DIFFERENTIATED INSTRUCTION AWARENESS

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DIFFERENTIATED INSTRUCTIONAWARENESS

• PART ONE

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West Virginia Achieves Professional Development
Series
Seeking Equity and Excellence
Through
Differentiated Instruction
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Mission
  The West Virginia Department of Educatio
n, the Regional Education Service Agencies and
the Office of Performance Audits will create
systemic conditions, processes and structures
within the West Virginia public school system
that result in (1) all students achieving mastery
and beyond and (2) closing the achievement gap
among sub-groups of the student population.
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Robert HutchinsThe Conflict in Education in a
Democratic Society
Perhaps the greatest idea that America has
given the world is education for all. The world
is entitled to know whether this idea means that
everybody can be educated or simply that everyone
must go to school.
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What We Know
An emerging body of research identifies
characteristics of high performing school
systems. These school systems have made significa
nt progress in bringing all students to mastery
and in closing the achievement gap.
These systems share characteristics described in
West Virginia Framework for High Performing
School Systems.
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WV Framework for High Performing School Systems
HIGH PERFORMANCE SCHOOL SYSTEM
SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS
CURRICULUM MANAGEMENT
STUDENT/PARENT SUPPORT
INSTRUCTIONAL PRACTICES
SCHOOL EFFECTIVENESS
CULTURE OF COMMON BELIEFS VALUES
Dedicated to Learning for ALLWhatever It Takes
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Through Differentiated Instruction
Seeking Equity Excellence
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Objectives

• Establish a common definition
• of differentiated instruction
• Review the evidence and research for
• differentiated instruction as aligned with
  
  high performing schools
  
• Develop an understanding of differentiated
  instruction by content, process, and product
  according to students readiness, interests, and
  learning profiles.

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DefiningDifferentiated Instruction

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When a teacher tries to teach something to
the entire class at the same time, chances are,
one-third of the kids already know it one-third
will get it and the remaining third wont. So
two-thirds of the children are wasting their
time.
- Lilian Katz
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When a teacher tries to teach something to the
entire class at the same time, chances are,
one-third of the kids already know it one-third
will get it and the remaining third wont. So
two-thirds of the children are wasting their
time.
- Lilian Katz
Activity One
Reflect on this quote by completing these
phrases

• As a student, I was in the 1/3 who
• As a teacher, I was in the 1/3 who...
• As a parent, my child is in the 1/3 who

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What is Differentiated Instruction?
(Based on C Tomlinson, 2000)
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Self-Assessment for Differentiated Instruction
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What is Differentiated Instruction?

• Differentiated instruction is a philosophy of
• teaching that
• Creates a personalized and responsive
  classroom environment
  
• Maximizes student growth and individual success
  while honoring and celebrating the unique
  qualities of each student
  
• Offers a variety of learning options within a
  student centered classroom
  
• Blends whole group, small group, and
  individualized instruction utilizing a
  standards-based curriculum

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Key Principles of Differentiation

• Flexibility
• Ongoing assessment
• Variety of learning opportunities and working
  arrangements
  
• Respectful activities
• Student/teacher collaboration
• for learning

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Evidence forDifferentiated Instruction

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Brain Research
Brain research confirms what experienced
teachers have always known No two children are a
like No two children learn in the same identical
way An enriched environment for one student is
not necessarily enriched for another
In the classroom, children should be taught
to think for themselves
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What do we know about learning?
People learn when they accept challenging but
achievable goals. Learning is developmental. Ind
ividuals learn differently. People construct new
knowledge by building on their current
knowledge. Much learning occurs through social
interaction. People need feedback to learn. Succ
essful learning involves use of strategieswhich
themselves are learned. A positive emotional
climate strengthens learning. Learning is influen
ced by the total environment. People learn what i
s personally meaningful to them.

Ron
Brandt
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What is differentiation?
Differentiation is classroom practice that looks
eyeball to eyeball with the reality that kids
differ, and the most effective teachers do
whatever it takes to hook the whole range of kids
on learning. Tomlinson 2001


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Differentiation is responsive teaching rather
than
one-size-fits-all teaching.
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Differentiation is a Response to Beliefs

• Competition against oneself results in growth and
  progress
  
• Schools maximize the capacity of each learner
• Excellent differentiated classrooms are excellent
  first, and differentiated second
  

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