1. Differentiation

2. Definition
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.
Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.
Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”
Carol Ann Tomlinson

3. Differentiation Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Meaningful tasks
Flexible grouping
Continual assessment
Teachers can differentiate through
Building Community
Quality Curriculum
Content
Product
Affect/Environment
Process
According to students’
Readiness
Interest
Learning Profile
Through a variety of instructional strategies such as:
Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Diner Menu…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.

4. Key Principles of a Differentiated Classroom
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student differences.
Assessment and instruction are inseparable.
The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
All students participate in respectful work.
Students and teachers are collaborators in learning.
Goals of a differentiated classroom are maximum growth and individual success.
Flexibility is the hallmark of a differentiated classroom.

5. Principals of Differentiation
Meaningful Tasks
Flexible Grouping
Continual Assessment

6. Meaningful Tasks aligned with standards and curriculum
appropriate for age and grade level
engaging and purposeful
Authentic/ real life

7. Flexible grouping: A Definition
Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, student-selected, purposeful or random.
Jeanne H. Purcell, Ph.
Caroline S. Cohen, Ph.D

8. Designing Differentiated Learning Activities for Flexible Groups
Open-ended activities and assignments
Purposefully designed choices to accommodate learning or expression style differences
Purposefully designed tiered assignments
Purcell

9. WHAT CAN BE ASSESSED? READINESS LEARNING PROFILE INTEREST Content
Areas of Strength
and Weakness
Work Preferences
Self Awareness
Interest Surveys
Interest Centers
Self-Selection
Content
Knowledge
Skills
Concepts

10. When Do You Assess? Most teachers assess students at the
end of an instructional unit or sequence.
When assessment and instruction are
interwoven, both the students and the
teacher benefit. The next slide suggests
a diagnostic continuum for
ongoing assessment.

11. On-going Assessment: A Diagnostic Continuum
Preassessment
(Finding Out)
Formative Assessment
(Keeping Track & Checking -up)
Summative Assessment
(Making sure)

12. On-going Assessment: A Diagnostic Continuum
Feedback and Goal Setting
Preassessment
(Finding Out)
Formative Assessment
(Keeping Track & Checking -up)
Summative Assessment
(Making sure)
Pre-test
KWL
Checklist
Observation/Evaluation
Questioning
Conference Exit Card
Peer evaluation Portfolio Check
3-minute pause Quiz
Observation Journal Entry
Talk around Self-evaluation
Questioning
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review

13. Pre-assessment Is...
Any method, strategy or process used to determine a
student’s current level of readiness or interest in order to
plan for appropriate instruction.
provides data to determine options for students
helps determine differences before planning
helps teacher design activities that are meaningful and challenging
allows teachers to meet students where they are
identifies starting point for instruction
identifies learning gaps
makes efficient use of instructional time

16. Examples of Pre-Assessments: What Do You Want to Learn About Rome?
Name: _______________________
These are some of the topics we will be studying in our unit on Ancient Rome.
We want to know what you want to learn about. Number your choices from 1
to 8. Make sure that 1 is your favorite and 8 is your least favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children
What Can You Tell Us About Rome?
1. What country is Rome in? ________________________________________________
2. What does the word civilization mean?_______________________________________
_________________________________________________________________.
3. Can you give us some examples of different civilizations? ________________________
__________________________________________________________________.
4. Can you name any famous Roman people? ___________________________________
5. Many things in our country and culture came from the Romans. Can you think of any?
___________________________________________________________________
___________________________________________________________________.

17. Examples of Pre-Assessments: How Do You Like to Learn?
1. I study best when it is quiet Yes No
2. I am able to ignore the noise of
other people talking while I am working Yes No
3. I like to work at a table or desk Yes No
4. I like to work on the floor Yes No
5. I work hard by myself Yes No
6. I work hard for my parents or teacher Yes No
7. I will work on an assignment until it is completed, no
matter what Yes No
8. Sometimes I get frustrated with my work
and do not finish it Yes No
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it Yes No
10. When my teacher gives an assignment, I like to
create my own steps on how to complete it Yes No
11. I like to work by myself Yes No
12. I like to work in pairs or in groups Yes No
13. I like to have unlimited amount of time to work on
an assignment Yes No
14. I like to have a certain amount of time to work on
15. I like to learn by moving and doing Yes No
16. I like to learn while sitting at my desk. Yes No

23. Formative Assessment Is...
A process of accumulating information about a student’s
progress to help make instructional decisions that will
improve his/her understandings and achievement levels.
Depicts student’s life as a learner
used to make instructional adjustments
alerts the teacher about student misconceptions
“early warning signal”
allows students to build on previous experiences
provides regular feedback
provides evidence of progress
a aligns with instructional/curricular outcomes

24. Summative Assessment Is...
A means to determine a student’s mastery and
understanding of information, skills, concepts, or
processes.
Should reflect formative assessments that precede it
should match material taught
may determine student’s exit achievement
may be tied to a final decision, grade or report
should align with instructional/curricular outcomes
may be a form of alternative assessment

25. What Gets Differentiated?

26. 4 Elements to Differentiate
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; Product – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels.

27. CONTENT is what we want students to:. - know (facts and information)
CONTENT is what we want students to: know (facts and information) - understand (principles, generalizations, ideas) - be able to do (skills)
Content is differentiated (a) when you pre-assess students’ skill and knowledge, then match learners with appropriate activities according to readiness;
(b) when you give students choices about topics to explore in greater depth;
(c) when you provide students with basic and advanced resources that match their current levels of understanding.
Diane Heacox, Differentiating Instruction in the Regular Classroom

28. Differentiating Content - multiple textbooks and supplementary print materials at a variety of readability levels - meet with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners. - varied videos and computer programs to present material - learning contracts - interest centers - support systems audio tapes- record materials study partners/reading buddies/mentors - compacting phase 1 - teacher assessment of student phase 2 - teacher sets up a plan phase 3 - teacher and student design a project

29. PROCESS is the “how” of teaching
PROCESS is the “how” of teaching. Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning. Process calls on students to use key skills that are integral to the unit. Students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do. All students are engaged in meaningful and respectful tasks.
Carol Ann Tomlinson

30. Differentiating Process - tiered assignments - learning/interest centers - interactive journals and learning logs - graphic organizers - develop task lists written by the teacher containing both in-common work for the whole class and work that addresses individual needs of learners; - offer manipulatives or other hands-on supports; - vary the length of time a student may take to complete a task.
Carol Ann Tomlinson

31. PRODUCTS are the way students demonstrate what they have learned or extend what they have learned. They can be differentiated along a continuum: - simple to complex - less independent to more independent - clearly defined problems to fuzzy problems
Carol Ann Tomlinson

32. Differentiating product:
-Give students options of how to express required learning;
-Using rubrics that match and extend students' varied skills levels;
-Allowing students to work alone or in small groups on their products; and
-Encouraging students to create their own product assignments containing required elements. 32

33. Learning Environment is the way the classroom is organized for instruction.
Includes
- seating arrangements
- material locations
- clearly defined rules

34. Differentiating learning environment:
places in the room to work quietly and without distraction, as well as places for student collaboration;
clear guidelines for independent work that matches individual needs;
routines that allow students to get help when the teacher is busy and cannot help them immediately;
- help students understand that some learners need to move around to learn, while others do better sitting quietly 34

35. Instructional Strategies
Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.
Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.
Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…ETC.

36. Graphic Organizers
Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.

37. Scaffolding
Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk.
scaffolding reading the teacher may preview the text and discuss key vocabulary, or chunk the text and read and discuss as they go.
a challenging algebra problem can be broken into several parts. Between each “mini lesson” the teacher checks to see if students have the concept and practice before moving on.

38. Example for Cubing in Math…
Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. • The cubes are six-sided figures that have a different activity on each side of the cube. • A student rolls the cube and does the activity that comes up.
Example for Cubing in Math…
Describe: how you would solve_____________
Analyze: how this problem helps us use mathematical thinking and problem solving.
Compare or Contrast: this problem to one on p._____
Demonstrate: how a professional (or just a regular person) could apply this kind of problem to their work or life.
Change: one or more numbers (elements, signs) in the problem. Give a rule for what that change does.
Create: an interesting and challenging word problem from the number problem. (Show us how to solve it too)
Diagram or Illustrate: the solution to the problem. Interpret the visual so we understand.

39. Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
Write the chemical equation for photosynthesis.
Entrée (Select One)
Draw a picture that shows what happens during photosynthesis.
Write two paragraphs about what happens during photosynthesis.
Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
Define respiration, in writing.
Compare photosynthesis to respiration using a Venn Diagram.
Write a journal entry from the point of view of a green plant.
With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)
Create a test to assess the teacher’s knowledge of photosynthesis.

40. TIC-TAC-TOE Choice Board For a Book Report
Draw a picture of the main character.
Perform a play that shows the conclusion of a story.
Write a song about one of the main events.
Write a poem about two main events in the story.
Make a poster that shows the order of events in the story.
Dress up as your favorite character and perform a speech telling who you are.
Create a Venn diagram comparing and contrasting the introduction to the closing.
Write two paragraphs about the main character.
Write two paragraphs about the setting.

41. Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__
Teacher signature: ________________________________ Date __/__/__

42. Differentiated Instruction