Source: From The Differentiated Classroom: … · Classroom Management 2d. Managing Student Behavior B i. Prevention 1.33 Demonstrating “Withitness ... Source: From The Differentiated

Source: From The Differentiated Classroom: Responding to the Needs of All Learners, by C. A. Tomlinson, 2014, Alexandria, VA: ASCD. Copyright 2014 by ASCD. Adapted with permission

1) What is a differentiated Classroom?

Danielson Marshall Marzano McREL Stronge

“Differentiated classrooms support students who learn in different ways and at different rates and who bring to school different talents and interests. More significantly, such classrooms work better for a wide range of students than do onesizefitsall settings.” (p. 13)

Domain 1: Planning and Preparation 1e. Designing Coherent Instruction Domain 3: Instruction 3c Engaging Students in Learning

Standard C: Delivery of Instruction h. Engagement

Domain 1: Classroom Strategies and Behaviors Innovating Level: Adapts and creates new strategies for unique student needs and situations.

Standard IV: Teachers Facilitate Learning for their Students Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Standard 3: Instructional Delivery 3.3 Differentiates instruction to meet the student’s needs


2) The Underpinnings of Differentiation The Nature of Differentiated Classrooms


The Learning Environment Actively Supports Learners and Learning

2a. Creating an Environment of Respect and Rapport 2b. Establishing a Culture for Learning

Ba. Expectations Bb. Relationships

1.37 Using Verbal and Nonverbal Behaviors that Indicate Affection for Students

2A. Teachers provide an environment in which each child has a positive, nurturing relationships with caring adults

5.4 Establishes a climate of trust and teamwork

The Teacher Actively Attends to Student Differences

1b. Knowledge of Students

Ch. Differentiation

Domain 2.4749 Planning and Preparing (for different groups of students)

2C. Teachers treat students as individuals

5.7 Actively listens and pays attention to students’ needs and responses

Assessment and Instruction are Inseparable

1f. Developing Student Assessments 3d. Using Assessment in Instruction

Dc. Onthespot

1.2 Tracking Student Progress 3.51 Evaluating the Effectiveness of Individual Lessons and Units

4H. Teachers use a variety of methods to assess what each student has learned

4.6 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning


The Teacher Modifies Content, Process, and Products Based on Student Readiness, Interest, and Learning Profile

1a. Knowledge of Content and Pedagogy 1b. Knowledge of Students 1e. Designing Coherent Instruction

Aa. Knowledge Ai. Differentiation

1.36 Understanding Students’ Interests and Background 1.39 Demonstrating Value and Respect for Low Expectancy Students

4A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students

2.3 Plans for differentiated instruction

The Teacher and Students Collaborate in Learning

Distinguished Level of Performance

Bf. Responsibility

1.2 Tracking Student Progress

1A. Teachers lead in their classrooms

4.2 Involves students in setting learning goals and monitoring their own progress

The Teacher Balances Group and Individual Norms

2b. Establishing a Culture for Learning

Aj. Environment

Design Question 9: What will I do to communicate high expectations for all students?


5.8 Maximizes instructional learning time by working with students individually as well as in


small or whole groups

The Teacher and Students Work Together Flexibly

3e. Demonstrating Flexibility and Responsiveness

Ci. Nimbleness 1.13 Reflecting on Learning

4F. Teachers help students work in teams and develop leadership qualities


The Philosophy of Differentiation


Diversity is normal and valuable

4f. Professionalism

Cb. Mindset Domain 2.4749 Planning and Preparing (for different groups of students)

2B. Teachers embrace diversity in the school community and in the world

5.6 Respects students’ diversity

Every learner has a hidden and extensive capacity to learn


Ca. Expectations

1.39 Demonstrating Value and Respect for Low Expectancy Students


1.6 Bases instruction on goals that reflect high expectations

It is the teacher’s responsibility to be

4a. Reflecting on Teaching

Fj. Growth 3.50 Identifying Areas of Pedagogical

Standard 5: Teachers Reflect on Their Practice

6.4 Sets goals for improvement


the engineer of student success

Strength and Weakness

of knowledge and skills

Educators should be the champions of every student who enters the schoolhouse doors

4f. Professionalism advocacy

Dh. Support 1.39 Demonstrating Value and Respect for Low Expectancy Students

1D. Teachers advocate for schools and students

5.7 Actively listens and pays attention to students’ needs

3) Rethinking How We Do School—and for Whom


Current Knowledge about Teaching and Learning

4e. Growing and Developing Professionally

Aa. Knowledge 2.44 Attention to Established Content Standards

3B. Teachers know the content appropriate to their teaching specialty

6.3 Incorporates learning from professional growth opportunities into instructional practice

Thinking About the Students We Teach


Aa. Knowledge 1.42 Effective Scaffolding of Information with Lessons

3D. Teachers make instruction relevant to students

5.7 Actively listens and pays attention to students’ needs


What We Know Versus What We Do


Fj. Growth 3.52 Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors

5A. Teachers analyze student learning

6.4 Sets goals for improvement of knowledge and skills

4) Learning Environments That Support Differentiated Instruction Teaching as a Learning Triangle


The Teacher: Embracing Classroom Leadership and Responsibility


Ba. Expectations




The Students: Attending to Their Differences and Opportunities

2a. Establishing an Environment of Respect and Rapport

Ch. Differentiation

Domain 2.4749 Planning and Preparing (for different groups of students)





The Content: Making It Compelling for Learners

1e. Designing Coherent Instruction 3c. Engaging Students in Learning

Ag. Engagement

Design Question 5: What will I do to engage students?

4B. Teachers plan instruction appropriate for their students

3.1 Engages and maintains students in active learning

Characteristics of a Healthy Classroom Environment


The Teacher Appreciates Each Child as an Individual


Bb. Relationships




The Teacher Remembers to Teach the Whole Child


Bd. Socialemotional

1.31 Providing Opportunities for Students to Talk

2A. Teachers provide an environment in which each child

5.4 Establishes a climate of trust


about Themselves

has a positive, nurturing relationship with caring adults

The Teacher Continues to Develop Expertise

4e. Growing and Developing Professionally

Fj. Growth 3.53 Developing a Written Growth and Development Plan

5B. Teachers link professional growth to their professional goals


The Teacher Links Students and Ideas

1e. Designing Coherent Instruction

Cd. Connections

Design Questions 24: What will I do to help students effectively interact with; deepen understanding; test hypotheses of new knowledge?

3C. Teachers recognize the interconnectedness of content areas/disciplines

1.3 Links present content with past and future learning experiences, other subject areas, and real world experiences and applications

The Teacher Strives for Joyful Learning


Bd. Socialemotional

1.29 Demonstrating Intensity and Enthusiasm

2A. Teachers provide an environment in which each child has a positive, nurturing

5.4 Establishes a climate of trust and teamwork by being fair,


relationship with caring adults

caring, respectful, and enthusiastic

The Teacher Sets High Expectations—and Provides Lots of Ladders


Ca. Expectations

2.42 Effective Scaffolding of Information with Lessons


1.6 Bases instruction on goals that reflect high expectations and an understanding of the subject

The Teacher Helps Students Make Their Own Sense of Ideas

3d. Using Assessment in Instruction

Dh. Support 1.20 Revising Knowledge

4H. Teachers use a variety of assessment methods

4.7 Gives constructive and frequent feedback to students on their learning

The Teacher Shares the Teaching with Students

3c. Engaging Students in Learning

Bf. Responsibility

1.7 Organizing Students to interact with New Knowledge 1.15 Organizing Students to Practice and Deepen Knowledge




1.21 Organizing Students for Cognitively Complex Tasks

The Teacher Promotes Student Independence

Distinguished Level of Performance

Bf. Responsibility

1.19 Practicing Skills, Strategies, and Processes

4F. Teachers help students work in teams and develop leadership qualities

3.1 Engages and maintains students in active learning

The Teacher Exercises Positive Classroom Management

2d. Managing Student Behavior

Bi. Prevention 1.33 Demonstrating “Withitness”


5.2 Establishes clear expectations and reinforces them consistently and fairly

5) Good Curriculum as a Basis for Differentiation “Hazy” Lessons “Teachers who aren’t clear about what all students should know, understand, and be able to do when the learning experience ends have overlooked the vital organizer around which to develop a powerful lesson.” (p.62) Danielson Marshall Marzano McREL Stronge


“Hazy” Lessons 1c. Setting Instructional Outcomes

Cc. Goals 1.1 Providing Clear Learning Goals and Scales


3.4 Reinforces learning goals consistently throughout the lesson

Two Essentials for Durable Learning “Meaning refers to connections between the content and one’s own experience and life. Sense refers to the learner’s grasp of how something works and why.” (p 63) Two Essentials for Durable Learning

3c. Engaging Students in Learning 3d. Using Assessment in Instruction

Cd. Connections Dd. SelfAssessment

1.31 Providing Opportunities for Students to Talk about Themselves

4B. Teachers plan instruction appropriate for their students 4H. Teachers use a variety of methods to assess what each student has learned

3.1 Engages and maintains students in active learning 4.7 Gives constructive and frequent feedback to students

Levels of Learning “During planning, a teacher should generate specific lists of what students should know (facts), understand (concepts and principles), and be able to do (skills) by the time the unit ends. Then the teacher should create a core of engaging activities that offer varied opportunities for learning these essentials in contexts that connect with the world of the learner.” (p. 66)


Curriculum Elements: Content

1a. Knowledge of Content and Pedagogy

Aa. Knowledge 2.44 Attention to Established Content

3B. Teachers know the content appropriate to their teaching speciality

1.1 Effectively addresses appropriate curriculum standards

Curriculum Elements: Process


Af. Lessons 2.43 Lessons within Units

4B. Teachers plan instruction appropriate for their studnets

3.3 Differentiates instruction to meet the students’ needs

Curriculum Elements: Product

1f. Designing Student Assessments

Ad. Assessments


4H. Teaches use a variety of methods to assess what each student has learned

3.5 Uses a variety of effective instructional strategies and resources

6) Teachers At Work Building Differentiated Classrooms Key Principles of a Differentiated Classroom


An invitational learning environment

Domain 2 Classroom Environment

Domain B. Classroom Management

Design Question 6: What will I do to establish or

2A. Teachers provide an environment in

Standard 5: Learning Environment


is pivotal in student achievement

maintain classroom rules and procedures? Design Question 8: What will I do to establish and maintain effective relationships with students?

which each child has a positive, nurturing relationship with caring adults.

Quality curriculum provides the foundation for powerful differentiation

1a. Knowledge of Content and Pedagogy

Ac. Units 2.44 Attention to Established Content Standards

3A. Teachers align their instruction with the state standards and district approved curriculum

1.1 Effectively addresses appropriate curriculum standards

Formative assessment informs teaching and learning

3d. Using Assessment in Instruction

Db. Diagnosis Dc. Onthespot


4H. Teachers use a variety of methods to assess what each student has learned

Standard 4: Assessment of/for Learning


Instruction is based on formative assessment information and responds to readiness, interest, and learning profile needs

3d. Using Assessment in Instruction 3e. Demonstrating Flexibility and Responsiveness

Di. Analysis Dj. Reflections

3.51 Evaluating the Effectiveness of Individual Lessons and Units

5A. Teachers analyze student learning

4.6 Uses assessment tools to inform, guide, and adjust student’s learning

Teacher leadership and flexible classroom routines prepare students to understand, contribute to, and succeed in a differentiated environment

3e. Demonstrating Flexibility and Responsiveness

Ch. Differentiation

3.52 Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors



7 & 8) Instructional Strategies That Support Differentiation


Instructional Strategies


Cf. Repertoire Design Question 5: What will I do

4C. Teachers use a variety of

3.5 Uses a variety of effective


3c. Engaging Students in Learning

to engage students?

instructional methods

instructional strategies and resources

9) How Do Teachers Make It All Work?


Examine Your Philosophy About Individual Needs

4f. Professionalism

Cb. Mindset 1.39 Demonstrating Value and Respect for Low Expectancy Students

2B. Teachers embrace diversity in the school community and in the world

5.6 Respects student diversity

Start Small Grow Slowly—but Grow Envision How an Activity Will Look

Domain 1. Planning and Preparation

Domain A. Planning and Preparation for Learning

Domain 2. Planning and Preparation

4B. Teachers plan instruction appropriate for their students

Standard 2: Instructional Planning

Step Back and Reflect


Dj. Reflection Domain 3: Reflecting on Teaching




Give Thoughtful Directions

3a. Communicating with Students

Ce. Clarity Lesson Segments Addressing Content

4G. Teachers communicate effectively

3.7 Communicates clearly and checks for understanding

Establish Routines for Getting Help Consider “Home Base” Seats Establish StartuP and Wrapup Procedures

2c. Managing Classroom Procedures

Be. Routines Design Question 6: What will I do to establish or maintain classroom rules and procedures?


5.3 Maximizes instructional time and minimizes disruptions

Stay Aware, Stay Organized


Dj. Reflection Domain 3: Reflecting on Teaching



Teach Students to Work for Quality


Ca. Expectations



1.6 Bases instruction on goals that reflect high expectations


Preempt Challenging Behavior

2d. Managing Student Behavior

Bi. Prevention 1.33 Demonstrating “withitness”


5.2 Establishes clear expectations and enforces them consistently and fairly

Calling on Colleagues Making Principals Partners Involving the Community

4d. Engaging with the Professional Community

Fi. Collaboration

4.55 Promoting Positive Interactions with Colleagues

1B. Teachers demonstrate leadership in the school

6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the community

Bringing Parents Aboard

4c. Communicating with Families

Domain E. Family and Community Outreach

4.56 Promoting Positive Interactions about Students and Parents

2E. Teachers work collaboratively with the families and significant adults in the lives of their students

6.7 Builds positive and professional relationships with parents/guardians


10) Education Leaders as Catalysts for Differentiated Classrooms

ISLLC Standards

Examine Your Beliefs and Goals 5B Model principles of selfawareness, reflective practice, transparency, and ethical behavior

Establish and Share a Vision 1A Collaboratively develop and implement a shared vision and mission

Avoid Overload 1C Create and implement plans to achieve goals

Prepare for the Long Haul 1D Promote continuous and sustainable improvement

Start Smart 1C Create and implement plans to achieve goals

Model the Process of Differentiation 1B Collect and use data to identify goals, assess organizational effectiveness and promote organizational learning

Examine Policies and Procedures 1E Monitor and evaluate progress and revise plans

Plan Staff Development for the Complexity of Change

1B Collect and use data to identify goals, assess organizational effectiveness and promote organizational learning

Provide Ongoing Assistance 1D Promote continuous and sustainable improvement

Apply Pressure and Offer Support 2A Nurture and sustain a culture of collaboration, trust, learning, and high expectations

Link Differentiation to Professional Responsibility

2C Create a personalized and motivating learning environment for students

Documents

Source: From The Differentiated Classroom: … · Classroom Management 2d. Managing Student Behavior B i. Prevention 1.33 Demonstrating “Withitness ... Source: From The Differentiated