Differentiated Instruction What Is Differentiated Instruction? Essentially, it means providing...

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