1. Melissa Storm The Access Center
Enhancing Your Instructional Skills Through Differentiation
Melissa Storm
The Access Center
SET UP – Print content area tent cards and place them on tables in the room. As participants enter the room, direct them to sit in the content area with which they are most likely to work.
Introduce the topic of the workshop and yourself
Have participants sit according to content area if possible.
3.Opening Activity – Have everyone stand up ask them to sit down if you say something that applies to them. Read these statements one at a time:
I differentiated my instruction
I have given a pre-test or a diagnostic assessment.
I have tutored a child
I have analyzed similarities and differences in students’ test scores
I have given students different books to read.
I have taught students in a small group
Hopefully at the end no one (unless they have not taught before) is left standing.
Make the point that this proves that everyone already differentiates and gives them a lens through which to view differentiation. It’s not impossible. I do it intuitively. Now I just need to do it intentionally.

2. Session Overview Introduction Differentiation Strategies Practice
Practical Issues
Collaboration
Next Steps
Introduction – We will cover what differentiated instruction is, why we use it, and a framework for it
Differentiation Strategies – We will discuss commonly used differentiation strategies and look at some case studies
Practice – We will use differentiation strategies to practice planning for instruction.
PRACTICAL ISSUES
Classroom Space and Organization - We will talk about how to set up your classroom to make it work
Working Collaboratively – We will discuss special ed/general ed collaboration and working with instructional assistants in the classroom

3. Why Differentiate? All kids are different. One size does not fit all.
Differentiation provides all students with access to all curriculum.
This is a good place to give a personal example – of a classroom you’ve taught or seen that had students at multiple grade levels.
The points on this slide can be mentioned briefly.

4. What is Differentiation?
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and preferences
Instruction that appeals to students’ differences
Main points to make while talking about this slide:
To differentiate instruction is to recognize students’ varying background knowledge, readiness, learning styles, and interests and to react to that.
The intent of differentiated instruction is to maximize each student’s growth and individual success by meeting each student where he or she is and designing instruction that matches students’ needs.

5. Teachers Can Differentiate
Content
Process
Product
According to Students’
Go through and talk about each green box.
Content – What is being taught. You can differentiate the actual content being presented to students.
Process – How the student learns what is being taught. For example, some students need to interact with the material physically, some might prefer to read a book.
Product – How the student shows what he/she has learned. For example, students can write a paper or they can present information orally.
Readiness – Skill level and background knowledge of child. We try to stay away from the word “ability” because you don’t always know the ability level of a child if their readiness level is low.
Interest – Child’s interest or preferences – these can be interests within the curricular area (for example, they might be interested specifically in learning about folklore in a unit on volcanoes) or in general (for example, knowing a student’s favorite cartoon character could allow you to tie that into an example and might motivate the student)
Learning Profile – This includes learning style (is the student a visual, auditory, tactile, or kinesthetic learner), as well as preferences for environmental (such as level of distraction, exposure to light or noise) or grouping factors (small group, large group, or individual)
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

6. Comparing Traditional and Differentiated Classrooms
Addressing student differences
Use of assessment
Use of student interest and learning style
STUDENT DIFFERENCES
In a traditional classroom these are addressed when they become a problem.
In a differentiated classroom, differences become the basis for planning and instruction
ASSESSMENT
In a traditional classroom, assessment tends to be summative. It occurs at the end of a unit, week, year, etc. This misses the big picture – if you aren’t assessing until the end you are missing chances to reteach as you go so that skills are strengthened.
In a differentiated classroom, assessment is diagnostic and formative so that instruction responds to the learner
INTEREST/LEARNING STYLE
In a traditional classroom, interest and learning style rarely inform instruction.
In a differentiated classroom students are guided in making interest and learning profile-based choices and instruction is based around the ways in which students learn.

7. Comparing Traditional and Differentiated Classrooms
Instructional format
Assignment options
Factors guiding instruction
INSTRUCTION
In a traditional classroom, much of the instruction is whole-class.
In a differentiated classroom, many instructional groupings and arrangements used
ASSIGNMENTS
In a traditional classroom, students are all usually given the same assignment to complete.
In a differentiated classroom multi-option assignments are used, providing students choices in the ways in which they show what they have learned.
FACTORS GUIDING INSTRUCTION
In a traditional classroom, a single curriculum guide or text is often used.
In a differentiated classroom student readiness, interest, learning profile guide instruction that incorporates multiple materials. School curriculum guides and standards are still used, but they are supplemented by other materials.

8. Discussion Question
What are you already doing to differentiate instruction in your classroom?
Have each participant turn to a neighbor and take two minutes to share the answer to this question with each other.
When you call the group’s attention back, as 2-3 volunteers to share their answers. Validate the answers and/or add to them.

9. Differentiation Strategies
All strategies are aligned with instructional goals and objectives
Specific strategies are selected based on
Focus of instruction
Focus of differentiation
When talking about this slide, make these points clear:
You should always start with your instructional goals and outcomes. What do you want students to learn? How is it related to standards?
Then decisions are made based on the focus of instruction – are you differentiating process, product, or content – or all three? And the focus of differentiation – readiness, interest, and/or learning profile
Before going to the next slide, introduce the strategies chart handout. Explain that it provides differentiation strategies and their primary uses, as well as things to consider. Point out that these are not all of the strategies available for differentiation, but they are strategies that are used commonly in differentiated classrooms.

10. Example of a Differentiated Classroom
Judy Rex’s Classroom in Scottsdale, AZ
3rd-4th grade multi-age class
Children from 2nd grade reading level through high school
This slide is for use with the ASCD video on differentiation.
If you do not have the video, eliminate this slide.
If you do have the video – pick a 5-10 minute clip that shows students working with the teacher and in small groups on activities. This is just to give participants an idea of what differentiation might look like in action.

11. Some Differentiation Strategies
Choice Boards
Tiered Activities
Learning Contracts
Explain each of these using the following handouts:
For Choice Boards:
First – show the Diner menu handout. Explain that each student does the appetizer and they have choice on the entrees and an option of the dessert. Explain that you can easily modify this for particular students so that they have more or less choice (for example, perhaps the appetizer is optional for students at a higher readiness level, while the dessert is not optional). Point out that each entrée activity lead to the same outcome, but students choose the way in which they get there.
Second – show the Think-Tac-Toe board. Students pick 3 activities to do, crossing them off the way you would need to in tic-tac-toe. Explain that you can also give students modified choices by telling them that the have to do three diagonally (and therefore must do the one in the middle) or horizontally.
For Tiered Activities:
Show the tiered activities lesson plan. Explain that all three lessons address the same outcome, but each lesson is adjusted according to student readiness.
For Learning Contracts:
There are two handouts for this. One is a more elementary example and the other is more secondary. Explain how these can be used so that students can explore areas of interest in more depth and take some ownership and planning of their work. These are also good for students to work on when they must do independent work while the teacher works with small groups.

12. Differentiation Strategies
Tell participants they are now going to look at some strategies in more depth.
Go to the next slide.

13. Develop a two-sentence summary of your strategy.
Provide an example of how the strategy could be used in your classroom.
Reading/Language Arts – Compacting
Math – Independent Study
Science – Interest Centers or Interest Groups
Social Studies/History – Flexible Grouping
Have participants work in groups for minutes on these two points.
Afterwards ask each group to briefly share what was discussed. Reaffirm answers and give another example of how each strategy could be used, if possible.

14. Case Studies What aspects of differentiation do you see?
Which techniques could you use in your classroom? How?
What questions or concerns came up?
Use the Case Study Handouts. Ask each content group to split in half. Each half content group reads one scenario and answers these questions. The other half reads the other scenario. After minutes, the groups get together to share their responses and help each other address the questions or concerns.
Share out – have a few people share to whole group what strategies they really liked and could see using
Make a list on chart paper of the questions or concerns that groups were unable to resolve. Let people know that many of these may be addressed by the rest of this presentation, but if not, you will re-visit it later and help them problem solve. (Note – if any questions or concerns seem easily addressed at this point, do so).

15. Differentiation Practice
For this activity – hand out the content area scenarios.
Have participants work in groups. The instructions are on the scenarios. They are to pick two strategies that might work to teach the objective and they are to consider the pros and cons of using each strategy with that group of students.
Groups don’t need to share their choice of strategies, but have them share out any “ah has!” that they had during the process – what did they learn or realize that they want to share?

16. Assessment in the Differentiated Classroom
Ongoing
Instruction-dependent
Student-dependent
Informs continued instruction
Assessment should be ongoing – it is not just summative. Teachers need to diagnose students in terms of readiness, interest, and learning profile to know where to begin. They need to conduct formative assessments so that instruction is constantly being adjusted to meet students where they are.
Instruction dependent: Assessment should be based on the content and manner in which the student was taught.
Student dependent: Assessment should be based on the needs of the student and the way in which he or she has been interacting with the material
Informs continued instruction: assessment should continually inform the teacher about a student’s progress and future instruction should be based on that information

17. Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom
Start slowly
Organize your classroom space
Start Slowly – begin with one subject and one technique – use it for a while then add more
It will take students, as well as the teacher, time to adjust to a new way of learning.
Organize your classroom space – think about how your room is arranged and whether it provides space and materials for students to work in various configurations
Go to the next slide

18. Teacher Station 1 Inboxes Bookshelf Teacher Station 2 Group Schedule
One way a classroom can be set up
The teacher station is for work with small groups. All needed materials are on the shelf behind the teacher so that teacher and students can stay in one place (not get up to get things) during that group work time.
Desks can be manipulated so students can work independently, in small groups, or in pairs. Each student should, if possible, have a “home base” desk that they go to when they first come to class.
Teacher station 2 can be used if there is a classroom aide or a co-teacher. If not – it can be used for student small group work or for a learning station.
The inboxes can be used to store materials or as places where students turn in work. Think about labeling them by subject area for elementary school or by class period for secondary students. Color coding materials can also help students find things quickly without teacher assistance – for example, all math books are red or all 2nd period journals are yellow. Organize things on the bookshelf this way as well.
Always keep a schedule and group assignments posted. Kids should be able to figure out where they are supposed to be and who they are working with without having to ask the teacher.
The red hexagons represent pillows – give students opportunities to work on the floor if it meets their learning profile. Create structure around this (for example, they pick one place and stay there for a defined time period), but allow students to be comfortable when they work. It will help motivate.
Teacher Station 2
Schedule
Group
Assignments

19. Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom
Start student files
Start student portfolios
Use a clipboard
Use of technology
Start class with familiar tasks
Use task cards, a tape recorder, or an overhead for directions
Have systems for student questions
Student Files: Have a set of folders where you can easily place anecdotal notes about students or copies of completed assessments.
Student portfolios: Have students keep work in portfolios or independent work folders that they monitor (see record keeping chart handout – kids can use it to monitor their work and it provides you with an easy way to see what they’re doing). Portfolios can also be examples of best work or of a progression of skills. If kids put writing samples in a portfolio every month then the teacher has a basis of assessment and can discuss with the student how his or her work has progressed over the months. This also helps teach students how to set their own goals.
Clipboard: If you always carry a clipboard, kids get used to you writing on it. Carry goal tracking sheets on your clipboard so that you can keep track of what students are working on on a daily basis. You can also put blank index cards on your clipboard and take anecdotal notes throughout the day. Those note cards can then be placed in student files.
Use of technology: Providing students with websites and other technology can allow them to work more independently. There are websites listed on the Resources handout that fall in this category.
Start class with familiar tasks: this allows everyone to have a starting place (a warm-up question, for example) that can be completed while the teacher takes care of administrative tasks or moves students to groups.
Task cards, tape recorder, or overhead for directions: give students ways to hear and review directions so that they do not need to interrupt instruction or a teacher’s work with a small group. Directions can be written on index cards, tape recorded, and/or posted on an overhead or chart paper in the room.
System for student questions: Decide on steps that students should take before they ask the teacher a question. For example, first they use a set of pre-determined strategies (looking in their journal, skimming the textbook, looking online, etc.), next they ask a peer, finally they can ask the teacher. Then decide how students should ask the teacher questions if the teacher is working with a small group at the time (for example, they could write their question on an index card and place it by the teacher, who could write a response without interrupting much of the small group work.

20. Implementing Differentiated Instruction in your District or School
Start with Committed Staff
Look for Existing Resources/Infrastructure
Start with One or Two Strategies
Try it and Be Willing to Alter and Extend
Implementing district or school-wide differentiation requires a plan and a commitment to resources.
Start with a committed staff – have a couple of teachers who are committed to trying differentiated instruction and re-trying when things don’t work. Support those staff members as much as possible and highlight achievements. Videotape them so that other teachers can see how it works.
Existing Resources – look for ways to implement differentiated instruction within existing structures and resources at the school level. If teachers are co-teaching it may be an opportunity to do a lot of small group work, and therefore a good place to try differentiation.
One or two strategies – Again, start small. Get teachers and students used to the process and then add on.
Be willing to alter/extend – Don’t give up! Differentiated instruction is labor intensive and may take trial and error to implement. The results are worth it, though. Be willing to try new things. Also be willing to extend past one or two strategies or classrooms.

21. Implementing Differentiated Instruction: Additional Considerations
Administrative Support to Teachers
Professional Development
Adequate Planning Time
For last point, what can help staff bring on/implement change? What is motivating? What can sustain this type of instruction?
Administrative support – teachers need to feel as though administrators are backing up their efforts, especially under the pressures of meeting AYP.
Professional Development – teachers need time to attend trainings and to work with each other to find best practices and make differentiation truly effective
Adequate planning time – if teachers aren’t given the time to plan, independently and with grade level teams, they will be less able to implement differentiated instruction in a meaningful way.

22. Collaborating Effectively
General Education and Special Education
Interpersonal Communication
Physical Arrangement
Curriculum
Classroom Management
The key for effective collaboration is to have constant communication about the classroom, students, and roles. Common planning time is necessary.
Interpersonal Communication – teachers need to communicate regularly in a way that works for them. They should have a discussion about the best way to do this. For example, should they meet once a day to discuss the class? Is there common planning time?
Physical arrangement – teachers need to come to an agreement about placement of students, teachers, and materials.
Curriculum – Special education teachers may be unfamiliar with content or methodology used while general education teachers may be unfamiliar with modifications or special ed. terms and methods. Both teachers need to communicate and make sure that they understand what the other teacher is doing.
Classroom Management – Teachers need to decide whether they will develop the classroom management system together or whether they will both work with one teacher’s system. Regardless, teachers need to show a unified front and follow whichever system they agreed upon. Both teachers also need to be respected by students as classroom managers.

23. Collaborating Effectively
Teachers and Instructional Assistants
Communicate
Schedules
Share classroom experiences
Share responsibility for students
Point out that there is a handout about working with paraprofessionals
Teachers and IAs must communicate about:
roles – make sure classroom roles are very clear to both of you
Student characteristics – IAs should be aware of IEPs and the needs of all students – keep folders where both people can place and access information about students
Instructional methods – make sure that everyone has a clear understanding of the instructional methods being used
Schedules – write out schedules for both the teacher and IA – so that each knows what the other is doing during the day or class period
Share classroom experiences – IA should let teacher know what he/she observes about kids and what experiences he/she had with kids during the day. The teacher should do the same so that both people understand student progress and classroom dynamics.
Share responsibility for students – Make sure that both people are working with all students equally. No student should only work with the teacher or IA.

24. Investing Students Student “buy-in” Provide choice
Allow students to assess their own mastery
Adjust physical environment
Increase student responsibility
Point out that there is a handout on investing students.
Buy in – The teacher has to invest students in differentiation. Many students may not be used to working this way. Ask for student opinion. Chart student differences in the classroom and point out when lessons address those differences.
Choice – Choice validates a student’s opinion and promotes self-efficacy. Give students a choice in at least one aspect (content, activity, or product) of a differentiated lesson. The more they have choice, the less likely they are to think that differentiated instruction is “unfair”
Assess own mastery – Hold feedback meetings with students where you look critically at their portfolios and teach theme the process of goal setting.
Physical environment – Make sure there is space for students to work in groups, individually, and with the teacher. It is also important to have room for equipment, computers, etc.
Increase student responsibility - Involve students more throughout the year in planning, contracting, assessing, group work, peer tutoring, and investigation. This can help to increase their investment in classroom activities.

25. Where do I Go From Here? Support networks
Online discussion forum
What’s New > Effective Classroom Strategies Discussion
Collaboration
Some Q&A is posted on the Access Center site. Teachers can also register and join in the discussion.
Encourage collaboration among the participants at the training.

26. Resources Assessment Curriculum Based Measurement
National Center on Accessing the General Curriculum (NCAC)
The Access Center
Curriculum Based Measurement provides a research-based way of conducting formative assessment
NCAC has articles and information on access to the general education curriculum, including some differentiation and UDL resources.
The Access Center – you can find a version of this presentation on-line there as well as electronic versions of many of the handouts. We also have online discussions, content area information (briefs and other presentations), and other web based resources.