Introduction To Differentiation Melanie Eisen

Today’s Agenda Today we will: Meet and Greet and KWL chart What are the benefits of Differentiated Instruction (DI) What are the hallmarks of a DI classroom What are Student Learning Profiles The benefits of grouping Tiering activities Questions Assignment

Differentiated Instruction Is: Differentiated Instruction is Not: Having a vision of success for our students Individualization. Having a different lesson every day for each student. Realizing that students do not all learn in the same way. Always giving all the students the same tasks. Recognizing the variety of learning styles Assuming that all students learn by listening. Guiding students through their chosen. path of learning Just providing work stations in the classroom. Allowing students to excel in a certain content area. Assigning more work to students who have already excelled in a certain content area. Offering tiered lessons by ability, interest, and readiness. Only for students who show a need to accelerate. Qualitative Quantitative

IDENTIFY OUTCOMES THINK ABOUT YOUR STUDENTS INITIATING ACTIVITIES WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS This graphic represents a sequence for planning a tiered activity or assignment. (Walk through graphic) There is nothing sacred about three groups---the teacher may want to use two groups or as many as four or five. Assessment, diagnosis, and prescription are integral to the use of this strategy. The strategy itself is very visible and viable and usually makes sense to students and parents. GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK

Key Principles of a DI Classroom The teacher is clear about what matters in her subject matter; Big Ideas. The teacher understands, appreciates and builds upon student differences; Student Profiles. The teacher adjusts content, process and product in response to student readiness, interests and learning profile. Assessment and instruction are inseparable. All students participate in respectful work. Goals of a differentiated classroom are maximum growth and individual success Flexibility is the hallmark of a DI classroom. Carol Ann Tomlinson

Student Profiles Help us reach most of our students most of the time Empower our students Empower our parents Help create many possibilities in groupings Help focus our activities Help us foster solid relationships with our students Help us mine for the gold in each of our students

How can we learn about our students? Learning styles Thinking styles Where do they fit in the 4MAT (McCarthy) Gardner’s Multiple Intelligences

Creating the Student Profiles Ideas to get you started Preference Questions How do you feel about Drawing and artwork? Musical activities? Working with others? Working alone? Using numbers? Writing? Talking? Dancing, sports, moving while learning? Solving problems Reading? Thinking about Things? Working with technology? Being a leader? Gregory and Chapman, 2007 Interest/Learning style questions If I have time, I prefer to…. I do not like_________ because _________ My favorite subject is… I enjoy creating I like puzzles I prefer to work alone I would rather be outside then inside My top 2-3 activities are… I am excited about this class because…

Flexible Grouping

Before you group… Practice these skills; Moving furniture -individual roles Generic directions -timing activities Getting in and out of groups -voice levels Establish rules and procedures -listing of groups

WHAT CAN BE TIERED? ASSIGNMENTS PROCESS CENTERS & STATIONS CONTENT ASSESSMENTS MATERIALS PRODUCT WRITING PROMPTS HOMEWORK With a little thought, almost any classroom activity can be tiered. Two or three tiers is usually best for implementation. However, a teacher who is experienced and comfortable with the strategy may have more tiers if it facilitates the instruction or better meets the needs of the students.

Tiering In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at the level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas. Tomlinson

Conclusion Today we: You will: Next Meetings: Learned the definition of DI Learned 3 techniques that might be our entry points into DI Started to think about developing learning profiles for our students You will: Come up with 2 ideas you learned, 2 ideas you will try and 2 questions and email them to me. You will develop a template for your student profile and email it to me Next Meetings: Toldot- Sept 23 1-2:30 Lech Lecha- Sept 24 1-2:30 Please bring your workbook, teacher’s manual, a TaNaKH and small post it note flags to label your manuals