6The keyThe key to a differentiated classroom is that all students are matched with tasks compatible with their individual learner profiles
7Differentiating Content – MULTIPLE options for taking in information Process – MULTIPE options for making sense of the ideasProduct: MULTIPLE options for expressing what they know.“It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”What Is Differentiated Instruction?By: Carol Ann Tomlinson (2000)Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:Content – what the student needs to learn or how the student will get access to the information;Process – activities in which the student engages in order to make sense of or master the content;Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; andLearning environment – the way the classroom works and feels.ContentExamples of differentiating content at the elementary level include the following:Using reading materials at varying readability levels;Putting text materials on tape;Using spelling or vocabulary lists at readiness levels of students;Presenting ideas through both auditory and visual means;Using reading buddies; andMeeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.ProcessExamples of differentiating process or activities at the elementary level include the following:Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;Developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;Offering manipulatives or other hands-on supports for students who need them; andVarying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.ProductsExamples of differentiating products at the elementary level include the following:Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels);Using rubrics that match and extend students' varied skills levels;Allowing students to work alone or in small groups on their products; andEncouraging students to create their own product assignments as long as the assignments contain required elements.Learning environmentExamples of differentiating learning environment at the elementary level include:Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;Providing materials that reflect a variety of cultures and home settings;Setting out clear guidelines for independent work that matches individual needs;Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; andHelping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).
8Always Teaches Up Never Waters Down DifferentiationAlwaysTeaches UpNeverWaters Down
10Peer CollaborationDiscuss your definition of differentiated instruction with your elbow partnerShare your views with the group
11JigsawGroups by colorEach color group is responsible for the information provided. You will present this information to your home group.Return to your home group and share out information gained from your color groups.Create a differentiation T-ChartWhat it is /What it is NOT
12Describe your strategy Why would teachers use this strategy? Note Taking on the FlyWhatDescribe your strategyWhyWhy would teachers use this strategy?HowWhat are the steps in applying this strategy?IllustrateDraw representation and be able to explain your thought process.
17classroom so that students have multiple options for At its most basic level, differentiating instruction means “shaking up” what goes on in theclassroom so that students have multiple options fortaking in information, making sense of ideas, and expressingwhat they learn.Differentiation is respectful teaching.
18Think-Pair-Share Think about the information presented Talk to your partner about what you heard and why we should differentiateShare ideas with the group
19There are Lots of Ways to Differentiate Low Preparation DifferentiationHigh Preparation DifferentiationChoice of booksHomework OptionsUse of Reading BuddiesWork Alone OR TogetherFlexible SeatingVaried Supplemental MaterialsThink-Pair-ShareOpen-ended activitiesIndependent StudyMultiple TextsMultiple Testing OptionsInterest CentersChoice BoardsSimulationsGroup Investigations
20Thinking Outside the Box Look inside your boxWork with your group to think of ways to differentiateCreate a sample on the chart paper providedPost your chart paper
23Exit Ticket Complete your evaluation Provide at least one thing you learned this session that you will use in your classroom in the comment section
24Menus/Choice BoardsEmpowering students through CHOICE while ensuring adherence to important LEARNING GOALS.
25What are Menus and Choice Boards? Learning menus outline a variety of instructional options targeted toward important learning goals.Students are able to select the choices which most appeal to them.The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.
26Kinds of MenusMENU: Main Dishes, Side Dishes, and Desserts (for younger learners)AGENDA: Imperatives, Negotiables, and Options (for older learners)THINK TAC TOE: Complete a row, column or diagonal line of activities.(all three options can be differentiated according to interest or learning profile)
27Menus/Choice Boards and CSCOPE Performance indicatorsProject IdeasPresentationsAssignments that require application, analysis or evaluation of knowledgeCreating something new
28Rubrics Provide expectations for finished work Provide guidance for studentsProvide grading criteria for both teachers and studentsEvery Menu/Choice Board should include a rubric for assignments
29Your Turn Study the samples of menus/choice boards and rubrics Investigate CSCOPE/Curriculum providedDesign a menu/choice board with a rubric that you can implement immediately and repetitivelyCombine Performance Indicators and other projects as desired to provide students with choices for applying content knowledge
30Let’s Share! Walk the room Discuss other opportunities to incorporate menus/choice boardsTake pictures of anything you would like to remember laterShare and contact informationDiscuss ways to work together in the future
31Exit Ticket Complete your evaluation Provide at least one thing you learned this session that you will use in your classroom in the comment section