Basich Staff talk

Differentiation: Theory into Practice

Abby Guinn

Jennifer Carolan

April 4, 2007

Differentiation:

a systematic approach to planning curriculum and instruction for academically diverse learners Tomlinson, 1999

Multiple

Intelligences

Howard Gardner

Lev Vygotsky ZPD

Theory

Jean Piaget

Motivation

Theories

Robert

Sternb

erg

Thinki

ng Sty

les

Wiggins and

McTighe

Assessment

Differentiation An Approach to

Teaching

Why Differentiate?

1. Maximize the potential of each student

2. One size doesn’t fit all

3. The world is “flat” and demands different types of skills

Shift Happens

The reality of differentiation

Jennifer’s Study:• 4 master teachers• High performing district

• Interviews – 1.5 hours/teacher

• Observations – 2 hours/teacher

• 8th grade• Breadth – math, social studies, language arts, history classes

Abby’s Study:• 1 master teacher• High performing district

• Interviews – 4 hours

• Observations – 5 hours

• 6th grade• Depth – one history class

Our Studies

Teachers’ Differentiation in Practice is

Dynamic and

Complex

Teaching Variables

Teacher’s personal style and preferences

Curricular Resources Available

State Standards

Classroom Environment

Flexible grouping

ELL

Advanced

Learners

Special Need

Students

Student Interests

Student Diversity

Scheduling/Time Constraints

Classroom Management issues

Assessment

School Goals

Student Choice

MI

Readiness

Differentiation

AdvancedBeginner

ExpertNovice

Differentiation skills develop over time

Awareness of need for differentiation

Assessment is summative

Able to identify key features and principles

Use of multiple presentation modes & materials

Differentiation for one student trait (readiness/lp/interest)

Varied approach to student assessment

Consistent use of assessment for instructional planning (formative)

Differentiating by readiness/lp/interest within a single learning experience or brief sequence of lessons

Develops creative and innovative assessment/grading

Designing differentiated lessons and units around key concepts/principles/skills

Differentiation becomes less systematic and more organic

Differentiation is not either/or

Traditional Differentiated• Whole class direct instruction dominates• Summative Assessment• Focus on Verbal-Linguistic

• F

•Multiple instructional strategies used•Flexible Grouping• Formative Assessment• Curriculum taps multiple intelligences

What expert differentiators say about differentiation in practice. . .

I would say if people haven’t been exposed to [differentiation] before, they might think it’s all or nothing which is really sad because then that might preclude them ever trying. It’s just like, oh, I can’t do this and you’re asking me to do way too much. Mrs. D

When I first started doing this, I’m so visual. I mean, almost completely visual and I tended to teach that way. . .so that its pictures and diagrams and all of this kind of stuff. Very little kinesthetic movement – and that’s when you get the fidgety kids and they’re gone. You’ve lost them! - Mrs. D

Some teachers are good at thinking of questions ahead of time. . .I’m not so good at that, but I think I will come up with them on the fly.

Because you just sense where the child is at and where you want them to be and what’s the next step for getting this little brain there.

- Mrs. Y

It’s different every year. You know, you can think you’ve got it nailed down, but you had best be prepared to change at a moment’s notice. - Mrs. D

Keys to Getting Started

High Quality Curriculum Clarity of Essential Understanding

Know your studentsObservationContinuous Assessment

Instructional StrategiesFlexible Grouping StrategiesMultiple Instructional StrategiesCoaching

Community BuildingModel respect for differencesBuild connections among students

Problem-Solving Challenges to Differentiation

Challenges Insights after watching video/potential suggestions

Differentiating Curriculum

Differentiating Assessment

Lesson TemplateGoal:_____________________________________________ __________________________________________________ Essential Understandings:

Knowledge: Skills:

Evidence of Learning

Assessments:

Learning Plan

Activities:

Co

nte

nt

Pr

od

uc

t P

ro

ce

ss

Consistent for all students

Ideal areas for differentiation

May be differentiated

Thank you!

Abby Guinn

[email protected]

Jennifer Carolan

[email protected]

Tic-Tac Toe Board

Activity

Easy

intrapersonal

Activity

Musical

Activity

Challenging

logical

Activity

spatial

Core Concept

Required

Activity

logical

Activity

Challenging

kinesthetic

Activity

linguistic

Activity

Easy

linguistic

Tiered Lesson on Patterns

Grade KGoal: Scientists classify by patterns

Students use carpenter aprons to collect “data” (leaves) through a nature walk

Task 1: Classify leaves

•By size

•By color

Task 2: Classify leaves

•By shape

•Create a category

Task 3: Find 3 ways each

leaf could be classified -

other than color

Pre-made grid w/ categories

Sample grid – students create own grid

Students decide how to show categories and content

Tiered Scaffolding

What zone am I in?

Too EasyToo Easy•I get it right away

•I already know how

•This is a cinch

•I’m sure to make an A

•I’m coasting

•I feel relaxed

•I am bored

No big effort necessary

Just Right/On Just Right/On TargetTarget

•I know some things

•I have to work

•I have to think

•I have to persist

•I hit some walls

•I’m on my toes

•I feel challenged

Effort leads to success!

Too HardToo Hard

•I don’t know where to start

•I can’t figure it out

•I am spinning my wheels

•I’m missing key skills

•I feel frustrated and angry

•This makes no sense

Effort doesn’t pay off

Learner Cards

Hugo Serrano

Math 76% 2 older brothersELA 83% single parent ERB 5.0 bee sting allergy

April 12

L/P SoccerKinesthetic SpellingIntrapersonal video games