A Quick Quiz True or False

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A Quick QuizTrue or False

• Student learning differences are real.
• Fair means treating all kids alike.
• Intelligence is fixed.
• Students dont learn what the teacher doesnt
  directly oversee.
• Before we differentiate, we must diagnose student
  readiness, interest, and learning profile.
• Every student deserves to make continuous
  progress.

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What do you know about curriculum
differentiation?What concerns or fears do you
have regarding differentiation?What would you
like to learn more about?
List 10-15 words or phrases that, in your mind,
are linked to this term.
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Differentiation is synonymous with good teaching.

• Differentiation is not a curriculum. It is a way
  of thinking about teaching and learning.

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DIFFERENTIATION
Curriculum Content/Process/Product Student
Readiness/Interest/Learning Style
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A differentiated classroom will have a
combination of teacher directed, teacher selected
activities, and learner centered, learner
selected activities whole class instruction,
small group instruction, and individual
instruction.
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A Working Definition of DifferentiationDiffer
entiation has come to mean consistently using a
variety of instructional approaches to modify
content, process, and/or products in response to
learning readiness and interest of academically
diverse students.
Tomlinson, Carol Ann. The Differentiated
Classroom
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When Differentiating Instruction, The Three Most
Important Questions to Continually Ask Yourself...
What do I want may students to know, understand,
and be able to do?
What will I do instructionally to get my students
to learn this?
How will my students show what they know?
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Why Differentiate?

• Most students, even those involved in special
  programming, spend the vast majority of their
  time in regular classrooms.
• Starko, Alane J. Meeting
  the Needs of the Gifted Throughout the
  
• 
  School Day Techniques for Curriculum
  Compacting
• Students vary in readiness, interest, and
  learning profile. Tomlinson, Carol
  Ann. The Differentiated Classroom

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Readiness is a students entry point relative to
a particular understanding or skill. To help a
student to grow, we must begin where the child
is. Some children, particularly those who have
had early learning opportunities, begin school
with well-developed skills and considerable
understanding of various topics other students
arrive as true beginners and need basic
instruction and additional practice.

• Interest refers to a childs affinity, curiosity,
  or passion for a particular topic or skill. The
  advantage to grouping by interest is that it
  allows students to attach what they have been
  learning in class to things that they already
  find relevant and interesting and appealing in
  their own lives.
• Learning profile has to do with how students
  learn. Some are visual learners, auditory
  learners, or kinesthetic learners. Students vary
  in the amount of time they need to master a skill
  or learn a concept.
• How students learn can be shaped by
• environment social
  organization physical circumstances
• emotional climate
  psychological factors

Carol Ann Tomlinson/ Diane Heacox
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What goals are we trying to achieve through
differentiation?

• Increased academic learning
• Increased confidence in learning
• Enhanced intrinsic motivation for learning
• Self-directed learning behaviors

Burns and Purcell, 2002
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Why does it work?

• Differentiation increases the match between where
  the student is and what they are to learn.
• Zone of Proximal Development Vygotsky (1962)
• Varying levels of scaffolding
• Varying degrees of challenge
• Varying degrees of autonomy
• Optimal learning

Burns and Purcell, 2002
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Research supports differentiation

• We think, learn, and create in different ways.
• Intelligence is fluid, it is not fixed and
  therefore can be amplified.
• Learning is more natural.

Burns and Purcell, 2002
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What Gets Differentiated? The teacher can
modify content, process, or product.
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CONTENT is what we want students to
- know (facts and
information) - understand (principles,
generalizations, ideas) - be able to do
(skills)Content is differentiated (a) when you
preassess students skill and knowledge, then
match learners with appropriate activities
according to readiness (b) when you give
students choices about topics to explore in
greater depth (c) when you provide students
with basic and advanced resources that match
their current levels of understanding.
Diane Heacox, Differentiating Instruction in the
Regular Classroom
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Differentiating Content- multiple
textbooks and supplementary print materials-
varied videos and computer programs - learning
contracts- interest centers- support
systems audio tapes study partners and reading
buddies mentors - compacting phase 1 -
teacher assessment of student phase 2 - teacher
sets up a plan phase 3 - teacher and student
design a project
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PROCESS is the how of teaching. Process refers
to the activities that you design to help
students think about and make sense of the key
principles and information of the content they
are learning. Process also calls on students to
use key skills that are integral to the unit.
When differentiating process, students are
engaged in different activities, but each
activity should be directed to the lessons
common focus on what students should come to
know, understand, and be able to do. All
students are engaged in meaningful and respectful
tasks.
Carol Ann Tomlinson
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Differentiating Process- tiered
assignments- learning centers- interactive
journals and learning logs- graphic organizers
Carol Ann Tomlinson
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PRODUCTS are the way students show what they have
learned or extend what they have learned. They
can be differentiated along a continuum -
simple to complex - less independent to more
independent - clearly defined problems to fuzzy
problems
Carol Ann Tomlinson
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As teachers, our goal is to make the curriculum
accessible to all students. Differentiation
makes this possible but before we can begin to
differentiate, we must come to know our students.
Discovering what your students already know
before beginning a unit of study can be
accomplished through the use of preassessments.
The use of interest inventories and multiple
intelligence checklists provides important
information about students learning profile.
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Flexible grouping is at the heart of
differentiated instruction
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Flexible grouping A Definition

• Flexible small groups are within class grouping
  in which membership varies according to ability
  (same ability, mixed ability), interest or
  questions, learning style or processing style,
  product style, group longevity, group size
  (2-10). Groups can be teacher-selected,
  student-selected, purposeful or random.
  

Jeanne H. Purcell, Ph. Caroline S. Cohen, Ph.D
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Why is flexible instructional grouping a
hallmark of the differentiated classroom?

• It is a critical management strategy in the
  differentiated classroom.
• It allows a better instructional match between
  students needs and what you want students to
  know, understand, and be able to do.
• It lets you tailor learning activities according
  to students needs and learning preferences, and,
  in the process, gives you time to provide
  additional instruction or extend learning
  experiences to particular students or groups.

Diame Heacox
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Do I need to use flexible groups?

• If after analyzing preassessment data, no
  powerful differences exist among students,
  flexible grouping is not necessary.
• Flexible grouping is necessary if, after
  analyzing preassessment data, significant
  differences exist among students with respect to
• interests
• learning style preferences
• expression style preferences prior
  knowledge/readiness to learn
• In a flexibly grouped classroom, the teacher is
  trying to ensure that students work in many
  different grouping arrangements even over a
  relatively short period of time. Besides
  creating an optimal learning experience for all
  students, flexible grouping prevents the
  bluebird/buzzards phenomenon.

Carol Ann Tomlinson Jeanne Purcell
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Designing Differentiated Learning Activities for
Flexible Groups

• Open-ended activities and assignments
• Purposefully designed choices to accommodate
  learning or expression style differences
• Purposefully designed tiered assignments

Purcell
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Tiered Assignments are designed to maximize each
student's growth by challenging students with
learning experiences that are slightly above
their current level of knowledge and performance.
Tomlinson
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Designing a Tiered AssignmentA six step process

• Identify the content
• Consider your students needs
• Create an activity
• Chart the complexity of the activity
• Create other versions of the activity
• Match one version of the task to each student

Tomlinson
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Where do I begin?

• Start with material you already have then
• analyze the degree of challenge and variety in
  your current instructional plans.
• modify, adapt, or design new approaches to
  instruction in response to your students needs,
  interests, and learning preferences.
• work with others whenever possible to design
  differentiated instruction
• share what you have developed with fellow teachers

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Instructional Sequence in a Differentiated
Classroom

• Lesson introduction
• Initial teaching
• Locating or designing a pretest format based on
  observed or anticipated differences
• Pretesting
• Analysis of pretest results
• Decision making and planning
• Formation of flexible groups
• Differentiated teaching and learning activities

NRC/CT, University of Connecticut, 1997
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Recall a familiar learning task, lesson, or
unit. Identify the ways that students differed
during the course of this task, lesson. or unit.
Which student difference was most powerful?
How did you differentiate to accommodate the
difference?How did this accommodation impact
their learning?
An Example
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Some Student Differences Think Back

• _________________
• _________________
• _________________
• _________________
• _________________
• _________________
• _________________

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Our Learning CommunityWe will teach, guide, and
support each other

• I see in theseendeavors the concept of the
  school as a community of learners a place where
  all participantsteachers, principals, parents,
  and studentsengage in learning and teaching.
  School is not a place for big people who are
  learned and for little people who are learners,
  for important people who do not need to learn and
  unimportant people who do. Instead, school is a
  place where students discover and adults
  rediscover the joys, the difficulties, and the
  satisfaction of learning (Barth, 1990, p. 43).

Barth, R. (1990). Improving schools from within.
San Francisco CA Jossey-Bass.
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JUMP-STARTING OUR THINKING our
needs assessment

• What do you already know about differentiation?
• What do you already do with regard to
  differentiation?
• What additional changes would be called for in
  your classroom to provide broader or
  richer differentiation?
• What do you want to learn about?
• What do you want to learn how to do?
• What will you do with what you learn?
• What are some benefits of differentiation to you
  (personally and professionally) and to your
  students that might encourage you to invest time
  and effort in providing differentiated
  instruction?
• What are some factors that might discourage your
  investment of time and effort in providing
  differentiated instruction?
• What changes do you expect to see in instruction?
  Students?

Burns and Purcell, 2002