Differentiation in the Classroom Elements of Differentiation And How to make it work Presented by Dawn C. Robins

“Today’s teachers still contend with the essential challenge of the one-room schoolhouse: how to reach out effectively to students who span the spectrum of learning readiness, personal interests, culturally shaped ways of seeing and speaking of the world, and experiences in the world.” (Tomlinson 1999, pg 1)

Definition To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

Learning Cycle and Decision Factors Used in Planning and Implementing Differentiated Instruction Pre- Assessment Student Readiness/Ability Interests/Talents Learning profile Prior Knowledge Curriculum State and local Standards and Benchmarks. Content What the Teacher plans To teach Process How teacher: Plans instruction Whole class Groups/Pairs Individually Assessment Of Content Product Summative evaluation

Elements of Differentiation The teacher focuses on the essentials The teacher attends to student differences Assessment and Instruction are inseparable The teacher modifies content, process, and products All students participate in respectful work The teacher and students collaborate in learning The teacher balances group and individual norms The teacher and students work together flexibly

Comparing Classrooms Traditional Classroom Student differences are masked or acted upon when problematic Assessment is most common at the end of learning to see “who got it” A relatively narrow sense of intelligence prevails A single definition of excellence exists Whole-class instruction dominates Coverage of texts and curriculum guides instruction Single option assignments are the norm Time is relatively inflexible A single text prevails The teacher solves problems Differentiated Classroom Student differences are studied as a basis for planning Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need Focus on multiple forms of intelligences is evident Students are frequently guided in making interest-based learning choices Multi-option assignments are frequently used Multiple materials are provided The teacher facilitates students’ skills at becoming more self-reliant learners Students are assessed in multiple ways

A Healthy Classroom Environment The Teacher: appreciates each child as an individual remembers to teach whole children continues to develop expertise links students and ideas strives for joyful learning offers high expectations helps students make sense of ideas shares the teaching with students clearly strives for student independence uses positive energy and humor

Instructional Strategies That Support Differentiation Stations Agendas Complex Instruction Orbital Studies Centers Tiered Activities Learning Contracts

Other Strategies That Invite Differentiation Compacting Problem-Based Learning Group Investigation Independent Study Choice Boards Portfolios

This presentation is based on “The Differentiated Classroom”, by Carol Ann Tomlinson.