Session 2

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Foundations and Applications of Foundations and Applications of Differentiating Instruction: Differentiating Instruction:

Competencies Four and FiveCompetencies Four and Five

Session 2Session 2

How to Differentiate How to Differentiate InstructionInstruction

My momma always said, "Life was like a box of chocolates. You never know what you're gonna get."

Forrest Gump


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Follow Up – Session I

One new thing I learned was the formal definition of differentiation. It feels to me that everyone has their own definition of differentiation. Although all of these definitions may have a common denominator, this becomes a problem with the implementation. I plan to use this information when planning activities in the classroom. This will help me keep the learner in mind. One of the many questions I have is how grading by learning goals work in the classroom. I can see how it works with informal assessments but how does it work with other types of assessments. I can learn more from my colleagues and reading about it.

One thing I learned in our first session is the importance of differentiated instruction. Sometimes, as a teacher, we can confuse lack of interest from our students as a sign of not wanting to learn; when in fact it might just be that they do not understand what we are teaching them. Having a full understanding of the definition of differentiated instruction and how to implement it in our classroom will certainly make us more efficient teachers. I plan to use this in my classroom when planning and teaching my lessons. Questions I might have: Can we learn how to use differentiated instruction in a way that the students do not feel "singled out"? I can certainly learn better if I see lessons being modeled.


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DEFINING DIFFERENTIATION

•Animal School:–The Duck–The Rabbit–The Squirrel–The Eagle


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TEACHERS’ BELIEF SYSTEM

•Research findings show that teachers’ belief systems affect learning.

•Belief systems need to be addressed for change to happen.


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I BELIEVE:

All of my students SHOULD achieve

•All of my students CAN achieve

•All of my students WILL achieve


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Some Big Ideas that Facilitate Differentiation

• Not everyone needs to do the same work at the same time

• Students will learn as much from each other as they will from the teacher

• Students must take responsibility for their own learning

• There are many paths to an answer

• Often there are many “right” answers

• Mistakes can be valuable learning experiences

• If it’s easy, you’re probably not learning very much


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Ways to Differentiate

• Readiness

• Interest

• Learning Profile


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“Interest refers to student’s affinity, curiosity, or passion for a particular topic or skill.”

~ Carol Ann Tomlinson, 1999The Differentiated Classroom, p. 11

“When interest is tapped, learning is more likely to be rewarding, and the student becomes a more autonomous learner (Bruner, 1961).”

~ Carol Ann Tomlinson & Susan Demirsky Allan, 2000Leadership for Differentiating Schools & Classrooms, p. 19

“By helping students discover and pursue their passions, we can maximize their engagement in learning, their productivity, and their individual talents (Amabile, 1983; Collins & Amabile, 1999).”

~ Carol Ann Tomlinson & Susan Demirsky Allan, 2000Leadership for Differentiating Schools & Classrooms, p. 14

Interest


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“Readiness is a student’s entry point relative to a particular understanding or skill.”


Readiness


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“Learning profile refers to ways in which we learn best as individuals. Each of us knows some ways of learning that are quite effective for us, and others that slow us down or make learning feel awkward. . . . The goals of learning-profile differentiation are to help individual learners understand modes of learning that work best for them, and to offer those options so that each learner finds a good learning fit in the classroom.”

~ Carol Ann Tomlinson, 2001How to Differentiate Instruction

in Mixed-ability Classrooms, p. 60

Learning Profile


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Learning Style Inventory

What kind of learner are you?

•Visual•Auditory•Tactile


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Visual Learners Remember what they see Recall details through picturing what they have

seen Pictures, Graphs, etc…

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Auditory Learners•“one who recalls at least 75% of what is

discussed or heard•Remembers what they hear and recreate

what they hear by focusing on what was said

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Kinesthetic Learners•Problems in a traditional classroom setting•Learn through tactile and kinesthetic

experiences•Hands-on learning

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Application to the Classroom

•Understand that your students don’t all learn the same way you do

•Children involvement is key•Utilize as many senses and intelligences as possible

•Be flexible•Try new things 16


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multiple intelligencesjigsawtaped materialanchor activitiesvarying organizersvaried textsvaried supplementary materialsliterature circles

tiered lessonstiered centerstiered productslearning contractssmall-group instructiongroup instructionindependent study

varied questioning strategiesinterest centersinterest groupsvaried homeworkcompactingvaried journal promptscomplex instruction

according to students’

through a range of instructional and management practices such as

ContentContent ProcessProcess ProductProduct

InterestsInterests ReadinessReadiness Learning ProfileLearning Profile



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Definition of Content

Content is what the students learn and the materials or mechanisms through which learning is accomplished. It is what a student should come to know (facts), understand (concepts and principles), and be able to do (skills) as a result of a given assignment of study (a lesson, learning experience, a unit).


in Mixed-ability Classrooms


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Ways to Differentiate Content– Reading Partners / Reading Buddies– Read/Summarize– Read/Question/Answer– Visual Organizer/Summarizer– Parallel Reading with Teacher Prompt– Choral Reading/Antiphonal Reading– Flip Books– Split Journals (Double Entry – Triple Entry)– Books on Tape– Highlights on Tape– Digests/ “Cliff Notes”– Note-taking Organizers– Varied Texts– Varied Supplementary Materials– Highlighted Texts– Think-Pair-Share/Preview-Midview-Postview– Vary presentation styles– Use of video, music, role play


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Content: Application

•At your table decide on a piece of text (from a textbook, a novel, a newspaper, or magazine).

•Brainstorm possibilities for differentiating content for this piece of text as it relates to readiness, interest, and learning profile.


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Definition of Process

Process is how the students make sense of the content. Process describes activities designed to ensure that students use key skills to make sense of essential ideas and information.




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Differentiating ProcessFront-Loading


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Differentiating ProcessScaffolding


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Differentiating ProcessEnrichment


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WAYS TO DIFFERENTIATE PROCESS

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– Fun & Games– RAFTs– Cubing, Think Dots– Choices (Intelligences)– Centers– Tiered lessons– Contracts– Use manipulatives– Provide models– Vary questioning– Use peer mentors– Provide varied activities– Use of flexible grouping


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Process: Application

At your table using the same piece of text brainstorm possibilities for differentiating process for this piece of text.


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Definition of Product

Products are assessments or demonstrations of what students have come to know, understand, and be able to do as the result of an extended sequence of learning. A product is the student’s opportunity to show what she has learned throughout a unit.




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Differentiating Product


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WAYS TO DIFFERENTIATE PRODUCT

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– Choices based on readiness, interest, and learning profile– Clear expectations– Timelines– Agreements– Product Guides– Rubrics– Evaluation– Adjust difficulty of task– Allow choice of assignments– Use a tiered approach– Use independent and group products– Portfolios– Student led assignments– Use menu/agenda


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Product: Application

At your table using the same piece of text brainstorm possibilities for differentiating products for this piece of text.


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Why do we need to differentiate instruction?


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Quote

“In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.”

~ Carol Ann Tomlinson, 1999The Differentiated Classroom: Responding

to the Needs of All Learners, p. 3


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Flexible Grouping

“No single-faceted plan…will meet the requirements of every student. As we move toward alternative grouping plans, we must be careful to avoid the rigidity that characterizes traditional ability grouping and offer students dynamic and flexible opportunities responsive to curricular goals and individual needs.

~ M. Radenrich and L. McKayquoted by Michael F. Opitz in

Flexible Grouping in Reading, (1999), p. 77.


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Grouping Patterns

• Whole Class• Cooperative• Collaborative• Interest• Special Need or Skill• Paired• Individual


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When a teacher tries to teach something to the entire class at

the same time, chances are one-third of the kids already know it one-third will get it

and the remaining third won’t. So, two-thirds of the children are

wasting their time.Lilian Katz

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Session 2

Education

instruction foundations

learning profile foundations

s1 learning profile

ways of learning

modes of learning

s1 readiness

eagle foundations

learning goals work