Welcome to Differentiating Instruction--An Overview Place the RED dot from your folder on the graph so that it bests represents where your knowledge of differentiation is right now.

Differentiating Instruction--An Overview Presented by: Lillie Stone Director of Differentiated Learning and the Major Achievement Program Linda Blankenhorn SETRC Training Coordinator and Professional Development Specialist

“Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

What kinds of things do you do to maximize student learning? Notes:

Do you... practice ongoing assessment? use assessment data to form flexible groups? use assessment data to develop respectful activities for all students? provide options for student learning? provide feedback that helps students set learning goals? use assessment data to determine student readiness, interests, and learning profile? reflect on your own teaching practices? Notes:

ACTIVITY # 1 DOCTOR, DOCTOR At your table Pass out the slips of paper from the envelope, alternating the green and white slips. One person with a green slip starts by reading the scenario on the paper. The person to his/her right responds by reading the response on the white slip of paper. Continue around the table until everyone has read what is on his/her slip of paper.

The absurdity of one-size fits all education is that….

Students of the same age, in the same grade differ in their readiness to learn, their interests, their styles of learning and their life circumstances.

The differences in students make a major impact on what students need to learn, the pace at which they need to learn it and the support they need from teachers and others to learn it.

What We Know About Student Learning…

Zone of Proximal Development – Vygotsky Students learn best when they are challenged slightly beyond where they can work without assistance. Zone of Proximal Development – Vygotsky Students learn best when they can make a connection between their interests and life experiences. Concept Based Instruction – Erikson Teaching for Understanding by Design – Wiggins & McTighe

Students learn best when learning opportunities are natural, meaningful, and context-laden. Concept-Based Instruction Lynn Erikson

Students learn best when classrooms and schools create a sense of community in which students feel significant and respected.

The most important job schools have is to maximize the capacity of each student.

Why Differentiate? “One size fits all” instruction does not address the needs of many students. Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels. Notes:

Providing A “Rack of Learning Options” We need to do more than “tailor the same suit of clothes.” Differentiation requires thoughtful planning and proactive approaches. Notes:

When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time. Lillian Katz

VIDEO VIEWING Using one of the graphic organizers, please be certain to note: What does differentiated instruction involve? How does the differentiated classroom differ from the traditional classroom? Questions, concerns, observations

Differentiated Instruction Is . . . A way of thinking about and organizing teaching and learning. Is Not. . . A new idea or an instructional strategy.

Differentiated Instruction Is … All students are exposed to key concepts, but at differing levels of complexity and depth. Is Not. . . Individualized instruction

Differentiated Instruction Is . . . On-going assessment and adjustment of instruction. Teacher guiding the exploration of a subject; teacher as coordinator of time, space and materials. Is Not . . . Tests at the end of the chapter to see “who got it”. Teacher as primary provider of information.

Differentiated Instruction Is . . . Learning organized around key concepts, themes, common elements. Multiple approaches to content, process and product designed to encourage maximal growth in all students. Is Not… Fragmented teaching of unrelated skills. One size fits all instruction.

Differentiated Instruction Is. . . All students engaged in challenging and respectful tasks. Flexible grouping including working alone, in pairs, student-selected groups, whole class, cooperative groups. Is Not. . . Giving some students “watered” down tasks and others more of the same work to do. A way to track students or make homogeneous groups.

Differentiated Instruction Is. . . Designing learning experiences based on student readiness, interest and learning profile. Is Not. . . Every student completing the same work at the same time in the same way.

“In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” Carol Tomlinson Teachers in differentiated classrooms are students of their students. Notes:

Differentiation of Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation such as: respectful tasks flexible grouping ongoing assessment and adjustment teachers can differentiate Content Process Product according to students’ Notes: Readiness Interests Learning Profile through a range of instructional and management strategies such as:

Strategies That Support Differentiation Maxi-Strategies Mini-Strategies Assessment & Diagnosis Flexible Grouping Tiered Activities Anchor Activities Differentiated Learning Centers Curriculum Compacting Learning Contracts Adjusting Questions Independent Study Reading & Study Buddies Student or Adult Mentors Exit Cards Task Cards Student Expert Desks Three Before Me The Dr. Is In Mini-Lessons Multiple Texts Interest Surveys Notes:

“Creating a differentiated classroom is not a yes/no proposition but rather a continuum along which teachers move as they develop skills of responsive teaching.” Notes: Carol Ann Tomlinson

“One size fits all.” Not Differentiated Fully Differentiated Reactive Fixed Closed Proactive Fluid Open Assessment & Diagnosis Flexible Grouping Tiered Activities Anchor Activities Differentiated Centers Curriculum Compacting Learning Contracts Adjusting Questions Independent Study “One size fits all.” Notes:

VIDEO VIEWING Using one of the graphic organizers, please be certain to note: How does the differentiated classroom differ from the traditional classroom? What are some key elements of the differentiated classroom? How was instruction differentiated? (content, process, product) How were students grouped? (by readiness, interests, learning styles) Questions, concerns, observations

Key Principles of a Differentiated Classroom The teacher is clear about what matters in the content area. The teacher understands, appreciates, and builds upon student differences. Assessment & instruction are inseparable. All students participate in respectful work. Students and teachers are collaborators in learning. Notes:

Key Principles of a Differentiated Classroom The teacher adjusts content, process, & product in response to student readiness, interests, and learning profile. Goals are maximum growth and continued success. Flexibility is the hallmark of a differentiated classroom. Notes:

Just do it!!! Final thoughts…. Have fun. Start small. Keep it simple. Notes:

For more information: Gardner, H. (1991). The unschooled mind. How children think and how school should teach. New York:Basic Books. Gardner, H (1993). Multiple intelligences: The theory in practice. New York:Basic Books. Tomlinson,C. (1995). Deciding to differentiate instruction in the middle school: One school’s journey. Gifted Child Quarterly, 39,77-87. Tomlinson, C. (1995). How to differentiate instruction in mixed ability classrooms. Alexandria, VA:ASCD. Tomlinson, C. (1996). Differentiating Instruction for mixed-ability classrooms. Alexandria, VA: ASCD. Tomlinson, C. (1997). Differentiating Instruction: Facilitator’s guide. Alexandria, VA: ASCD. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA:ASCD Web: Type in Differentiated Instruction

Thank you for your attention this afternoon. Before you leave today… Please fill out an evaluation form. Pass it to the front. Place the BLUE dot from your folder on the graph so that it bests represents where your knowledge of differentiation is right now.