Meeting the needs of diverse learners k-6. Carol Ann Tomilson Its not a strategy but a total way of thinking about learners, teaching and learning.

Meeting the needs of diverse learners k-6

Carol Ann Tomilson

Its not a strategy but a total way of thinking about learners, teaching and learning.

It is proactive and intentional

All students given access to same core content with the complexity level adjusted and differentiated amount of assistance given to meet different leaners’ needs

I.e. varying rates of instruction and assistance at varying levels of complexity are employed

Quote of the day

Differentiation is a sequence of common sense decisions made by teachers with a student first orientation

(Adam Hoppe)

Tomilson’s Framework

Key Principles Of Differentiation

Respectful Tasks – Challenging, interesting & worth doing, respectful of each student, different tasks, tasks appropriate to readiness and learning preferences.

High Quality Curriculum – Student centred & planned with the end in mind, worth knowing & doing

Teaching up – Zone Proximal Dev. – Plan for the top group and scaffold to achieve this

Flexible grouping – Individual, small group, partner or class

Continual assessment – find opportunities to assess in all that you do

Building community – Knowing your students & celebrating their individual strengths (expert directory)

Now its your turn!

In small groups/ stage partners discuss which principles you feel are most important and suggest reasons why

Classroom Elements that can be differentiated

Content – skills, knowledge, values and attitudes

Product – variety of ways in which students can demonstrate their learning

Process – Varying strategies to ensure all students can learn

Learning Environment – Different learning environments to suit activities and students’ learning needs

Differentiating through Content

All students given access to same core content with the complexity level adjusted and differentiated amount of assistance given to meet different leaners’ needs

Content can be differentiated through h following:

Tiered lessons - Collaborative grouping

Learning contracts - Varied demonstrations

Learning centres - Varied lectures / discussions

Independent study -Varied cultural perspectives

Varied texts - Peer tutoring

Simulations / role play

Differentiating through process

A range of teaching and learning strategies designed to facilitate the achievement of intended outcomes at an appropriate standard for each student

Multiple intelligence activities

Learning centres

Taped materials or videos

Primary language tapes and videos

Learning contracts

Varied time allotments

Computer programs

Interest centres

Differentiating through Product

Options through which students can demonstrate or exhibit what they have learned. Products that reflect achievement and potential

Enrichment activities (Bloom’s)

Varied homework

Varied journal prompts

Choice on tests

Varied checklist

Negotiated checklist

Assignment options

Varied research projects

Product possibilities

Design a web page

Submit writing to a magazine or newspaper

Collect & analyse samples

Write a musical

Develop a museum exhibit

Present a radio program

Develop tools

Write poetry

Develop and use a questionnaire

Design a political cartoon

Differentiating Learning Environment

School structures, classroom setting, management, teaching and learning strategies that are adapted to accommodate different learning needs

Grouping which is flexible and fluid and approximate real life situations

Access to various materials and resources

An atmosphere that encourages expression of new ideas

Experiences reflecting learners interests and ideas

Honouring the dignity of all learners

Differentiation website

http://www.differentiationcentral.com/videos.html

http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html