Differentiation Lanier County Elementary John Tibbetts
Jan 02, 2016
Differentiation
Lanier County Elementary
John Tibbetts
Differentiation
A flexible approach to teaching using teaching methodologies for learners with different needs
Providing tailored instruction to meet the differences among all learners
Why we need to Differentiate
34% of 4th graders and 27% of 8th graders score below basic level of proficiency (2007 – NEAP)
Students reading below the basic level have trouble:
Demonstrating understanding
Making obvious connections to their experiences
Extending ideas by making simple inferences
The Need to Differentiate
Increase in low-achieving students
Decrease in resources
On & Above-grade level students
Gifted students need engagement and in-depth problem solving
Graduation Rates
“Georgia among 17 states with the lowest overall graduation rates in the country.”
AJC, July 23, 2009
State Graduation rate: 79.9% 2010 – GA DOE
Lanier County Graduation rate - 74.8%Lower among minority populations:
72.6% - Blacks; 69% - Hispanics; Whites – 82%
Why do Kids Drop Out?
Not Interesting Not motivatedNot enough demanded of them
Don’t do homework
Could have if they had tried
They were failing a subject
58% had two or less years left to complete school
Brain Research
We must use it or lose it
Provide the learner with the appropriate amount of challenge to prevent anxiety or boredom
Appropriate level of challenge is needed to ensure curiosity and learning
Response to InterventionTier I
Universal strategies for all childrenTier II
Customized intervention to meet the specific needs of the student
Tier III
Intensive interventions for students with severe or chronic needs
Differentiation
Lanier County Elementary
Dee Ann Owens
What it is…. What it isn’t….
What it isn’t….It is NOT doing something different for 30-plus students in your class
It is NOT giving up control in your classroom
It is NOT classifying “like-learners” together
It is NOT “tailoring”
It is NOT giving MORE or LESS
What it is….
It is providing different avenues to Acquiring content
Processing ideas
Developing Products
It is proactive It is rooted in assessmentIt is responsiveIt is labor intensive at first
Myths of differentiationThere is only ONE right way
You have to differentiate ALL of the time
Only for SPECIAL ED students
It is not FAIR to all students
Uses gifted & talented students as TUTORS
Makes assessment EASIER
Differentiation Scenarios
Differentiation
Lanier County Elementary
Teresa Jacobs
Process
How do students
make sense of
ideas and
information?
Product
How do students
demonstrate what they
have learned?
Content
What studen
ts learn?
“In a differentiated classroom, the
teacher proactively plans and carries
out varied approaches to content,
process, and product in anticipation of
and response to student differences in
readiness, interest, and learning
needs.”Carol Ann Tomlinson
What is the Rationale for
Differentiated Instruction?
How STUDENTS best learn:
The Engine that drives effective differentiation is...
Wiggins &McTighe
Challengi
ng
Learning happens best when a learning experience pushes a learner.
Motivation
Motivation increases when we feel a kinship with, interest in, or passion about what we are attempting to learn.
Wi
de Variety
Student learning is influenced by how individual brains are wired, by culture, and gender.
Learner Learning
“Bridging the Gap”
MENTALLY LAZY
• ADVANCED LEARNERS CAN BECOME MENTALLY LAZY, EVEN THOUGH THEY DO WELL IN SCHOOL.
HOOKED ON SUCCESS
• GRADES ARE MORE IMPORTANT THAN IDEAS• NOT WILLING TO TAKE INTELLECTUAL RISKS.
PERFECTIONISTS
• STUDENTS WHO HAVE THE CAPACITY TO BE PRODUCERS OF NEW KNOWLEDGE BUT ARE AFRAID OF FAILURE ARE UNLIKELY TO SEE THEIR PRODUCTIVE CAPACITY REALIZED.
SELF-Efficacy
Needs of Advanced Learners
?Failed
Coaching Advanced Learners
Continually raise the ceiling of
expectation
Click icon to add picture
Students need to compete against themselves, rather than against a norm.
Maximize Capacity for the Struggling Learner
Look for Positives-Relevance
Enhance Strengths-Use all
avenues
Power Learning-Teach UP
Succ
ess
A Teacher’s Plan for Success
• Avoid Teacher FOG• Set Goals• Make learning relevant• Teach using multiple
modalities• Reinforce legitimate
success• Think of multiple
avenues to learning• Maximize growth for
each student
The Role of the Teacher
Organizers of Learning Opportunities
Create ways to learn that both capture students’ attention and lead to understanding
Gives students as much responsibility for learning as they can handle, ...and then a little more.
A coach or mentor for your students
Understand students’ interest and learning preferences
Create a variety of opportunities togather information, explore ideas, present information and expand understandings.
Teach for SuccessBuild a Sense of Community
Organize and focus the curriculum on essential information
See and reflect on individuals as well as the group
Know your students, look beyond actions and erase stereotypes
Share responsibility for teaching and learning, ensure students are prepared for their role
Move students among varied work arrangements to help them see themselves in new way
Give students a voice
Be flexible with time
Think of many ways to accomplish a common goal
Craft learning experiences based on diagnosed need
Think of what could go wrong and structure to avoid potential problems
Keep track of student growth toward personal and group benchmarks
Rules of Thumb
Be clear on the key concepts and principles that give meaning and structure to the lesson you are planning.
Think of assessment as a road map for your thinking and planning.
Lessons for all students should emphasize critical and creative thought.
Lessons for all students should be engaging.
There should be a balance between student-selected and teacher-assigned tasks and working arrangements.
The Learning Environment
Everyone feels welcomed
Mutual respect is nonnegotiable
Students feel safe
There is a pervasive expectation of growth.
Fairness is evident
Teacher and students collaborate for mutual growth and success.
The teacher teaches for success!
Understand student readiness, interest, and learning profile
Begin at a pace that is comfortable
Time differentiated activities to support student success
Use and anchor activity
Plan how students will turn in work
Teach students how to rearrange the furniture
Have a plan for “quick finishers”
Make a plan for “Calling a Halt”
Let students talk about classroom procedures and group work
Create and deliver instructions carefully
Assign students into groups or seating areas smoothly
Have a “home base” for students
Be sure to plan for students to get help when you are busy with another student or group
Minimize noise
Minimize stray movement
Promote on-task behavior
Give students as much responsibility as possible for their learning
Strategies for Management
Your Input
Evaluation