Differentiated Instruction

Differentiated Instruction

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Connections to Survey ResultsSurvey

Item Question

Q8.1k Professional development enhances teachers' ability to implement instructional strategies that meet diverse student learning needs.

Q8.2c In which of the following areas (if any) do you need professional development to teach your students more effectively? Differentiating instruction

Q2.1f Teachers have sufficient instructional time to meet the needs of all students.

Q3.1a Teachers have sufficient access to appropriate instructional materials.

Q3.1b Teachers have sufficient access to instructional technology, including computers, printers, software and internet access.

Q3.1h The physical environment of classrooms in this school supports teaching and learning.

Q6.1b Teachers are trusted to make sound professional decisions about instruction.

Q7.1h Teachers receive feedback that can help them improve teaching.

Q8.1l Professional development enhances teachers' abilities to improve student learning.

Q8.3c In the past 2 years have you had 10 clock hours or more of professional development in any of the following areas? Differentiating instruction

Q9.1f Teachers are encouraged to try new things to improve instruction.

Q9.1h Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy).

Objectives

• Examine 5 key components of differentiation as defined by Carol Ann Tomlinson

• Consider strategies to utilize the 5 components of differentiation

• Deepen the understanding of the role of assessment in differentiation

• Explore the potential of the Knowing Students tool to support differentiation


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What is Differentiation?

Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students to maximize the learning opportunity for each student in the classroom.

Carol Ann Tomlinson

How does the definition of differentiation offered by Carol Ann Tomlinson align with your view of differentiation?

Use the chat box on the left side of the screen to respond to the prompt above.

Five Key Components of Differentiation

Pre-Assessment


Environment


Content / Standard


Process / Strategies


Product / Assessment


Pre-Assessment Environment Content / Standard Process Strategies Product / Assessment

Using various pre-assessment tools to learn about learners’ backgrounds, interests, learning styles, attitudes, learning preferences, academic readiness levels, and skills. This is followed by using pre-assessment data to design instruction that meets the needs of various learners.

Modifying the classroom learning environment in order to increase students learning.

Content is the input of teaching. What you teach can be adapted. How students are given access to what you teach can also be adapted. Content differentiation involves choosing content and making it accessible to students via students’ needs readiness levels, interests and learning profiles.

When students encounter new ideas, information, or skills, they need time to run the input through their own filters of meaning. Process differentiation involves using varied teaching strategies and activities to help students make sense of new content, skills, and ideas.

Providing different types of assessments or choices on assignments. Individuals and/or groups can then show evidence of learning via different products or performance assessments.

Name that ComponentScenario

Pre- Assessme

ntEnviron

ment Content Process Product

1. At the end of the unit, students choose how they will share what they have learned about sign language. All activities measure the same standard, but offer varying means for students to show they met the standard.

2. As the teacher allows students to practice new learning via guided practice, students share how to solve a math problem using the method of their choice: in writing, verbally, individually, in partners, with graphic organizers …

3. At the beginning of school, the teacher gathers information about her students via surveys, portfolios, interviews, journals and learning logs.

4. The teacher notices that some students need to move often. In response, he paces classes activities to allow kinesthetic learners to move more often. Other types of learners are also provided options that meet their learning modality needs.

5. During guided practice on fossils the students are in three distinct groups. Some students are in teams to sort and classify fossils from a text activity. Others are writing stories entitled “My Rock’s Life.” A third group are preparing oral presentations using an interview format about the life history of a celebrity rock.

6. Students use choice boards by selecting an activity card from a row of pockets while other students work in groups or individually with the teacher to improve skill levels.

Group Discussions

• You will be placed in discussion group linked to one of the 5 Components of Differentiation

1. Pre-Assessment 4. Process / Strategies2. Environment 5. Product / Assessment3. Content / Standard

• In your group discuss strategies that you can use to support the capacity of your teachers to understand and apply your assigned component of differentiation

• Identify a reporter in the group to provide a one-minutes synopsis of the group’s thinking

Five Key Components of Differentiation – Order of Difficulty

From the easiest to learn and apply to the hardest to learn and apply1. Environment2. Pre-Assessment of Individual Students3. Product and Assessment4. Process (Flexible Grouping)5. Content (Tiering)

The Critical Role of Pre-Assessment in Differentiation

• Role of Readiness– In a five-year longitudinal study of adolescents, students whose skills were underchallenged by

tasks demonstrated low involvement in learning activities and lessoning of concentration. Students whose skills were inadequate for the level of the challenge required by tasks demonstrated both low achievement and a diminished sense of self-worth. (Csikszentmihalyi, et al., 1993)

• Role of Interest and Choice– The appropriate choice in today’s diverse classrooms is no longer, “How do I motivate students?”

Rather, it is “What motivates this particular student and how do I design work that is responsive to these motivations?” (Schlechty, 1977)

• Role of Learning Profile– Students whose instruction matched their pattern of abilities performed significantly better than

the others. Even by partially matching instruction to abilities, student achievement improved.– When the students’ cultural differences are ignored or misunderstood in the classroom, the

academic success of students from many minority groups is likely to be undermined. (Sternberg, 1985, 1996, 1997; Delpit, 1995)

The best question an assessment answers is:

What is next in instruction?

Grant Wiggins

Three Types of AssessmentsPre-Assessment Formative Assessment (For

Learning)Summative Assessment (Of Learning)

Defined Documenting student’s skills, readiness, learning preferences and styles, multiple intelligences in order to design instruction that meets student’s needs

Involves students in assessment practices and a continuous flow of information about student’s progress in order to advance student learning and monitor progress

Given at the end of a lesson or unit where students demonstrate their level of mastery in meeting standard(s)

Place in time

Before Learning During learning After learning

Primary Users

Teachers and students Teachers and students Teachers, policy makers, program planners, administrators

Student’s Role

Demonstrate current learning needs

Help in setting learning goals, monitor progress toward goals, and demonstrate progress

Demonstrate mastery of standard(s)

Teacher’s Role

Assess where student’s current learning needs are in order to tap prior knowledge and build bridges from old to new knowledge

Transform standards into incremental classroom targets, inform students of targets, have students set learning goals, involve students in the assessment process, check for understanding and modify instruction

Assess student’s mastery accurately; interpret results to parents and students; grade performance in terms of meeting standard(s)

Frequency • Pre-assess students’ interests, skills, learning styles at the start of the year

• Pre-assess skill level and readiness just before each new unit begins

Assess periodically, daily, throughout the lesson and / or unit

Assess at the end of each unit and / or lesson

Knowing StudentsAcademicAcademic language and literacy skills, subject matter knowledge, skills and abilities. English language developmental levels

What I know:

What I’m wondering:

Next steps:Meta-CognitiveStudy and learning skills, ability to self- monitor behavior, self-assess, set and attain goals, and ability to manage time

What I know:


Next steps:Individual PreferencesPreferences in learning styles, multiple intelligences, interests, hobbies, aptitudes, emotional intelligence

What I know:


Next steps:Person ContextSocio-cultural traditions, non-school literacies, home and community background, primary language, educational histories, perceptions

What I know:


Next steps:

A Student’s VoiceYou think that I don’t know that you thinkI got an F because I am lazy and indifferent.But maybe I am just under-challenged and under-appreciated.Deep down I am begging you to teach meTo learn and create – not just to memorize and regurgitate.I’m asking you to help me find my own voice.I’m asking you to help me find my own beauty.I’m asking you to help me find my own unique truth.We need a miracleOne for every kid who subconsciously wants to be pushed to the edge / taken to the most extreme limits.I want you to make my brain work in a hundred different ways every day.I’m asking you to make my head ache with knowledge – spin with ideas.I want you to make my mind my most powerful asset.

10th grade studentArlington High School, Indianapolis, Indiana

Resources

• Respectful Work and Grouping Strategies• Research and Bibliography• Five Key Components of Differentiation --

Strategies

Differentiated Instruction

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