October 2008 Tier 1: Differentiated Instruction Planning and providing alterations to - curriculum - instruction - assessment Recognizing the following - varying background knowledge - readiness - language - preferences in interests Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating is to maximize each student’s growth and individual success to assist in the learning process.
Obstacles 8. I thought differentiation was for elementary school 9. I subscribe to ability grouping 10. I have real logistic issues 11. I want my classroom under control 12. I don’t know how to measure my student’s learning styles 13. I have neither the time nor the funding to differentiate Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
Strategy for Differentiation Primarily Used to Differentiate Example Tiered Assignments Readiness Give assignments for various ability levels Tiered Products Readiness, Interest Assessing projects for various ability levels Drill-focused Cooperative Tasks Low-End Readiness Use flash cards to instruct and obtain mastery Thought/Production Focused Cooperative Tasks Interest Allow higher level students to decipher through a difficult dilemma Alternative Assessments Readiness Allow student to write a poem rather than take a test on the poem’s components Graduated Rubrics Readiness Develop a plan with a student to reach a particular academic goal by a specified time Choice Boards Readiness, Interest Give the student a choice between 3 activities Learning Centers Readiness Have students do math drills at one center, graph at another, and work on an assignment at another Anchoring Readiness Allow students to read, write in journals, manage a portfolio and practice while others are still working on their assignment
The Purpose of an Anchor Activity is to: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals.
Differentiated Instruction: Additional Guidelines Engaging all learners is essential. Teachers are encouraged to strive for the development of lessons that are engaging and motivating for a diverse class of students. Teachers should vary tasks within instruction as well as across students. In other words, an entire session for students should not consist of all drill and practice, or any single structure or activity.
Third Grade Reading 1. Design a variety of centers based on student learning profiles 2. Assign students to centers based on formal or informal assessments 3. At centers related to people the students are studying, students can choose to work alone, in pairs, or within a small group 4. Some possible centers include: Students select a person they’ve studied and make an annotated time line of the person’s early life, noting events that shaped the person. The student chooses whether to write a paper, draw a storyboard, or act out the events. Students select a biography and a fictional work each has read. Then they write about real-life events they and some of their friends have had. Students then look in all three works for common themes about growing up and decide to present their work as a matrix or through conversations between or among the subject of the biography, the fictional work, and a 3 rd grader. From Tomlinson