1 What Is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and preferences Instruction.

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What Is Differentiation?

• A teacher’s response to learner needs

• The recognition of students’ varying background knowledge and preferences

• Instruction that appeals to students’ differences

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Content Process Product

According to Students’

Readiness InterestLearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

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Tips for Implementing Differentiated Instruction: Your Classroom

• Start slowly.

• Organize your classroom space.

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Teacher Station 1

Teacher Station

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Group

AssignmentsSchedule

Inboxes

Bookshelf

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Tips for Implementing Differentiated Instruction: Your Classroom (continued)

• Start student files.• Start student portfolios.• Use a clipboard.• Use technology.

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Based on pre- and ongoing assessments,

what and how will you differentiate??

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K.U.D.

• What students will Know (e.g., key knowledge and skills)

• What students will Understand (e.g., big ideas, specific understandings, & misconceptions)

• What students will be able to Do (e.g., what they should be able to do as a result of knowledge and skills)

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Differentiating Content

• Vary the presentation to reflex learning styles/strengths

• Adjust the degree of complexity of the skills and concepts and principles

• Use varied materials

• Use varied teaching methods/strategies

• Target instruction to readiness level

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Differentiating Content con’t

• Provide scaffolded support

• Examples

• Visual Strategies to Support Reading (Graphic Organizers)

• Curriculum Compacting

• Concept Mastery Routine

• Concept Comparison Routine

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Curriculum Compacting• Curriculum compacting is an instructional

technique designed to make curriculum modifications that allow for both acceleration and enrichment. (Dr. Joseph Renzulli).

• Allows students to finish in less time and progress at their own pace.

• Students are only taught concepts that they do not already know.

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Curriculum Compacting: Phase 1

• Exploratory Stage

• Pre-assessment:

- Test, conference, portfolio conference

• To find out what the learner:

- Knows, needs to know, wants to know

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Curriculum Compacting: Phase 2

• Analyze data• Mastery : Skills, concepts What have they mastered?• Needs to Master: What else do they need to know?• How will they learn it? Whole class, independent study, homework,

mentor/buddy in or out of school, online?

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Curriculum Compacting: Phase 3

• Advanced Level Challenges

• Investigations, service learning, projects, contracts

• Opportunities to be analytical, practical, creative

• Assessment

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Differentiating Process

• Modifying the “sense-making” of the lesson• Teachers can offer more than one way to process the

ideas and concepts.• Examples:• Learning Centers• Role-playing• Hands-on activities• Parallel tasks• Tiered/Adjusted assignments• Learning contracts• Choice boards

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Differentiating Process con’t

• Use flexible groupings

• Use varied teaching methods/strategies

• Create learning stations

• Establish learning contracts

• Allow student self assessments and goal setting

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Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Dinner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of

photosynthesis.

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THINK-TAC-TOEBook Report

Draw a picture of the main character.

Perform a play that shows the

conclusion of a story.

Write a song about one of the main

events.

Write a poem about two main

events in the story.

Make a poster that shows the order of events in the story.

Dress up as your favorite character

and perform a speech telling who

you are.

Create a Venn diagram

comparing and contrasting the

introduction to the closing.

Write two paragraphs about

the main character.

Write two paragraphs about

the setting.

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Beginning Intermediate Advanced

Outcome/Objective

Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.

Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.

Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.

Instruction/Activity

Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.

Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.

Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.

Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.

Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.

Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

Tiered Activity – Writing a Persuasive Essay4th–6th Grade Classroom

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Learning Contracts

Strategy for DI

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I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

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Learning Contract #2To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___

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Learning Centers

Strategy for DI

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Definition

A classroom area that contains a collection of activities or materials designed to teach, reinforce or extend a particular skill or concept.

Kaplan, et al. 1980

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Suggested Learning Center

1. Transitional Center – for those students who have not met the necessary knowledge and skill levels <re-teach or remediate>

2. Essential Center – for those students who are about to meet the levels <instructional>

3. Exploration Center – for those students who are ready for independent work

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Bloom and Learning Centers

• Transitional Level:• Knowledge and Comprehension

• Essential Level:• Application and Analysis

• Exploration Level:• Synthesis and Evaluation

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Differentiated Product

• The Product assignments must match the essential learning and include expectations for quality.

• Examples:

• Cubing (Bloom’s 6 levels…bottom to top)

• Exit Cards

• Assessments (written, visual, technological)

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EXIT CARDSToday you began tolearn about

decimalfractions• List three things

you learned• Write at least one

question you have about this topic

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EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue.

What questions do you have about this topic?

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EXIT CARDSWe have begun a study of author’s craft.

List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

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EXIT CARDS

On your Exit Card---

Explain the differencebetween prime andcomposite numbers.You may wish to give some examples of eachas part of yourexplanation.

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EXIT CARDSOn your exit card---

Explain the differencebetween simile andmetaphor. Give some examples of each aspart of your explanation.

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Assessment in the Differentiated Classroom

• Ongoing

• Instruction-dependent

• Student-dependent

• Informative for continuedinstruction