1. Differentiated Instruction

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9. Connections to Survey Results Survey Item Question Q8.1k Professional development enhances teachers' ability to implement instructional strategies that meet diverse student learning needs. Q8.2c In which of the following areas (if any) do you need professional development to teach your students more effectively? Differentiating instruction Q2.1fTeachers have sufficient instructional time to meet the needs of all students. Q3.1aTeachers have sufficient access to appropriate instructional materials. Q3.1b Teachers have sufficient access to instructional technology, including computers, printers, software and internet access. Q3.1hThe physical environment of classrooms in this school supports teaching and learning. Q6.1bTeachers are trusted to make sound professional decisions about instruction. Q7.1hTeachers receive feedback that can help them improve teaching. Q8.1lProfessional development enhances teachers' abilities to improve student learning. Q8.3c In the past 2 years have you had 10 clock hours or more of professional development in any of the following areas? Differentiating instruction Q9.1fTeachers are encouraged to try new things to improve instruction. Q9.1h Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy).

10. Objectives Examine 5 key components of differentiation as defined by Carol Ann Tomlinson Consider strategies to utilize the 5 components of differentiation Deepen the understanding of the role of assessment in differentiation Explore the potential of the Knowing Students tool to support differentiation

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12. What is Differentiation? Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students to maximize the learning opportunity for each student in the classroom. Carol Ann Tomlinson

13. How does the definition of differentiation offered by Carol Ann Tomlinson align with your view of differentiation? Use the chat box on the left side of the screen to respond to the prompt above.

14. Five Key Components of Differentiation Pre-Assessment

15. Five Key Components of Differentiation Environment

16. Five Key Components of Differentiation Content / Standard

17. Five Key Components of Differentiation Process / Strategies

18. Five Key Components of Differentiation Product / Assessment

19. Five Key Components of Differentiation Pre-AssessmentEnvironmentContent / StandardProcess StrategiesProduct / Assessment Using various pre- assessment tools to learn about learners’ backgrounds, interests, learning styles, attitudes, learning preferences, academic readiness levels, and skills. This is followed by using pre- assessment data to design instruction that meets the needs of various learners. Modifying the classroom learning environment in order to increase students learning. Content is the input of teaching. What you teach can be adapted. How students are given access to what you teach can also be adapted. Content differentiation involves choosing content and making it accessible to students via students’ needs readiness levels, interests and learning profiles. When students encounter new ideas, information, or skills, they need time to run the input through their own filters of meaning. Process differentiation involves using varied teaching strategies and activities to help students make sense of new content, skills, and ideas. Providing different types of assessments or choices on assignments. Individuals and/or groups can then show evidence of learning via different products or performance assessments.

20. Name that Component Scenario Pre- Assessme nt Environ ment Content Proces s Product 1. At the end of the unit, students choose how they will share what they have learned about sign language. All activities measure the same standard, but offer varying means for students to show they met the standard. 2. As the teacher allows students to practice new learning via guided practice, students share how to solve a math problem using the method of their choice: in writing, verbally, individually, in partners, with graphic organizers … 3. At the beginning of school, the teacher gathers information about her students via surveys, portfolios, interviews, journals and learning logs. 4. The teacher notices that some students need to move often. In response, he paces classes activities to allow kinesthetic learners to move more often. Other types of learners are also provided options that meet their learning modality needs. 5. During guided practice on fossils the students are in three distinct groups. Some students are in teams to sort and classify fossils from a text activity. Others are writing stories entitled “My Rock’s Life.” A third group are preparing oral presentations using an interview format about the life history of a celebrity rock. 6. Students use choice boards by selecting an activity card from a row of pockets while other students work in groups or individually with the teacher to improve skill levels.

21. Group Discussions You will be placed in discussion group linked to one of the 5 Components of Differentiation 1.Pre-Assessment4. Process / Strategies 2.Environment5. Product / Assessment 3.Content / Standard In your group discuss strategies that you can use to support the capacity of your teachers to understand and apply your assigned component of differentiation Identify a reporter in the group to provide a one- minutes synopsis of the group’s thinking

22. Five Key Components of Differentiation – Order of Difficulty From the easiest to learn and apply to the hardest to learn and apply 1.Environment 2.Pre-Assessment of Individual Students 3.Product and Assessment 4.Process (Flexible Grouping) 5.Content (Tiering)

23. The Critical Role of Pre- Assessment in Differentiation Role of Readiness –In a five-year longitudinal study of adolescents, students whose skills were underchallenged by tasks demonstrated low involvement in learning activities and lessoning of concentration. Students whose skills were inadequate for the level of the challenge required by tasks demonstrated both low achievement and a diminished sense of self-worth. (Csikszentmihalyi, et al., 1993) Role of Interest and Choice –The appropriate choice in today’s diverse classrooms is no longer, “How do I motivate students?” Rather, it is “What motivates this particular student and how do I design work that is responsive to these motivations?” (Schlechty, 1977) Role of Learning Profile –Students whose instruction matched their pattern of abilities performed significantly better than the others. Even by partially matching instruction to abilities, student achievement improved. –When the students’ cultural differences are ignored or misunderstood in the classroom, the academic success of students from many minority groups is likely to be undermined. (Sternberg, 1985, 1996, 1997; Delpit, 1995)

24. The best question an assessment answers is: What is next in instruction? Grant Wiggins

25. Three Types of Assessments Pre-AssessmentFormative Assessment (For Learning) Summative Assessment (Of Learning) Defined Documenting student’s skills, readiness, learning preferences and styles, multiple intelligences in order to design instruction that meets student’s needs Involves students in assessment practices and a continuous flow of information about student’s progress in order to advance student learning and monitor progress Given at the end of a lesson or unit where students demonstrate their level of mastery in meeting standard(s) Place in time Before LearningDuring learningAfter learning Primary Users Teachers and students Teachers, policy makers, program planners, administrators Student’s Role Demonstrate current learning needs Help in setting learning goals, monitor progress toward goals, and demonstrate progress Demonstrate mastery of standard(s) Teacher’s Role Assess where student’s current learning needs are in order to tap prior knowledge and build bridges from old to new knowledge Transform standards into incremental classroom targets, inform students of targets, have students set learning goals, involve students in the assessment process, check for understanding and modify instruction Assess student’s mastery accurately; interpret results to parents and students; grade performance in terms of meeting standard(s) Frequency Pre-assess students’ interests, skills, learning styles at the start of the year Pre-assess skill level and readiness just before each new unit begins Assess periodically, daily, throughout the lesson and / or unit Assess at the end of each unit and / or lesson

26. Knowing Students Academic Academic language and literacy skills, subject matter knowledge, skills and abilities. English language developmental levels What I know: What I’m wondering: Next steps: Meta-Cognitive Study and learning skills, ability to self- monitor behavior, self- assess, set and attain goals, and ability to manage time What I know: What I’m wondering: Next steps: Individual Preferences Preferences in learning styles, multiple intelligences, interests, hobbies, aptitudes, emotional intelligence What I know: What I’m wondering: Next steps: Person Context Socio-cultural traditions, non- school literacies, home and community background, primary language, educational histories, perceptions What I know: What I’m wondering: Next steps:

27. A Student’s Voice You think that I don’t know that you think I got an F because I am lazy and indifferent. But maybe I am just under-challenged and under-appreciated. Deep down I am begging you to teach me To learn and create – not just to memorize and regurgitate. I’m asking you to help me find my own voice. I’m asking you to help me find my own beauty. I’m asking you to help me find my own unique truth. We need a miracle One for every kid who subconsciously wants to be pushed to the edge / taken to the most extreme limits. I want you to make my brain work in a hundred different ways every day. I’m asking you to make my head ache with knowledge – spin with ideas. I want you to make my mind my most powerful asset. 10 th grade student Arlington High School, Indianapolis, Indiana

28. Resources Respectful Work and Grouping Strategies Research and Bibliography Five Key Components of Differentiation -- Strategies