What is Differentiation? Presented by Kathy Marks, M.Ed.

Differentiation is:  Recognizing variances in learning styles, rates of learning, activities, expectations, motivation, outcomes, abilities, resources, skills, and family support  Assessing each student’s needs and responding with appropriate learning experiences

In Other Words…  Differentiation is responsive teaching rather than one-size-fits-all teaching.  Teachers proactively plan varied approaches to: what students need to learn (content) what students need to learn (content) how they will learn it (process) how they will learn it (process) how they will show what they have learned (product) how they will show what they have learned (product)

Differentiation Should Be:  Qualitative: doing different kinds of things, not more or less of them  Continuous adjustment of content, process, and product to better suit individual needs Differentiate Content What the students are taught Process How the students learn it Products The outcomes to demonstrate learning

For Higher Learners This Means  Enrichment: horizontal broadening of curricular aims and objectives  Acceleration: vertical movement through the above at a faster pace  Ideally these are used in tandem

Differentiate Based On:  Student readiness  Student interest  Student learning profiles

To Find Out Student Readiness Preassess Tests Quizzes Checklists Class discussions Journal entries Portfolios

Or… Preassess Five Most Difficult First KW ChartMind Maps

To Find Student Interests and Learning Preferences Students can:  Graph their strengths and weaknesses, understandings, etc  Write autobiographies as learners  Answer questions about positive and negative school experiences, effective learning, etc  Set learning goals You can:  Involve parents  Provide learning style inventories  Provide expression style inventories  Observe

Resources Karnes, F. & Bean, S. (2005). Methods and materials for teaching the gifted. Prufrock Press, Inc: Texas. Peterson, J., & Hitte, M. (2003). Inclusive teaching: Creating effective schools for all teaching: Creating effective schools for all learners. Boston: Allyn & Bacon. learners. Boston: Allyn & Bacon. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development. Association for Supervision & Curriculum Development.