1. Learning Environment in the Differentiated Classroom
Presented by
Kathy Marks, M.Ed.

2. Characteristics of an Effective Learning Community
Everyone feels welcomed and contributes to everyone else feeling welcomed.
Mutual respect is non-negotiable.
Students feel safe in the classroom.
There is a pervasive expectation of growth.
The teacher teaches for success.
A new sort of fairness is evident.
Teachers and students collaborate for mutual growth and success.
Welcomed: Acknowledge each other – direct and positive attention – flexible and comfortable seating – time to talk and connect each day
Respect: Teacher helps distinguish between feelings about something done and value of the person – help students solve problems constructively
Safe: Absence of physical and emotional danger – can and should ask for help – earnest responses – risk-taking
Growth: General ability and specific talents – chart learning goals and growth – celebrate
Success: Figure out where each student is in relation to learning goal and provide experiences to push them (scaffolding) – individual stakes
Fairness: Making sure each student gets what they need to grow.
Collaboration: Students should help develop classroom routines and track themselves
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASDC, p

3. Paving the Way to Respect and Success
Continually coach students to be contributing members of a group.
Watch your students work in group and determine functional vs dysfunctional traits.
Create tasks and directions to guide them toward the functional.
Involve students and groups in goal setting, reflection, and problem solving.
Make sure expectations and clear, and that everyone has to contribute for the group to be successful.
Plan with flexible grouping in mind.
Can match students with tasks and assess in a variety of situations.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASDC, p

4. All of This Requires Good Management
Research shows a direct relationship between the ability to manage complex activities in the classroom and the ability to teach intellectually challenging material.
Teachers afraid to allow for varied groups, paces, and approaches tend to use passive approaches that ends up “dumbing down” the curriculum
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASDC, p. 76.

5. To Get Started With Your Learning Environment
Get to know your students with learning profiles, get to know you games, surveys, family visits, journals, etc
Continuous assessment is central:
Develop informal ways to check understanding throughout the year.
Don’t get fixed on past judgments or data for a child, think about the possibilities.
Make sure your students see that what you learn about them is used to help them work smarter and better.
Expect growth and change. Use what you know about them.
Let students tell or show you how they are doing.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASDC, p

6. Build A Community
Lead students to create a common vision of the class where everyone belongs, supports each others in learning, and participates democratically.
Show that diversity is a strength.
Model interest in and respect for each student, and encourage them to do the same.
As a class, identify and clarify goals to aspire to.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASDC, p

7. Use Groups
Grouping is highly motivating, and allows for sharing of ideas and support.
Use flexible grouping.
Teach up.
Use multiple ability tasks with more than one answer or way to solve a problem so everyone can contribute.
Assign individual roles within groups.
Make content accessible to everyone.
Affirm competence when you see an honest and worthy contribution, especially for those of lower status among peers.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASDC, p

8. Develop a Physical Environment to Support Learning
Provide structure, predictability, and flexibility.
Use tables or groups of desks. Arrange for easy traffic flow and observation. Position teacher desk out of the way.
Plan for multiple furniture arrangements for different tasks, and think about specialty areas.
Designate wall space that regularly houses for information about key assignments.
Create a hint board or hint cards with reminder directions on how to do things.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASDC, p

9. Develop a Physical Environment to Support Learning
Post high-quality exemplars from past students with varied levels of complexity as well as current high-quality work.
Store student materials with organization, easy access, and within your view.
Have places to turn in work and folders for “in process” work.
Designate a place for anchor activities.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASDC, p

10. Reflect What do you already do or have in place in your classroom?
What do you want to add?
What do you need help with?

11. References
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASDC.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASDC.