Hialeah Gardens High School

October 28, 2010

Place dunce movie here Do Dunce hat activity here

The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.

Howard Gardner

Differentiation is a Way of Thinking About Teaching and Learning

Elizabeth Ann fell back on the bench with her mouth open. She felt really dizzy. What crazy things the teacher said! She felt as though she was being pulled limb from limb.

“What’s the matter?” asked the teacher, seeing her bewildered face. “Why – why,” said Elizabeth Ann, “I don’t know what I am at all. If I’m sixth grade arithmetic and tenth grade reading and eighth grade spelling, what grade am I?” The teacher laughed. “You aren’t any grade at all, no matter where you are in school. You’re just yourself, aren’t you? What difference does it make what grade you’re in? And what’s the use of your reading little baby things too easy for you just because you don’t know your algebra?”

Understood Betsy

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Different levels of readiness

Different Ability Levels

Different Interests

Different Cognitive Needs

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers Can Differentiate Through:

Content Process Product Environment

According to Students’

Readiness Interest Learning Profile

Through a range of strategies such as:

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTSCompacting…Tiered assignments…Leveled texts…Complex Instruction…

Learning Centers

multiple intelligencesjigsawtaped materialanchor activitiesvarying organizersvaried textsvaried supplementary materialsliterature circles

tiered lessonstiered centerstiered productslearning contractssmall-group instructiongroup instructionorbitalsindependent study

4MATvaried questioning strategiesinterest centersinterest groupsvaried homeworkcompactingvaried journal promptscomplex instruction

according to students’

through a range of instructional and management practices such as

ContentContent ProcessProcess ProductProduct

InterestsInterests ReadinessReadiness Learning ProfileLearning Profile

~ Carol Ann Tomlinson, 1999The Differentiated Classroom, p. 15

Think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies. If you have high quality curriculum and materials, then it isn’t so much WHAT you use as it is HOW you use it to meet the varying readiness, interests and learning profiles of your students.

IS Differentiated instruction is more

QUALITATIVE than quantitative. Differentiated instruction provides

MULTIPLE approaches to content, process, and product.

Differentiated instruction is STUDENT CENTERED.

Differentiated instruction is a BLEND of whole class, group, and individual instruction.

Differentiated instruction is "ORGANIC".

IS NOT Individual instruction Chaotic or new Just another way to provide

homogenous instruction (You DO use flexible grouping instead)

Just modifying grading systems and reducing work loads

More work for the "good" students and less and different for the "poor" students

Quote

“In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.”

~ Carol Ann Tomlinson, 1999The Differentiated Classroom: Responding

to the Needs of All Learners, p. 3

Learning Profile Factors

Group Orientation

independent/self orientationgroup/peer orientation

adult orientationcombination

Learning Environment

quiet/noisewarm/coolstill/mobile

flexible/fixed“busy”/”spare”

Cognitive Style

Creative/conformingEssence/facts

Expressive/controlledNonlinear/linear

Inductive/deductivePeople-oriented/task or Object oriented

Concrete/abstractCollaboration/competitionInterpersonal/introspective

Easily distracted/long Attention spanGroup achievement/personal achievement

Oral/visual/kinestheticReflective/action-oriented

Intelligence Preference

analyticpracticalcreative

verbal/linguisticlogical/mathematical

spatial/visualbodily/kinestheticmusical/rhythmic

interpersonalintrapersonal

naturalistexistential

Gender &Culture

Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models Interest centers Varied manipulative and resources Peer and adult mentors

“Content is what the students learn and the materials or mechanisms through which learning is accomplished.”

“It is what a student should come to know (facts), understand (concepts and principles), and be able to do (skills) as a result of a given assignment of study (a lesson, learning experience, a unit).”

~ Carol Ann Tomlinson, 1999The Differentiated Classroom, p. 11, 43

to Differentiate Content

Reading Partners / Reading Buddies Read/Summarize Read/Question/Answer Visual Organizer/Summarizer Parallel Reading with Teacher Prompt

Choral Reading/Antiphonal Reading Flip Books Split Journals (Double Entry – Triple Entry) Books on Tape Highlights on Tape Digests/ “Cliff Notes” Note-taking Organizers Varied Texts Varied Supplementary Materials Highlighted Texts Think-Pair-Share/Preview-Midview-Postview

Tomlinson – ‘00

“Process describes activities designed to ensure that students use key skills to make sense out of essential ideas and information.”

“It is the opportunity for students to make sense of the content. “

~ Carol Ann Tomlinson, 1999The Differentiated Classroom, p. 11, 43

Use leveled or tiered activities Interest centers Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small

groups Allow choice in strategies for processing and for

expressing results of processing

Definition of Scaffolding“Scaffolds are forms of support provided by

the teacher (or another student) to help students bridge the gap between their current abilities and their intended goal. Scaffolds may be tools, such as cue cards, or techniques such as teacher modeling.”

~ Barak Rosenshine & Carla Meister, 1992Educational Leadership, 49(7), p. 26

Carousel Activity Using the Gettysburg Address rotate to each learning

style poster and add an idea of different activities you can use to differentiate instruction depending on the learning style.

to Differentiate Product

Choices based on readiness, interest, and learning profile

Clear expectations Timelines Agreements Product Guides Rubrics Evaluation

Tiered product choices Model, use and encourage student use of technology

within products and presentations Provide product choices that range in choices from all

multiple intelligences, options for gender, culture, and race

Use related arts teachers to help with student products

MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour

Lecture

Editorial

Painting

Costume

Placement

Blueprint

Catalogue

Dialogue

Newspaper

Scrapbook

Lecture

Questionnaire

Flag

Scrapbook

Graph

Debate

Museum

Learning Center

Advertisement

Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection

Trial

Machine

Book

Mural

Award

Recipe

Test

PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention

Mrs. Mutner liked to go over a few of her rules on the first day of class

Attributes of Differentiation

Attending to student differences requires a flexible approach to teaching.

Successful attention to student differences must be rooted in solid curriculum and instruction.

There are many routes to achieving high-quality curriculum taught in ways that attend to student differences and build community.

Developing differentiating classroom calls on us not so much to develop a bag of tricks as to rethink teaching and learning.

Not Differentiated Fully Differentiated

Examine the differentiation continuum and place yourself on the continuum for each of the specific areas.Assessment is at the end. Assessment is ongoing.

A single form of assessment is used. Diagnostic assessment is used.

Intelligence is viewed narrowly. Multiple forms of intelligence are valued.Single option assignments. Assignments offer multiple options.

Time is inflexible. Time is flexible in terms of student needs.

Instruction is whole class. Flexible grouping is practiced.

Teacher directs student behavior. Teacher scaffolds self-reliant learning.

Coverage of texts and curriculum drive instruction.

Materials are varied.

Teacher solves problems. Teacher facilitates student problem-solving.

Grading is based on teacher-set, inflexible objectives.

Grading is determined by learning goals.

adapted from Carol Ann Tomlinson, 1999The Differentiated Classroom: Responding to the Needs of All Learners, p. 16

Differentiation Continuum

predictable, not rigid, schedule blocks of time for units of study procedures defined and in place students assuming responsibility voice and choice for students a variety of materials are in use flexible grouping occurs regularly daily reflection on learning regular community gatherings

(for fun and problem solving)

Should be purposeful: may be based on student interest, learning profile and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals (K-U-D)

Implementation: purposefully plan using information collected – interest surveys, learning profile

inventories, exit cards, quick writes, observations, etc. list groups on an overhead; place in folders or mailboxes “on the fly” as invitational groups

Cautions: avoid turning groups into tracking situations provide opportunities for students to work within a variety of groups practice moving into group situations and asuming roles within the group

A social studies teacher is planning to teach a unit on the Vietnam War. She plans to introduce the unit by reading aloud from a picture book entitled The Wall. She also plans on having students listen to taped interviews of Vietnam veterans, as well as viewing documentary footage taken from the war. Finally, she is planning on having students read letters written by Vietnam veterans from the local veteran’s hospital and inviting a Vietnam veteran as a guest speaker as the culminating activity for the unit.

Remember to think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies.

How will you use what you learn about today to differentiate for YOUR students?

What 3 things about differentiated instruction did you learn or were clarified for you?

What 2 things about differentiated instruction are you interested in learning about or what 2 questions do you still have about differentiated instruction?

What 1 thing do you feel is the most important aspect about differentiated instruction that you must be aware of when planning for instruction?