Hitting a Home Run with Differentiation!

Say the direction each arrow is pointing

Move in the direction each arrow is pointing

Say the direction each arrow is pointing and move in the same direction

Say the opposite direction each arrow is pointing

Move the opposite direction each arrow is pointing

Say and move in the opposite direction each arrow is pointing

Say the OPPOSITE direction the arrow is pointing, but move in the SAME direction the arrow is pointing

Say the SAME direction the arrow is pointing, but move in the OPPOSITE direction

Where do you fall on your Differentiation skills?

What Differentiation Is/Isn’t

“I liken the teacher in the classroom to a pitcher at a baseball game, and the students are the batters. It is our job to set up the information in a way that will allow for students to knock it out of the park, so to speak. We don’t want to make it too easy and lob the information right over the plate. We also don’t want to make it too hard, causing the student to “strike out.” We want to throw a couple curves at them to make them do their own thinking, so they will eventually see it coming and score a run for the home team. “ (Farkas and Duffett 2012)

Questions, Questions

PLC Question1. What do we expect our

students to know and be able to do?

Differentiation Question

1. Planning Question: What do I want students to know, understand, and be able to do?

Questions, Questions

PLC Question:2. How will we know they are learning?

Differentiation Question:

2. Preassessment Question: Who already knows, understands, and/or can use the content or demonstrate the skills?

Questions, Questions

PLC Questions:3. & 4. How will we respond when they don’t learn? How will we respond if they already know it?

Differentiation Question:

3. Differentiation Question: What can I do for him, her, or them so they can make continuous progress and extend their learning?

Concept Map for Differentiating Instruction

Content:

the facts, concepts, generalizations, or principles, attitudes, and skills related to the subject, as well as materials that represent those elements. Content includes both what the teacher plans for students to learn and how the student gains access to the desired knowledge, understanding, and skills. What is most likely to change in a differentiated classroom is how students gain access to core learning.

Examples of Differentiating by Content:

• Using math manipulatives with some, but not all learners• Using texts at more than one reading level• Presenting information through both whole-to-part and

part-to-whole approaches• Using a variety of reading-buddy arrangements• Exempting students who already demonstrate mastery

from a task or assignment• Using texts, computer programs, audio files, and videos

as a way of conveying key concepts to varied learners• Small groups to re-teach or extend learning

Process:

Process is how the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject. A synonym for process is “activity” or “task”.

Examples of Differentiation by Process:• Using tiered activities through which all learners work with

the same important understandings and skills, but proceed with different levels of support, challenge, or complexity

• Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them

• Developing personal agendas or contracts to be completed by students

• Offering manipulatives or other hands-on supports for students who need them

• Varying the length of time a student may take to complete a task in order to provide additional support for struggling learners or to encourage advanced learners to pursue a topic in greater depth

• Most difficult first

Product:Products refer to the items a student can use to demonstrate what he or she has come to know, understand, and be able to do as a result of learning. A good product causes students to rethink what they have learned, apply what they can do, extend their understanding and skill, and become involved in both critical and creative thinking.

Examples of Differentiation by Product:• Allow for varied working arrangements (ie partner work, group

project, individual)• Work with student to develop rubrics for producing quality

work• Encourage students to create their own product assignments

as long as the assignments contain required elements (ie create a puppet show, write a letter, develop a mural with labels, etc…)

• Use a wide variety of kinds of assessments

Domino Math

•Ways to differentiate the content?•Ways to differentiate the

process?•Ways to differentiate the

product?