Differentiated Instruction

Teaching Is Hard But Rewarding Work! Learning is hard work. People learn better when they feel valued and supported. To value and support learners, we must know them. We honor learners by caring for them as they are and simultaneously expecting more of them. People learn differently. Teaching is more efficient and effective when it matches learners need. To teach academically diverse learners well, teachers must teach flexibly. All learners benefit when they learn in places with high instructional ceilings and lots of ways to climb to the top.

Differentiated Instruction Is Hard Work! There are No Magical Programs; There are No Silver Bullets; It is a Philosophy; it is Not a recipe book; It is a process; it is Not an event;

Brain Research Confirms What Experienced Teachers have Always Known No two kids are alike. No two kids learn in the identical way. An enriched environment for one student is not necessarily enriched for another. In the classroom, we should teach children to think for themselves. – Marian Diamond

What is Differentiated Instruction? “Differentiation simply suggests that teachers have clear learning goals that are rich in meaning and provide various avenues and support systems to maximize that chance of each student succeeding with those rich and important goals.” - Carol Ann Tomlinson

What Differentiated Instruction Is Not D.I. is NOT the “individualized instruction” of the 1970s. D.I. is NOT chaotic. D.I. is NOT just another way to provide homogeneous grouping. D.I. is NOT just “tailoring the same suit of clothes.” – Carol Ann Tomlinson

What Differentiated Instruction Is D.I. is PROACTIVE. D.I. is more QUALITATIVE than quantitative. D.I. is ROOTED in ASSESSMENT. D.I. provides MULTIPLE APPROACHES to content, process and product. D.I. is STUDENT-CENTERED. D.I. is a BLEND of whole-class, group, and individual instruction. D.I. is “ORGANIC.”

The Eight Guiding Principles of the Differentiated Classroom 1. The teacher must be clear about what matters in subject matter. 2. The teacher must understand, appreciate and build upon student differences through empowering relationships 3. The teacher must recognize that assessment and instruction are inseparable. Alignment is the key. 4. The teacher must adjust content, process, product, classroom and instructional approach in response to student readiness, interests, and learning profile.

The Eight Guiding Principles of the Differentiated Classroom 5. The teacher must allow all students the opportunity to participate in meaningful, respectful, and dignified work that is focused on the end goal. 6. The teacher along with all students must be collaborators in the learning process. 7. The teacher must understand that the goals of a differentiated classroom are maximum growth and individual success. The end goal is high expectations for all. 8. The teacher must understand that flexibility is the key to building a differentiated classroom.

The Learning Triangle The Teacher The Content The Student

As We Move to Stronger Differentiated Instruction “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process and product in anticipation of and response to student differences in readiness, interest, and learning needs.” – Carol Ann Tomlinson

Student Traits Readiness – knowledge, understanding, and skills Interest – curiosity and passion in a learner Learning Profile – how students learn best Affect – feelings about their work, learning environment and themselves – Carol Ann Tomlinson

Classroom Elements Content – what teachers teach and how student gain access to knowledge Process – how a student makes sense of the learning objective Product – the opportunity to show what is learned Learning Environment – the operation and tone of the classroom – Carol Ann Tomlinson

Linking Student Traits and Classroom Elements “In differentiated classrooms, teachers continually assess students readiness, interest, learning profile, and affect. Teachers then use what they learn to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class.” – Carol Ann Tomlinson

Differentiated Instruction Motivates Students! Dynamic strategies + Energized Bodies + engaged minds = motivation − Charles A. Beaman

Cogs of Differentiation The Student Seeks Curriculum & Instruction Are the Vehicle The Teacher Responds

The Student Seeks Affirmation Contribution Power Purpose Challenge

The Teacher Responds Invitation Investment Persistence Opportunity Reflection

Curriculum & Instruction Are the Vehicle Important Focused Engaging Demanding Scaffolded

A Reflective Thought “Challenge in the classroom gives roots and wings to young dreams. It prepares learners with the substance, habits, and confidence necessary to move toward their dreams.” -Carol Ann Tomlinson

Effective Differentiation 1. The teacher is aware of basic student needs. 2. The teacher understands basic student needs. 3. Teachers improve their understanding of how those basic needs manifested in the classroom. 4. Teachers improve their understanding of how each facet of classroom experiences meets a learner’s need – or misses the mark for that learner. - Carol Ann Tomlinson

What Do I Need To Do? 1. Teach to Developmental Needs 2. Treat Academic Struggle as Strength 3. Provide Multiple Pathways to Standards 4. Give Formative Feedback 5. Dare To Be Unconventional – Rick Wormeli

The Three New “Rs” Relevance Rigor Relationships

Three Reasons Why Teachers need to use These Strategies: Increase Academic Achievement for All Students Reduce Behavior Problems Make Teaching and Learning Fun!

Conclusion “The concept of differentiating instruction for varied learners has its roots in the belief that we teach best when we accept the need to tame the fox. That is, we teach responsibly when we understand the need to teach the human beings before us as well as to teach the content.” -Carol Ann Tomlinson

Conclusion “It is important to begin with the conviction that we are no longer teaching if what we teach is more important than who we teach or how we teach.” -Carol Ann Tomlinson

Works Cited Beaman, Charles A. (2005). Diversity & Motivation in the Middle School: Reaching All Student. Middle Ground. V.9.1. Tomlinson, Carol Ann, (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria: Virgina, ASCD. Tomlinson, Carol Ann. (2001). How To Differentiate Instruction In Mixed-Ability Classrooms. Alexandria: Virgina, ASCD. Tomlinson, Carol Ann, (2003). Fulfilling the Promise of the Differentiated Classroom. Alexandria: Virgina, ASCD. Wormeli, Rick. (2006). Differentiating for Tweens. Educational Leadership. V.63.7.