FOGARTY & TOMLINSON CHAPTER 2Dustin Morgan, Cathy Morrison & Selena Sutton

FOGARTY12 POINTS OF DIFFERENTIATION

1. learning is enhanced by challenge, inhibited by threat

2. emotions are critical to patterning

3. learning involves focused attention and peripheral perception

4. the brain has a spatial memory system and a set of systems for rote learning

5. the brain processes parts and whole simultaneously

6. learning engages the entire physiology

7. the brain is a parallel processor

8. learning is embedded in natural and social settings

12 POINTS OF DIFFERENTIATION CONTINUED...

9. each brain is unique

10. the search for meaning is innate

11. the search for meaning occurs through patterning

12. learning always involves conscious and un conscious processes

DIFFERENTIATION...

is a systematic approach to planning curriculum and instruction for academically diverse learners.

Effective teachers do whatever it takes to hook the whole range of kids to learning.

DIFFERENTIATION

What It Is...

• Qualitative

• Student Centered

• Assessment Driven

• Whole, Small Group, Individual

• A multimodal approach

• Organic

What It Is Not...

• Homogeneously grouping

• Individualized

• Chaos

• Louder and slower

WHEN IT COMES TO INSTRUCTION...

One size does not fit all!

3 ELEMENTS OF DIFFERENTIATED LEARNING

Change• Content- changing the

complexity of the lesson, resources used in the lesson or learning environment

• Process- offer alternative ways for students to learn

• Product- give students options in how they demonstrate their learning and the quality of that learning.

• Make learning more accessible to all learners.

Challenge• Emotions

• Attention

• Memory

• Make sure the challenge is appropriate for their learning.

• Challenge all learners at their level of understanding.

Choice• Freedom within the structure

• Give students the opportunities to select the how and the what of the learning situation.

• Students learn more when they feel they have a choice.

PUTTING DIFFERENTIATION IN PLACE AT SCHOOL

Begin Slowly

• Choice of Materials

• Reading Buddies

• Flexible Seating

• Bloom's Levels of Questions

Move Along

• Learning Centers

• Interest Groups

• Rotation Centers

• Choice Boards

TOMLINSONDIFFERENTIATED INSTRUCTION

"Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as 'given' or 'known' and what he or she needs in order to learn, differentiation is no longer an option. It is an obvious response."

6 BELIEFS

Every student is worthy of dignity and respect.

• Does not just see a list of names.

• Considers teaching to be a stewardship of young lives.

• Teaching is about building lives.

Questions:

• How can I gain understanding of particular talents, strengths and needs of students?

• How can I help students see and recognize and extend their strengths?

• How can I guide development of a sense of classroom community characterized by respect?

Diversity is both inevitable and positive.

• Each student has a unique characteristic about them.

• Differences should enrich us if we are open to them.

Questions:

• How do I help students learn to seek and value multiple perspectives on issues and topics?

• How do I create group work that draws on the particular strengths of the group's members?

• How do I ensure that every student has a significant intellectual contribution to make to the work of the class?

The classroom should mirror the kind of society in which we want our students to live and lead.

• Understands that if "different" means that you have to be somewhere else, then different wasn't a good thing.

• Differences are part of who we are, not a reason to suspect or reject one another.

Questions:

• How do my students and I create an inclusive learning environment in which they learn well together, not just occupy the same space?

• How do students come to encourage one another's growth?

6 BELIEFS CONTINUED...

Most students can learn most things that are essential to a given area of study.

• Minimal motivation to work hard.

• Two main categories: fixed mind- set and growth mind- set.

• Fixed mind- set- people are born smart or they are not.

• Growth mind-set- people work their way to success.

Questions:

• How do I understand the mind-set of each student in order to ensure that they understand their capacity to impact their own success?

• How do I ensure competition against oneself instead of against one another?

Each student should have equity of access to excellent learning opportunities.

• All students are capable and have the capacity to learn the essential knowledge and skills in a topic or unit of study.

• Every student should have equal access to learning experiences about the topic being studied.

Questions:

• To what degree does the curriculum seem relevant to engage each student in my class?

• Am I confident that I am "teaching up" to all of my students, rather than "watering down" to some of them?

A central goal of teaching is to maximize the capacity of each learner.

• Look at students as individuals not as a group.

Questions:

• What is the student's next step in learning essential content today?

• How can I tap into the student's motivation to strive for quality?

• What tasks will push this student a bit beyond his or her comfort zone?

MASLOW'S HIERARCHY OF NEEDS

• Physiological needs- food, water, clothing, shelter, sleep

• Safety needs- physically safe from bullying, teasing, and hopelessness

• Belonging needs- the need to feel a part of a community, nee to encourage teamwork

• Esteem needs- want to feel like a valued contributor, achievement brings self-efficacy

• Self-actualization needs- becoming all you can be

• Self-transcendence needs- learning to live at a higher level of insight

5 MESSAGES

Our philosophy of teaching is based on a will to teach each learner.

Teacher should convey 5 messages:

1. Invitation: make your class inviting and a valuable place of learning

2. Investment: let students know how important they are to the class and that you will help them as much as you can

3. Persistence: let them know it is okay for them to make mistakes and that you will not give up on them

4. Opportunity: help them see the possibilities that they have ahead of them

5. Reflection: make a promise to reflect on yourself to make sure that you are doing everything to benefit the student and they should reflect as well to make sure they are doing everything as a student to succeed

ALL STUDENTS MATTER

Your most important job as a teacher is to make sure that all students feel like they matter. Treat them as individuals but as part of a team in which each one is a contributing member. Value their input and teach them how to reflect on what they have learned. Treat differences as what makes us unique and special, not as what divides us!

QUOTES

REFERENCES

Fogarty, R., Pete, B. (2011). Supporting differentiated instruction a professional

learning communities approach. Bloomington: Solution Tree Press.

Imbeau, M., Tomlinson, C. (2010). Leading and managing a differentiated

classroom. Alexandria: ASCD.