Differentiation in the Classroom Susan Peacock, Erin Robertson, & Lauren Shipley Leadership Academy Week, August 2011

Objectives Define differentiation Compare ways to differentiate Identify types of differentiation seen during classroom walkthroughs

Carol A. Thomlinson, 2001

In spite of the great and growing variety of students in our classrooms… Carol A. Thomlinson, 2009

We still teach as though they are essentially alike! Carol A. Thomlinson, 2009

Carol A. Thomlinson, 2001

A large body of research is clear that students: Learn at different rates Need different degrees of difficulty Have different interests Learn in different ways Need different support systems Carol A. Thomlinson, 2009

Teaching a room full of learners The same thing In the same way Over the same time span With the same supports And expecting the same results Has never happened And it never will. Carol A. Thomlinson, 2009

What is Differentiation? (making sure we’re on the same page) Carol A. Thomlinson, 2009

Shhh/Share 1. Pick a column 2. Write or think silently 3. Be ready to share when time is called Write a definition of differentiation you feel clarifies its intent, elements, and principles. Explain to a new teacher what differentiation is in terms of what a teacher would be doing in the classroom – and why. Your definition should create an image of differentiation in action in a real setting. Develop a metaphor, analogy, or visual symbol that you think represents and clarifies what’s important to understand about differentiation. Carol A. Thomlinson, 2009

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful tasks Flexible groupingContinual assessment Teachers Can Differentiate Through: Content Process Product Environment According to Students’ ReadinessInterestLearning Profile Through a range of strategies such as: Multiple Intelligences…Compacting…Graphic Organizers…4MAT…Leveled Texts Jigsaw…Tiered Assignments…RAFTS…Complex Instruction… Learning Centers Carol A. Thomlinson, 2001

Classroom Walkthrough Document (2e) There is evidence that the teacher is intentionally/purposefully making the content, process, product or learning environment different for specific students or groups of students based on the learning needs of those students. 2e. There is evidence of instructional differentiation. o Process o Product o Environment o Content o Not evident o Unable to determine

Process Process is how we teach the standards. When we differentiate process we might: –Group students according to readiness, interest, or learning profile –Use a variety of instructional methods: whole group, small group, individual instruction –Offer instructional tools that honor individual learning profiles Marilee B. Sprenger, 2008

Ways to differentiate Process Varied texts by reading level Varied supplementary materials Varied scaffolding –reading –writing –research –technology Tiered tasks and procedures Flexible time use Carol A. Thomlinson, 2001 Small group instruction Homework options Tiered or scaffolded assessment Compacting Mentorships Negotiated criteria for quality Varied graphic organizers

Content Content is what we use to teach the NCSCOS. When we differentiate the path to the objectives we might include: –Choices in how students learn –Materials at different levels of difficulty –Different genres from which to choose –How quickly a child takes in information (pacing) Marilee B. Sprenger, 2008

Ways to Differentiate Content Reading Partners / Reading Buddies –Read/Summarize –Read/Question/Answer –Visual Organizer/Summarizer –Parallel Reading with Teacher Prompt Choral Reading/Antiphonal Reading Flip Books Split Journals (Double Entry – Triple Entry) Carol A. Thomlinson, 2001 Books on Tape Highlights on Tape Digests/ “Cliff Notes” Note-taking Organizers Varied Texts Varied Supplementary Materials Highlighted Texts Think-Pair-Share Preview-Midview-Postview

Product Product refers to the way students show us what they know. Any type of assessment may be considered “product.” These may be varied by: –Offering students choice –Using ongoing formative assessment to determine how well the students are learning –Personally communicating with students in the form of conferences/conversations –Varying performance tasks Marilee B. Sprenger, 2008

Ways to Differentiate Product Choices based on readiness, interest, and learning profile Clear expectations Timelines Agreements Product Guides Rubrics Evaluation Carol A. Thomlinson, 2001

Possible Products Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Carol A. Thomlinson, 2001

Environment Environment refers to the way the classroom works and feels. The emotional climate of the classroom is determined by considering how feelings impact learning. Teachers might be: –Utilizing student inventories –Responding to cultural needs of students –Balancing levels of support and challenge (fair isn’t always equal) –Using pre-assessments and formative assessments for flexible grouping –Varying group formation to meet instructional needs

Ways to Differentiate Environment The teacher asks himself or herself, “ What can I do to ensure that students from every readiness level and from every culture feel supported, included, challenged, and safe?” Celebrate growth in a way that is meaningful to the students. Teach students how to listen to one another. Provide opportunities for students to share perspectives. Model respect. Established shared goals as well as individual goals. Show each student how he or she is valuable to the classroom community. Work with individuals to refine problem-solving skills intra-personally and interpersonally. Cynthia Mangus, 2010

The Key The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles. Curriculum should be differentiated in three areas: 1. Content: Multiple option for taking in information 2. Process: Multiple options for making sense of the ideas 3. Product: Multiple options for expressing what they know 4. Environment: Multiple options for where learning takes place Carol A. Thomlinson, 2001

Sort Activity In your envelope are things you might see in classrooms during walkthroughs Decide which category of differentiation these things fit into on the walkthrough tool 2e. There is evidence of instructional differentiation. o Process o Product o Environment o Content o Not evident o Unable to determine

It’s Your Turn! Elementary School Math Elementary School Reading Differentiation Specialists Middle School Math High School Science High School Art

What’s the Point? ReadinessInterestLearning Environment Profile GrowthMotivationEfficiencyComfort Carol A. Thomlinson, 2009

What Now? Classroom Walkthroughs NC Teaching Evaluations Coaching Tips –Changing a way of thinking… –What is being differentiated? –How can we make it better tomorrow? –How can we meet the needs of more of the students?

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