Meeting the needs of diverse learners k-6

Carol Ann Tomilson  Its not a strategy but a total way of thinking about learners, teaching and learning.  It is proactive and intentional  All students given access to same core content with the complexity level adjusted and differentiated amount of assistance given to meet different leaners’ needs  I.e. varying rates of instruction and assistance at varying levels of complexity are employed

Quote of the day  Differentiation is a sequence of common sense decisions made by teachers with a student first orientation (Adam Hoppe)

Tomilson’s Framework

Key Principles Of Differentiation  Respectful Tasks – Challenging, interesting & worth doing, respectful of each student, different tasks, tasks appropriate to readiness and learning preferences.  High Quality Curriculum – Student centred & planned with the end in mind, worth knowing & doing  Teaching up – Zone Proximal Dev. – Plan for the top group and scaffold to achieve this  Flexible grouping – Individual, small group, partner or class  Continual assessment – find opportunities to assess in all that you do  Building community – Knowing your students & celebrating their individual strengths (expert directory)

Now its your turn!  In small groups/ stage partners discuss which principles you feel are most important and suggest reasons why

Classroom Elements that can be differentiated  Content – skills, knowledge, values and attitudes  Product – variety of ways in which students can demonstrate their learning  Process – Varying strategies to ensure all students can learn  Learning Environment – Different learning environments to suit activities and students’ learning needs

Differentiating through Content  All students given access to same core content with the complexity level adjusted and differentiated amount of assistance given to meet different leaners’ needs  Content can be differentiated through h following:  Tiered lessons- Collaborative grouping  Learning contracts - Varied demonstrations  Learning centres- Varied lectures / discussions  Independent study-Varied cultural perspectives  Varied texts- Peer tutoring  Simulations / role play

Differentiating through process  A range of teaching and learning strategies designed to facilitate the achievement of intended outcomes at an appropriate standard for each student  Multiple intelligence activities  Learning centres  Taped materials or videos  Primary language tapes and videos  Learning contracts  Varied time allotments  Computer programs  Interest centres

Differentiating through Product  Options through which students can demonstrate or exhibit what they have learned. Products that reflect achievement and potential  Enrichment activities (Bloom’s)  Varied homework  Varied journal prompts  Choice on tests  Varied checklist  Negotiated checklist  Assignment options  Varied research projects

Product possibilities  Design a web page  Submit writing to a magazine or newspaper  Collect & analyse samples  Write a musical  Develop a museum exhibit  Present a radio program  Develop tools  Write poetry  Develop and use a questionnaire  Design a political cartoon

Differentiating Learning Environment  School structures, classroom setting, management, teaching and learning strategies that are adapted to accommodate different learning needs  Grouping which is flexible and fluid and approximate real life situations  Access to various materials and resources  An atmosphere that encourages expression of new ideas  Experiences reflecting learners interests and ideas  Honouring the dignity of all learners

Differentiation website   king1.html king1.html