Introduction To Differentiation Melanie Eisen. Today’s Agenda Today we will: »Meet and Greet and KWL chart »What are the benefits of Differentiated Instruction.

Introduction To Differentiation

Melanie Eisen

Today’s Agenda

• Today we will:» Meet and Greet and KWL chart» What are the benefits of Differentiated Instruction

(DI)» What are the hallmarks of a DI classroom» What are Student Learning Profiles» The benefits of grouping» Tiering activities» Questions» Assignment

Differentiated Instruction Is: Differentiated Instruction is Not:

•Having a vision of success for our students •Individualization. Having a different lesson every day for each student.

•Realizing that students do not all learn in the same way.

•Always giving all the students the same tasks.

•Recognizing the variety of learning styles •Assuming that all students learn by listening.

•Guiding students through their chosen. path of learning

•Just providing work stations in the classroom.

•Allowing students to excel in a certain content area.

•Assigning more work to students who have already excelled in a certain content area.

•Offering tiered lessons by ability, interest, and readiness.

•Only for students who show a need to accelerate.

•Qualitative •Quantitative

IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE

TO DO?

THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE

INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS

GROUP 1TASK

GROUP 2TASK

GROUP 3TASK

Key Principles of a DI Classroom

• The teacher is clear about what matters in her subject matter; Big Ideas.

• The teacher understands, appreciates and builds upon student differences; Student Profiles.

• The teacher adjusts content, process and product in response to student readiness, interests and learning profile.

• Assessment and instruction are inseparable.• All students participate in respectful work.• Goals of a differentiated classroom are maximum growth and

individual success• Flexibility is the hallmark of a DI classroom.

Carol Ann Tomlinson

Student Profiles• Help us reach most of our

students most of the time• Empower our students• Empower our parents• Help create many

possibilities in groupings• Help focus our activities• Help us foster solid

relationships with our students

• Help us mine for the gold in each of our students

How can we learn about our students?

• Learning styles• Thinking styles• Where do they fit in

the 4MAT (McCarthy)• Gardner’s Multiple

Intelligences

Creating the Student ProfilesIdeas to get you started

Preference QuestionsHow do you feel about

Drawing and artwork?Musical activities?Working with others?Working alone?Using numbers?Writing? Talking?Dancing, sports, moving while learning?Solving problemsReading?Thinking about Things?Working with technology?Being a leader?

Gregory and Chapman, 2007

Interest/Learning style questionsIf I have time, I prefer to….I do not like_________ because

_________My favorite subject is…I enjoy creatingI like puzzlesI prefer to work aloneI would rather be outside then insideMy top 2-3 activities are…I am excited about this class because…

Flexible Grouping

Grouping

Allows the teacher togive direction tosmaller groups

Increases level of engagement

Minimizes boredom and anxiety

Empowers studentsto take

responsibility in theirown learning

Students create a Community of Respect and

learning

Before you group…

• Practice these skills;– Moving furniture -individual roles– Generic directions -timing activities– Getting in and out of groups -voice levels– Establish rules and procedures -listing of groups

WHAT CAN BE TIERED?• ASSIGNMENTS• PROCESS• CENTERS & STATIONS• CONTENT• ASSESSMENTS• MATERIALS• PRODUCT• WRITING PROMPTS• HOMEWORK

Tiering

In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at the level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas.

Tomlinson

Where to start?

Content Process Product

Entry point to the unitThe rate of learning

Exit point from the unit

Create activities that challengethe students slightly above

their comfort zone

Place your activity on a continuum from belowgrade level to above

Conclusion• Today we:

» Learned the definition of DI» Learned 3 techniques that might be our entry points into DI» Started to think about developing learning profiles for our students

• You will:» Come up with 2 ideas you learned, 2 ideas you will try and 2

questions and email them to me.» You will develop a template for your student profile and email it to

me

• Next Meetings:» Toldot- Sept 23 1-2:30» Lech Lecha- Sept 24 1-2:30» Please bring your workbook, teacher’s manual, a TaNaKH and

small post it note flags to label your manuals