Fulfilling the Promise of the Differentiated Classroom “Strategies and Tools for Responsive Teaching”

What’s Behind the Idea of Differentiated Classrooms? Approach to teaching that advocates active planning for student differences in classrooms. Pace, scaffolds for learning difficulties, range in learning modes, motivation to learn) Philosophy Teachers must take into account “who” they are teaching as well as “what” they are teaching

Current Trends in DI Increase in English Language Learners The achievement gap for miority students Inclusion of special education students has grown 20 percent over the past decade Gifted students’ loss in motivation and academic achievement The “one size fits all” approach is not working

Differentiating Instruction: What and Why? 4 Student Traits Readiness Student’s knowledge, understanding and skill level Interests Topics or pursuits that evoke curiosity or passion in the learner Learning Profile Learning style, intelligence preference, culture, and gender Affect Emotions and feelings--how students feel about themselves, their work, and the classroom as a whole

Differentiating Instruction: What and Why? 4 Classroom Elements Content (the what—essential information ideas, or skills) Process (the how of learning the content—activities, homework, etc.) Product (the outcome—assessments, demonstrations of knowledge, understanding and application) Learning Environment (operation and tone of the learning environment)

Linking Student Traits & Classroom Elements Teachers continually assess students’… Readiness, interests, learning profile and affect To modify… Content, process, products, and learning environments To… Ensure maximum learning for each member of the class

Metaphors to Guide Thinking about Differentiation Taming the Fox Ideas… A Clockwork of Three Cogs Needs of the student (affirmation, contribution, power, purpose, and challenge) Role of the teacher (invitation, opportunity, investment, persistence, and reflection) Role of the curriculum and instruction (important, focused, engaging, demanding, and scaffolded)

Student Needs as the impetus for Differentiation