environment

Differentiate

• Readiness• Interest• Learning Profile• Affect

Role of Assessment

• Inform design options/student choices– PreAssess– Formative Assessment

• Measure students skillset/Understanding at a moment in time– Summative

Why do IT? Mind, Brain, Education Research

What We Know

Brains are as unique as faces.

Brain is highly plastic.

All Brains are not equal in their ability to solve problems

Brain connects new information

to old.

Brain is changed by experience.

What Is Probably True•Emotions are critical to decision making.•Stress impacts learning – eustress vs bad stress.•Support from others is critical for learning and optimal academic performance.•Feedback and meaningful assessment is important to human learning, through the importance and role of feedback vary greatly across domains and processes.•Human brains seek patterns upon which they predict outcomes, and nueral systems form responses to repeated patterns.•Self Regulation is an integral part of higher order thinking skills.•The elaboration (overt teaching) of key concepts facilitates new learning.•Rehearsal of retrieval cues aids in declarative memory process.•Declarative knowledge acquisition depends on memory and attention.

Tokuhama-Espinosa

Create a Learning Environment

• My vygotsgy diagram

Factors that help Differentiation

Role of Community – Classroom and SchoolA Manifesto for Contemporary Learning

Christian Long-http://chrislott.org/story/the-future-of-learning-manifesto-christian-long/

Understanding Assessment

Strategies

• Simple, short– Compact knowledge– Student self Assessment/Metacognition– Formative Assessment • Informs further differentiation

• Longer– Groupings– Tiered Assessment

Slide From Tomlinson ASCD Presentation 2010

3-2-1

Tic Tac Toe Board

Learning Journals

Graphic Organizers

• Vary Complexity

Portfolios

• As Assessment Tools• Differentiated Table of Contents

Tiered Instruction

Differentiate for product and interesttic tac toelearning options

Differentiate for processtiered

Differentiate

Tomlinson Sample RAFT

Slide From Tomlinson ASCD Presentation 2010

Billiard Balls- Daveblog, pool-group http://www.flickr.com/photos/36596365@N00/109424137/Marbles – marbles- whodeenee’s http://www.flickr.com/photos/25527283@N06/2711954094/Buddhas –buddhas, youareyouratman http://www.flickr.com/photos/68084379@N00/114239128/Slide 6/7 Tomlinson ASCD 2010Slide 8 Dewck Mindset – Nigel HolmesBrain in man –Inside, Andrew Mason http://www.flickr.com/photos/34754790@N00/4006709/Shaken - http://www.flickr.com/photos/zenoptic/4452880/sizes/l/Goals - http://www.flickr.com/photos/13152844@N00/90580061/ http://www.flickr.com/photos/69699012@N00/130537193/ http://www.flickr.com/photos/67499195@N00/3903369299/ http://www.flickr.com/photos/57038667@N00/4075970439/vv