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Product Process Content what to teach= curriculum what students do to show what they learned= assessment how to teach= teaching strategies what to teach= curriculum

TEACHERS CAN DIFFERENTIATE ACCORDING TO STUDENTS’…. READINESS a student’s proximity to specified learning goals INTERESTS passions, affinities, likes that motivates learning LEARNING PROFILE preferred approaches to learning

Under- standing Goal clarity Engage-ment Teaching up CURRICULUM & DIFFERENTIATION

Develop tasks that would invigorate sts who are advanced. “TEACHING UP” Planning Provide scaffolding that enables the range of less advanced learners to work successfully. Develop tasks that would invigorate sts who are advanced.

Tasks Strategies Time Allowed Grouping

choices about how they express what they learn during tasks  How learners make sense of key facts, concepts, generalizations, and skills of the subject. Through: varied options at differing levels of difficulty or based on differing student interests. scaffolding choices about how they express what they learn during tasks

ways to demonstrate sts’ knowledge DIFFERENT AND VARIED ways to demonstrate sts’ knowledge types of resources in preparing products degrees of difficulty to match sts’ readiness. assessment.

Adapted from Hollas, B. Differentiating Instruction in a Whole Group Setting,2007

HOW CAN I DO IT IN MY CLASSROOM???

Role Playing Journals Problem Solving Think-tac-toe

Tiering to avoid tears… Same learning objective in up to three ways to meet the needs of students at three levels of preparation: students not yet ready for that grade level’s instruction students just ready 3) students ready to go beyond. . Tier content: all students complete the same activity but the content varies in difficulty. Tier process: the activities by which the students learn information vary in complexity.

Think-Tac-Toe Alternative ways of exploring key ideas. Students must work with key ideas and skills central to the topic. Can be categorized by multiple intelligences, higher/lower order thinking skills(Bloom’s taxonomy), levels of readiness, learning styles, etc.

LEARNING MENUS Students are able to select the choices which most appeal to them. The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.

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