E nhancing Y our I nstructional S kills Through D ifferentiation Melissa Storm The Access Center

Session Overview Introduction Differentiation Strategies Practice Practical Issues Collaboration Next Steps

Why Differentiate? All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum.

What is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and preferences Instruction that appeals to students’ differences

ContentProcessProduct According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

Comparing Traditional and Differentiated Classrooms Addressing student differences Use of assessment Use of student interest and learning style

Comparing Traditional and Differentiated Classrooms Instructional format Assignment options Factors guiding instruction

Discussion Question What are you already doing to differentiate instruction in your classroom?

Differentiation Strategies All strategies are aligned with instructional goals and objectives Specific strategies are selected based on –Focus of instruction –Focus of differentiation

Example of a Differentiated Classroom Judy Rex’s Classroom in Scottsdale, AZ 3 rd -4 th grade multi-age class Children from 2 nd grade reading level through high school

Some Differentiation Strategies Choice Boards Tiered Activities Learning Contracts

Differentiation Strategies

1.Develop a two-sentence summary of your strategy. 2.Provide an example of how the strategy could be used in your classroom. Reading/Language Arts – Compacting Math – Independent Study Science – Interest Centers or Interest Groups Social Studies/History – Flexible Grouping

Case Studies What aspects of differentiation do you see? Which techniques could you use in your classroom? How? What questions or concerns came up?

Differentiation Practice

Assessment in the Differentiated Classroom Ongoing Instruction-dependent Student-dependent Informs continued instruction

Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom Start slowly Organize your classroom space

Teacher Station 1 Teacher Station 2 Group Assignments Schedule Inboxes Bookshelf

Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom Start student files Start student portfolios Use a clipboard Use of technology Start class with familiar tasks Use task cards, a tape recorder, or an overhead for directions Have systems for student questions

Implementing Differentiated Instruction in your District or School Start with Committed Staff Look for Existing Resources/Infrastructure Start with One or Two Strategies Try it and Be Willing to Alter and Extend

Implementing Differentiated Instruction: Additional Considerations Administrative Support to Teachers Professional Development Adequate Planning Time

Collaborating Effectively General Education and Special Education Interpersonal Communication Physical Arrangement Curriculum Classroom Management

Collaborating Effectively Teachers and Instructional Assistants Communicate Schedules Share classroom experiences Share responsibility for students

Investing Students Student “buy-in” Provide choice Allow students to assess their own mastery Adjust physical environment Increase student responsibility

Where do I Go From Here? Support networks –Online discussion forum  What’s New > Effective Classroom Strategies Discussion Collaboration

Resources Assessment –Curriculum Based Measurement National Center on Accessing the General Curriculum (NCAC) The Access Center