Differentiated Learning Within Groups Cara Mulcahy

A Differentiated Classroom “provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively.” (Tomlinson, 2001p.1)

In a differentiated classroom Students are presented with many ways in which to process information and ideas, and are allowed to express what they learn in a variety of ways Students interact with many of their peers in a variety of group settings. These groups are “fluid” and ever changing as they relate to ability, interest, and tasks.

Differentiated Instruction is proactive qualitative rooted in assessment one that provides multiple approaches student centered a blend of whole-class, group and individual instruction environmental

The Teacher’s Role As a facilitator or guide to the students, the teacher: assesses student readiness in different ways knows students’ interests creates a variety of ways for students to collect information and knows that students differ in learning needs allows students to explore their own ideas

The Teacher’s Role allows students to exhibit what they have learned in a variety of ways. develops a community of learners develops an atmosphere of collaboration teaches for success through scaffolding plans with flexible grouping in mind believes that a classroom of active learners is better than one of passive learners

When Differentiating Consider Student Readiness Student Interest Student Learning Profiles Content process product

Learning style:. how students acquire new Learning style: how students acquire new information; how they first take it in. Processing style: how students make sense of new information; how they work with it to make connections and understand it Product style: how students communicate what has been learned; how they demonstrate learning by articulating it in a different way

Visual learners: graphic and textual Auditory learners Tactile learners Experimental/exploratory learners

Student Readiness: Ensuring that the tasks closely match the students’ skills and understanding Student Interest: Ensuring that the tasks ignite student curiosity and passion. Student Learning Profile: Ensuring that assignments encourage students to work in a preferred manner

Content: What the student learns Process: How the student learns Product: How the student displays what s/he has learned

Some Differentiating strategies I Search Design a Day Group investigation web Quests Jigsaw Literature circles reciprocal teaching flexible grouping Compacting independent investigation peer review learning centers cubing parallel tasks at varied levles differentiated interactive journals

Differentiating Instruction: Rules of Thumb Be clear on key concepts Think of assessment as a roadmap for planning assessment practices need to reflect the complexity of the learner (e.g. interest, motivation, skill level, learning style) emphasize critical thinking and creative thinking in lessons for all students Create lessons which will engage all students Ensure that a balance exists between student selected and teacher assigned tasks and working arrangements Avoid tracking by employing flexible grouping