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Increasing Student Increasing Student Achievement through Achievement through Differentiation Differentiation Barbara A. Guillory, M.A. Ed, Barbara A. Guillory, M.A. Ed, NBCT NBCT

Increasing Student Achievement Through Differentiation[1]

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Page 1: Increasing Student Achievement Through Differentiation[1]

Increasing Student Increasing Student Achievement through Achievement through

Differentiation Differentiation Barbara A. Guillory, M.A. Ed, NBCTBarbara A. Guillory, M.A. Ed, NBCT

Page 2: Increasing Student Achievement Through Differentiation[1]

I. What is Differentiation I. What is Differentiation Instruction? Instruction? a)a) Differentiated Instruction is Differentiated Instruction is

best practicesbest practices

b)b) Differentiated instruction is Differentiated instruction is the teacher’s response to the the teacher’s response to the learner’s academic needs learner’s academic needs

c)c) Differentiated instruction Differentiated instruction recognizes the varying recognizes the varying backgrounds, knowledge and backgrounds, knowledge and preferences of each studentpreferences of each student

d)d) Differentiated instruction Differentiated instruction allows for students’ differences allows for students’ differences

Page 3: Increasing Student Achievement Through Differentiation[1]

““Differentiated instruction is a teaching philosophy based Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to on the premise that teachers should adapt instruction to

student differences. Rather than marching students student differences. Rather than marching students through the curriculum lockstep. Teachers should modify through the curriculum lockstep. Teachers should modify

their instruction to meet students’ varying readiness their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to get at the teacher proactively plans a variety of ways to get at

and express learning.”and express learning.”

-- Carol Ann Tomlinson Carol Ann Tomlinson

Page 4: Increasing Student Achievement Through Differentiation[1]

II. Why Differentiate? II. Why Differentiate? a)a) The diverse The diverse

population of population of learners, there is learners, there is not a one size fit all not a one size fit all

b)b) It allows for meeting It allows for meeting the students were the students were they arethey are

c)c) The students are The students are able to access all of able to access all of the curriculum the curriculum

Page 5: Increasing Student Achievement Through Differentiation[1]

III. How do teachers III. How do teachers differentiate? differentiate?

Through: content, process, product Through: content, process, product According to student’s: readiness, interest, learning profile According to student’s: readiness, interest, learning profile

Page 6: Increasing Student Achievement Through Differentiation[1]

IV. The role of assessment in the IV. The role of assessment in the differentiated classroom differentiated classroom

a)a) OngoingOngoing

b)b) Not always recorded for a gradeNot always recorded for a grade

c)c) Is the tool used to direct the plans Is the tool used to direct the plans for instruction for instruction

d)d) Leads to increased academic Leads to increased academic growth growth

e)e) Is student dependent Is student dependent

Page 7: Increasing Student Achievement Through Differentiation[1]

V. Types of Ongoing assessments: V. Types of Ongoing assessments: (teacher mechanisms)(teacher mechanisms)

a)a) Anecdotal records Anecdotal records

b)b) Observation checklist Observation checklist

c)c) Skills checklist Skills checklist

d)d) Class discussion Class discussion

e)e) Small group interaction Small group interaction

f)f) Teacher-student conferences Teacher-student conferences

g)g) Exit tickets Exit tickets

h)h) Performance task and rubrics Performance task and rubrics

Page 8: Increasing Student Achievement Through Differentiation[1]

VI. Types of ongoing VI. Types of ongoing assessments: (student sources)assessments: (student sources)

a)a) Short answer test Short answer test

b)b) Open response test Open response test

c)c) Home work Home work

d)d) Notebook Notebook

e)e) Oral response Oral response

f)f) Portfolio entry Portfolio entry

g)g) Problem solving Problem solving

h)h) Question writing Question writing

Page 9: Increasing Student Achievement Through Differentiation[1]

VII. Strategies used for VII. Strategies used for Differentiated InstructionDifferentiated Instruction

Varying organizers Varying organizers Literature Circles Literature Circles Tiered Lessons Tiered Lessons Tiered Centers Tiered Centers Tiered Products Tiered Products Learning Contracts Learning Contracts Small Group Small Group

Instruction Instruction

Independent Independent Study Study

Tiered Tiered AssignmentsAssignments

Varied Varied Questioning Questioning StrategiesStrategies

Interest CentersInterest Centers Interest GroupsInterest Groups Varied Varied

HomeworkHomework Reading BuddiesReading Buddies

Source the Differentiated Classroom, Tomlinson 1999

Page 10: Increasing Student Achievement Through Differentiation[1]

VIII. How do I begin to VIII. How do I begin to differentiate? differentiate?

Start slow Start slow Organize your classroom space Organize your classroom space Start student files Start student files Start student portfolios Start student portfolios Have clear written directions for all activitiesHave clear written directions for all activities Post daily agendas for students Post daily agendas for students Become familiar with students abilities and interest Become familiar with students abilities and interest Have a system Have a system Provide students with opportunity for questions Provide students with opportunity for questions

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IX. The Differentiated IX. The Differentiated Classroom Classroom

Fewer discipline issue Fewer discipline issue Significant student Significant student

growth growth Interactions with Interactions with

students are more students are more positive and productivepositive and productive

Page 12: Increasing Student Achievement Through Differentiation[1]

“ “Instruction begins when you, the Instruction begins when you, the teacher, learn from the learner; teacher, learn from the learner; put yourself in his place so that put yourself in his place so that you may you may understand . . . . . . . . . . . . . what understand . . . . . . . . . . . . . what he learns and the way he he learns and the way he understands it.” understands it.” - -Kierkegaard Kierkegaard