Differentiation EDUC 307

Frayer Model Differentiati on Description Key Vocabula ry ExamplesNon- examples

Differentiation  It means that you think proactively from the beginning, and the “normal” lesson includes more than one avenue for success.  It means that you think about the diversity of your learners when you are planning and don’t ever again fall into the trap of thinking that “One size fits all.”

Differentiated tasks are created based upon a student’s:  READINESS: Closely matched to skill level but challenging  INTERESTS: Ignites curiosity and/or passion  LEARNING: Provides opportunities to learn

Differentiated Classrooms offer different approaches to...  CONTENT: What students learn  PROCESS: How they learn it  PRODUCT: How they demonstrate what they have learned OE

Low Prep Differentiation  Choices of books  Homework buddies  Use of reading buddies  Varied journal topics  Varied pacing for anchor activities  Work alone/together  Flexible seating  Varied computer programs  Varied supplemental programs  Varying scaffolding on the same graphic organizer

Low Prep Differentiation  Think-Pair-Share  Use of collaboration  Open-ended activities  Mini-workshops to reteach  Jigsaw  Exploration by interests  Games to practice mastery of information  Multiple levels of questioning

High-Prep Differentiation  Tiered Activities  Tiered Products  Independent Studies  Multiple texts  Alternative assessments  Learning Contracts  Multiple Intelligences options  Varying Graphic Organizers  Tiered centers  Literature Circles  Stations

High-Prep Differentiation  Choice boards  Tic-Tac-Toe boards  Problem based learning  Graduated rubrics  Student centered writing formats

Cubing  Cubing is a differentiated instructional strategy in which students consider a concept or activity from six different perspectives.  This strategy utilizes Bloom’s Taxonomy in that it provides different levels of questions or prompts.  The cubes can be differentiated further by providing three different cubes: one with lower level questions/prompts, one with average level questions/prompts, and one with higher level questions/prompts.

Think Dots  You have a set of cards with review questions for the topic of study and each card has a certain number of dots on it (1-6).  Students are in groups and have a die, which they take turns rolling. If I roll a 4, I answer the question card with 4 dots on it. That card is placed back in the stack and can be used again.

Learning Contracts  Learning Contracts are agreements between students and teachers that grant the student certain freedoms and choices about completing tasks yet require the student to meet certain specifications.

Tic-tac-toe boards:  Have 3 rows and 3 choices in each row.  Students are to choose one assignment from each row.  Each assignment is also based on a different multiple intelligence learning style.

Tiered Activities  Step 1: Identify key concepts or skills.  Step 2: Think about students and/or use assessment to determine:  Readiness Levels  Interests  Learning Profiles  Step 3:Create an activity for “on-level” learners  Adjust the activity accordingly for struggling learners and highly-able learners.

Types of Response cards  Preprinted cards Yes/No cards  Student Made  Write-on boards

4 Corners

Fist of Five  Show the number of fingers on a scale, with 1  being lowest and 5 the highest.  Ask, How well do you feel you know this  information?  5. I know it so well I could explain it to anyone.  4. I can do it alone.  3. I need some help.  2. I could use more practice.  1. I am only beginning.

Thumb It! Have students respond with the position of their  thumb to get an assessment of what their current  understanding of a topic being studied. Where I am now in my understanding of? UpSidewaysDown I know a lot I know some I know very little

Exit Slips- “Ticket Out The Door”  Used to gather information on student readiness levels, interests, and/or learning profiles.  Can be used as quick assessments to see if students are “getting it.”  The teacher hands out index cards or post-it notes to students at the end of a lesson or class period.  Students respond to a question or prompt and turn them in as they leave the classroom or transition to another subject.

Exit Slips  Teacher reviews the student responses and separates the cards into instructional groups based on preset criteria.  Exit slips can be differentiated by readiness.