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Differentiation

Toolkit: Simple

Strategies That Work

Julia Link Roberts and Tracy Ford Inman

The Center for Gifted Studies at Western Kentucky University

The Effective

Differentiation

Model: An

Instructional

Model to

Support

Continuous

Progress and

Lifelong

Learning

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Effective Differentiation Model

• Climate and Culture – Diversity

– Challenge

– High expectations

– Risk-taking

– Instruction through assessment

– Instruction through procedures and routines

– A community of learners

– Excellence in teaching

Learner Outcomes

Planning

• What do I want students to know, understand, or to be able to do?

Preassessment

• Who already knows and understands the information and/or can do it? Who needs additional support in order to know, understand, and/or demonstrate the skills?

Differentiation

• What can I do for him, her, or them so they can make continuous progress and extend their learning?

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Instructional dimensions

Teachers can differentiate…

Content

• What do you want the students to know?

Process

• What do you want the students to do cognitively with what they know?

Product

• How can students demonstrate what they’ve learned?

Assessment

• How do you assess what has been learned?

Differentiation strategies

“A teacher who differentiates

effectively matches the content (basic

to complex), the level of the thinking

process, the sophistication and choice

of the product, and/or the assessment

to the student or cluster of students.”

(Roberts & Inman, 2013, p.2)

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The match is key!

Strategy:

Venn Diagram

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What Is It?

• Differentiation of process

• Varied tiers of complexity

• Equal participation

• Equal time usage

What Does It Look Like?

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Cherokee Navajo

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WHAT IF THE OVALS DON’T WORK

FOR YOU?

Try letters or boxes!

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When Do I Use It?

In Differentiating Process

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Variations: Add Student

Klaus

Count

Olaf

Student

Use Past, Present, and Future

Count Olaf Elderly

Count

Olaf

Young Count Olaf

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Give Students a Word Bank Klaus

Count

Olaf

Violet

WORD BANK

•Adventurous

•Caring

•Clever

•Greedy

•Intelligent

•Intuitive

•Inventive

•Loyal

•Problem-solving

•Nurturing

•Ruthless

•Sneaky

•Stubborn

•Unlucky

•Virtuous

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When Do I Use It?

In-class individual and/or group activities

Types of Rocks

Sedimentary

Igneous

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Pair Students Completing One

Oval Sedimentary Igneous

Sedimentary Igneous

Metamorphic

Sedimentary Igneous

Metamorphic Minerals

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When Do I Use It?

Out-of-class

individual activity

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How Do I Use the Strategy?

• Ask yourself: What concepts do I want everyone to know when they walk out the door?

• Decide the focus

• Hold everyone responsible

• Decide levels and grouping

• Distribute rubrics (number and accuracy)

• Include everyone in discussion

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A Mathematical Note

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ACTIVITY

Create a differentiated lesson using the Venn

diagram. Begin with three ovals.

Westward

Expansion Settler

Explorer Cattleman

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Strategy:

Bloom Chart

Quick Refresher

Old

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

New

• Create

• Evaluate

• Analyze

• Apply

• Understand

• Remember

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Which level of Bloom’s Taxonomy?

• Create a brochure explaining the President’s duties

and the duties of his/her cabinet.

• Design and construct a poster defining

quadrilaterals. Include at least five examples.

• Dressing as a character in the story, describe

yourself and the role you play in the story to the

class.

• Write and illustrate a children’s book outlining the

parts of speech. The book will be presented to a

third-grade classroom.

How can level up/provide challenge?

Dressing as a character in the story, describe

yourself and the role you play in the story to the

class. • Dressing as a character in the story, explain why you acted the

way you did in a pivotal point in the story.

• Dressing as a character in the story, imagine that you acted the

opposite way you did in a pivotal point in the story. Predict how

this would have changed the outcome.

• Dressing as a character in the story, analyze the relationship you

had with two others characters. Explain why your relationships

were the way they were.

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Be sure to examine

each task through a

Bloom’s lens. Don’t

be fooled by word

choice.

What is a Bloom Chart?

• Same topic, different process (verb), content (basic or complex), and/or product choices

• Learning experiences match what students know and are able to do

• Match encourages continued progress

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Bloom Chart

Fractions

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Products are important!

• To ensure high quality, authentic

products, make sure that the

student has a rubric that guides

her in the development of the

product and that the teacher has

a rubric that guides the

assessment.

Standards-Based Instruction:

NGSS 5. Structure and Properties of Matter

PS1.A: Structure and Properties of Matter

• Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. (5.PS1-1)

• The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5.PS1-2)

• Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

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Lesson Hook

• Read and discuss Solids, Liquids, and Gases

(Garrett, 2005) with basic level learners to

investigate the properties of matter. Read and

discuss What Is the World Made of? All About

Solids, Liquids, and Gases (Zoebfeld & Meisel,

1998) with students who need a higher level of

complexity.

Properties of Matter

Create a toy that uses at least two states of matter.

Decide which state of matter would be best for filling a balloon or washing your dog, Tell why.

Classify objects in the classroom into gas, liquid, or solid groups.

Show examples of each state of matter using magazine pictures.

Explain each of the three states of matter and illustrate each.

List the three states of matter and give an example of each.

Properties of Matter Justify

Properties of Matter

Properties of Matter

Properties of Matter

Properties of Matter

Drawing

Oral presentation

Chart

Collage

Flash Cards

Poster

Create Properties of Matter

Organize

Show

Define

List

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When Do I Use It?

In-class Activity

Nutrition

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When Do I Use It?

Centers

Monet and Impressionism

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When Do I Use It?

Unit Assessment

Harper Lee’s To Kill a Mockingbird

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When Do I Use It?

Optional Learning

Experiences

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How Do I Use The Strategy?

• Ask yourself: What is it that I want everyone to know, understand, or be able to do when they walk out the door?

• Create tasks

• Assign options

• Distribute rubrics

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ACTIVITY

Create a Bloom Chart. Consider how you will

use it to differentiate in your classroom.

Bloom Chart

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Remember…

The goal is continuous

progress for all

students.

The Effective

Differentiation

Model: An

Instructional

Model to

Support

Continuous

Progress and

Lifelong

Learning

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Last week we discussed how

differentiation is more than just a set of

strategies. Effective strategies,

however, are an integral component of

a differentiated classroom, and they

are effective, in part, because the

classroom culture supports

differentiation.

Questions?