1. Destination: Differentiation (D2)
Susan Wouters
Extended Learning Program

2. Journey
The bend in the road is not the end of the road, unless you refuse to take the turn.

3. Consider the 3 questions guiding professional development
What are students learning?
Content
How do you know they are learning?
Formative Assessment
What are we doing for those who struggle, those who excel, and those in the middle?
Differentiation

4. Ways Individuals Differ
Prior knowledge or Skill Expertise
Learning Rate
Cognitive Ability
Learning Style Preference
Motivation, Attitude, and Effort
Interest, Strength, or Talent
The National Research Center on the Gifted and Talented, 2002

5. “There is nothing more unequal than the equal treatment of unequal people.”
Thomas Jefferson

6. What is differentiation?

7. Differentiation is …
“…shaking up what goes on in the classroom so it’s a better fit for everyone. It is not a pedagogical ‘bag of tricks.’ It is a way of thinking about teaching and learning.”
Carol Tomlinson

8. Differentiation is … Differentiated instruction specifically
responds to students’ progress on the
learning continuum - what they already
know and what they need to learn.
Diane Heacox

9. Differentiation means
starting where the kids are!
- Carol Ann Tomlinson

10. What is Differentiated Instruction?
Differentiated instruction is:
Proactive
Qualitative
Rooted in assessment
Multiple approaches to content, process, and product
Student centered
Blend of whole class, group, and individual instruction
“Organic” - instruction is dynamic

11. What Differentiated Instruction is NOT
individualized instruction
chaotic
another way of homogeneous grouping
“tailoring the same suit of clothes”
every subject, every student, every day!

12. Forward progress from the point of entry.
Learning:
Forward progress from the
point of entry.

13. What keeps us going as learners?
Success
Effort
Effort
Success
Success
Effort

14. ZONE OF PROXIMAL DEVELOPMENT
TASK COMPLEXITY CONTINUUM
Totally independent functioning
Student succeeds with adult support
Task complexity prevents success
ZONE OF PROXIMAL DEVELOPMENT
Where learning occurs. Students should be here 80% of the time.

15. The Levels of Curriculum
Intense 5%
Strategic
15%
Core
80%

16. “Not every child has an equal talent or an equal ability or equal motivation; but children have the equal right to develop their talent, their ability, and their motivation.”
John F. Kennedy

17. The Levels of Curriculum
“Intense”
LEARNER DIFFERENTIATED 5%
“Strategic”
TEACHER DIFFERENTIATED
15%
“Core”
PRESCRIBED CURRICULUM
80%

18. Differentiation begins with you thinking & planning differently.
Consider modifying:
Learning Environment
Content
Process
Product

19. Learning Environment Encouraged independence Student Centered
Classroom conditions that set
the tone and expectations of
learning.
Encouraged independence
Student Centered
Open and flexible
Accepting
Complex
Highly mobile

20. Content Modifications (What is taught.)
Allow different activities
not more of the same level
already mastered.
Complexity
Variety
Study of real people
Study methods of inquiry
Abstract
Connections to real life

21. Process Modifications (Instruction)
The activities through which students make
sense of key ideas using essential skills.
Creative thinking
Higher level thinking
Discovery
Open-ended
Group interaction
Variable Pacing
Variety of learning processes
Debriefing
Freedom of choice
Teamwork

22. Product Modifications (Assessment)
How students demonstrate and
extend what they understand
and can do as a result of a span
of learning.
Real problems and situations
Real audiences
Real deadlines
Transform existing information
Appropriate evaluations

23. When thinking differently about learners, consider …
Readiness
Information, concepts, and skills students demonstrate at entry point of learning experience
Interests
Topics, problems, and processes of personal relevance to students (passion learning)
Learning Profile
Combination of students’ emotions, cultures, modality preferences, and intelligences that affect learning

24. WAYS TEACHERS CAN DIFFERENTIATE
Process
Product
Content
according to a student’s
Readiness
Interests
Learning Profile

25. Differentiated Instruction is …
Rigorous - Provide challenging instruction to motivate students to push themselves. The bar is set to balance effort and success.
Relevant - Focus on essential learning. Not more of the same but challenging problems.
Flexible and varied - Not “one size fits all” but designed to best meet the learners’ needs.
Complex - Challenge students’ thinking and actively engage students in content that conveys depth and breadth.

26. Differentiation provides rigor, relevance, flexibility and complexity.
Curriculum Compacting
Tiered Activities / Assignments
Learning Contracts
Interest Centers or Interest Groups
Group Investigations
Independent Study
Choice Boards
Flexible Skill Grouping
Adjusting Questions / High-Level Questions
Mentorships

27. Indicators of Differentiation
Consistent use of pretesting
Decrease in the frequency of large group activities
Increase in
Small group teaching activities
Flexible small group learning activities
Increase in individual alternatives:
Centers
Homework
Contracts
The National Research Center on the Gifted and Talented, 2002

28. Incorporating Differentiation Within the Curriculum
Introduction
Initial Teaching
Determine Pretest Format
Pre-testing
Analyze results
Planning
Grouping
Differentiated teaching and learning
The National Research Center on the Gifted and Talented, 2002

29. To Differentiate a Lesson
Consider Adjusting These Curriculum:
Objective (vary the depth or breadth).
Introduction (use community resources, graphic organizers, or pretesting: demonstrate relevance; add intriguing twist).
Grouping ( involve individuals, pairs, small groups, choose homogeneous or heterogeneous groups).
Instruction (vary the teaching methods; use inductive, deductive, or hands-on strategies; alter the pace).
Learning Activities (choose from concrete to abstract, visual to tactile).
Resources (vary in depth, complexity, format, or nature).
Products (assign or create options, alternatives, or open-ended formats).
The National Research Center on the Gifted and Talented, 2002

30. Learning is like rowing upstream,
not to advance is to drop back.
~ Chinese Proverb

31. Differentiation and Levels of Curriculum
LEARNER DIFFERENTIATED
By the learner - explorations, investigations 5%
“Intense”
15%
80%
TEACHER DIFFERENTIATED
Content, Process, Product
“Strategic”
PRESCRIBED CURRICULUM
State / Local Standards
“Core”

32. How do I begin? There is no one “right way” to create an effectively
differentiated classroom:
teachers craft responsive
learning places in ways that
are a good match for their
teaching styles as well as for
learners’ needs.
Carol Ann Tomlinson

33. There are many ways to go forward -
but only one way of standing still. Franklin D. Roosevelt

34. Resources
Burns, D., Gubbins, E. J., Reis, S., Westberg, K. L., Dinnocenti, S. T. & Tieso, C.L. (2002). Applying gifted education pedagogy in the general education classroom: Professional development module. National research center on the gifted and talented, University of Connecticut, Storrs, CT.
Eidson, C., Iseminger, B., & Taibbi, C (2007). Demystifying differentiation in middle school. Pieces of Learning.
Heacox, D.(2007). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit.
Kaufeldt, M. (2005). Teachers, change your bait! Brain compatible differentiated instruction. Bethel, PA: Crown House.

35. Resources, Cont’d.
Kingore, B. (2007). Reaching all learners: Making differentiation work. Austin, TX: Professional Associates.
Kingore, B. (2004). Differentiation: Simplified, realistic, and effective. How to challenge advanced potentials in mixed ability classrooms. Austin, TX: Professional Associates.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed- ability classrooms.Alexandria, VA: ASCD.
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.