Differentiation: An Overview

Sarah GoffTCE 549

What is Differentiation?

• Proactively teaching to the diversity in a classroom rather than the mean• Student characteristics• Readiness level• Varied groups, materials, pacing

• Multiple ways to learn and to demonstrate proficiency in essential content

“…an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students and small groups of students to maximize the learning opportunity for each student in a classroom” (Tomlinson, et al, p. 121).

Why Differentiate?

• Students thrive with moderate challenge• Teaching that engages interest promotes positive

learning traits• Students benefit from recognition of their unique

learning preferences and cultural practices

How Can Teachers Differentiate?

Knowledge of students

&Meeting individual

needs

Content

Product

Environment

Process

Knowing the Students

Student

Gender Age

Family

Ethnicity

/culture

LanguageSpeci

al needs

Academic

skills

Subject-

specific skills

Preferred

learning styles

Interests

Preparing an Environment for All Students

Representation in

• Visual displays• Languages• Curriculum

Accommodation for

• Disabilities• Cultural diversity

Differentiating Content

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

New Bloom’s Taxonomy

Tiered workcards example:

Lower complexity task:1. Label the sections in

this song with “A”s and “B”s, then determine if it is in binary (AB) or ternary (ABA) form.

2. Write a short rap on a topic of your choice. Choose binary or ternary form and label the sections with letters. Make sure your “A” section is in contrast to your “B” section (different words or rhythm).

Higher complexity task:

Compose a 12-bar melody in C major on the staff below in binary or ternary form. Make sure you can sing it (on solfege, or write in words if you’d like). Label the sections “A” and “B” and make sure they contrast with each other. Then evaluate your composition with the checklist on the next page.

Reviewing new content

Requires advanced musical skills

Applies understanding creatively without complex musical knowledge needed

Differentiating Process

Same goal for skill or knowledgeE.g. Basic activity might involve simpler research processNeeds to be fair in terms of time required

Tiering by

process

Groups can change for different activitiesGrouping by interest, learning preferenceGrouping by process needs, e.g. reading ability

Flexible

grouping

Assessment: Differentiating Product

• E.g. Project Menus• Students choose product they will use to demonstrate their understanding or

skill• Options could include written, visual, kinesthetic, verbal, or musical projects• May include different levels of complexity with a required number of basic or

advanced tasks

• E.g. Challenge Centers• Students move to different stations by choice or assignment• Can be varied by materials, reading level, learning preferences, or complexity

Applying Differentiation in the Music Classroom

• Naturally included in:• Instrumental parts of varied

difficulty• Soliciting student responses

of varying complexity• Variety of modalities• Centers and choices

• New ideas:• Pre-assessment essential• Flexible groups for

instrument study • Challenge level assignments

for rhythms• iPads to individualize pacing,

record for assessment