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What kind of idiot hires 2 seventh graders to install vinyl siding?
LOGISTICS
1.-Review Syllabus
2.-Course Expectations
3.-Norms
4.-Getting to know each other
5.-Results of Survey
6.-Intoduction to DI
Norms
Start and end on time
Actively participate-we learn from each other
Agree to disagree
Challenge yourself and each other
Differentiation
A systematic approach to planning curriculum and instruction for academically diverse learners. It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each students learning capacity (Tomlinson and Eidson 2003).
It does not mean INDIVIDUAL plans for every student!!!
Differentiation
A teacher’s effort in tailoring instruction to meet the needs of students. Teachers create instructional experiences by adapting/adjusting:
ContentProcessProductLearning EnvironmentA teacher uses ongoing assessment to determine
what adjustments/adaptations are necessary.
Excerpted from: Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
Portrait of a Thirteen Year Old
6 feet 2 inches in height
So awkward that she trips going up the stairs
Alcoholic, drug addict
Wears mouth braces
4 feet 7 inches
Olympic gold medal winner with a perfect 10.0 in parallel bar
Sunday school leader
Competes in Miss Teenage America
Turned off and looking forward to quitting school
Unable to read the comic page
Has trouble with whole numbers
A regular in juvenile court
Already a mother of two
Curious and enthusiastic learner
Reads the Wall Street Journal
Can solve geometry problems
An Eagle Scout
Still plays with dolls
“Twin Sins”
Sin 1: “Activity Oriented”
Occurs more widely at elementary and middle levels.
Teacher planning is focused on activities that are engaging, hands-on, and kid-friendly.
Okay as long as activities are purposefully focused on clear and important goals and if they yield appropriate evidence of learning.
Sin Two: “Coverage”Occurs more widely at the
secondary and collegiate levels
Teacher planning is focused on the a chronological march through the textbook.
Okay to use textbook as a resource, but not the syllabus
Teachers need to check regularly for understanding and making needed adjustments.
Responsive Teachersrecognize that…
Good instruction begins with the focus on the student, not the content.
Students vary in biology, degree of privilege, positioning for learning, and preference.
Learning happens within students, not to them.
The implementation of patterns of instruction serve multiple students.
Social Context & the Learning Environment
All of the members of the classroom are working within and helping to create the social context, and the nature of that context determine its members’ abilities to remain engaged in their studies.
…..which means….
…More than Academics are involved in the Educational Process
The classroom itself is a social context in which students learn both academic and social lessons about…. Appropriate behavior in various contexts; About one’s self as a learner and one’s position
in a status hierarchy; about relationships with other students; about the relative value of competition and cooperation, and about friendship.
Responsive Teaching
So, being a responsive teacher…I would like to know who wants to go
camping?
Ladder of Achievement
10. I did!9. I will.8. I think I can.7. I might. 6. I think I might. 5. What is it?4. I wish I could.3. I don’t know.2. I can’t. 1. I won’t………………………………
Creating a Positive Social Climate
Investing in AdvisoryLearning each student’s nameWho would like to go camping?
AlliterationDeveloping Class Norms Power Thinking Continuum Step up to the Line3=33Rules, Procedures, and Class ExpectationsIcebreakersAccountable Talk
Literacy Roles
ActivityJigsaw activity – Literacy roles teachers play
How does this connect to DI?
The influences of Social Context, Learning Structures, Rules and Procedures, and Classroom Climate directly impact student learning and achievement.
How does this connect to DI?
Teachers’ decisions have an impact on students’ perceptions and student engagement.
How does this connect to DI?
Teachers and students make up a social context that can influence each other’s motivation, attitudes, and self-perceptions.
The Brain on DI
1. Each brain is unique.2. The brain has a spatial memory system and a set of systems for rote learning.3. The brain processes parts and whole
simultaneously.4. The brain is a parallel processor.5. The search for meaning is innate and occurs
through patterning. 6. Emotions are critical to patterning.
Learning:
1. Is enhanced by challenge and inhibited by threat.
2. Involves both focused attention and peripheral perception.
3. Engages the entire physiology.4. Is embedded in natural and social
situations.5. Always involves conscious and
unconscious processes.
Common Core State Standards
For effective implementation:Believe that every student is worthy of
complex curriculumBelieve that every student is capable of
complex thoughtBelieve that every student can growBelieve in THEIR ability to help students
History of DI
Roots in gifted education
Influx of curricula, products and strategies as a result of the movement and the mandate
Tomlinson’s work with gifted programs translates into the mixed ability classroom-she coined the term differentiation
What is it?
Systematic approach to planning curriculum and instruction for academically diverse learners
A way of thinking about instruction honoring each student’s needs and maximizing each student’s capacity
It is not individual plans for each student!
DI is DI is not!!!!!Qualitative—rooted in meaningful curriculum. Be prepared to adjust the nature of work not the quantity.
Not louder or slower-not doing the same thing again, rather creating substantive change
Student-centered—differing the doorways to learning
Not individualized-25 different lessons-rather creating patterns and modifying lessons
Assessment driven—assessing for learning and adjusting
Not end of the unit varied assessments, rather assessing along the way in a variety of ways
Whole-small group-individual Not homogeneous grouping, tracking
Multi-modal—varying methods of input, process, and output
Organic-responding to the dynamics of the interactive classroom
Not chaos-not losing control of the classroom-rather employing skillful management
How do you implement DI?
Task- Setting different tasks for groups of students and some individual students who have different abilities
Outcome- allowing pupil responses at different levels of understanding
Support-giving more help to certain pupils within the group
Expectations-personalizing target goals for students
One Minute Write
Learning Write as much as you can and as fast as you can using
complete sentences. Do not take your pencil off the paper at any time. When time is called count:
The number of words, circle the words that are 3 or more syllables.
Set a goal for your next One Minute Write
Differentiation
References
Fogarty, R. J., & Pete, B. M. (2011). Supporting differentiated instruction: a professional learning communities approach. Bloomington: Solution Tree Press.
Tomlinson, Carol, and Sherida Britt. "Common Core State Standards: Where Does Differentiation Fit?." ASCD. 7 Jun 2012. Speech.
Student Profiles Task
You have been assigned a student and have been given a list of characteristics.
Based upon this list of characteristics determine your student’s:
Readiness Interest Learning Profile
Growth Motivation Efficiency
