Title: Differentiating for All Learners
1Differentiating for All Learners
Topics
- Basics of Differentiation
- Understanding the Resource
- Different Differentiation Strategies
- Differentiated Assessment
- Quick Differentiation Ideas
2Your Classroom
What words come to mind when I say . . .
- gifted students
- English language learners
- special education students
- children of poverty
3Your Classroom
Its important to be open-minded about the
students in your classroom. Try to become aware
of your preconceptions so that you can work
through them. A sense of community is important
to establish in a differentiated classroom.
Forsten et al. (2006)
4Theory Overview of Strategy
Understanding the Resource
- Research based
- General explanation of strategy
- Background information
5Step-by-Step Directions
Understanding the Resource
- English language learners
- Below-grade-level students
- On-grade-level students
- Above-grade-level students
6Concrete Example Lesson
Understanding the Resource
- Makes the abstract strategy more concrete
- Two objectives
- content area
- literacy
- Assessmentsuggestions
7Student Reproducibles
Understanding the Resource
- Completed examples
- Blank templates
8Quick Differentiation Ideas
- Explain your thinking
- Modeling
- Using at least
- Anchor activities
9Differentiation is simply a teacher attending to
the learning needs of a particular student or
small groups of students, rather than teaching a
class as though all individuals in it were
basically alike. Carol Ann Tomlinson (2000)
What Is Differentiation?
10What Is Differentiation?
- Fair is not everyone getting the same thing.
Fair is everyone getting what they need. - Anonymous
11What Is Differentiation?
- The primary intent of differentiation is to
maximize student capacity and to find different
pathways for students to learn and practice
skills and concepts. - Forsten et al. (2006)
12What Is Differentiation?
- All students can learn, but all students do not
learn in the same ways. - Forsten et al. 2006
13The changing face of todays classrooms . . .
What Is Differentiation?
- Diverse subpopulations
- Poverty
- De-tracking Americas schools
- Drop-out situation
- Higher expectations and pressure
14Differentiate for . . .
What Is Differentiation?
- English language learners
- gifted students
- special education students
- regular education students
- minority students
- at-risk students
15Why Differentiate?
- Differentiate because of
- Readiness
- Learning styles
- Interests
- Differentiate through
- Content (what is taught)
- Process (how it is taught)
- Product (what they produce)
16Why Differentiate?
17Developing Vocabulary
- Frontload the lesson
- Revisit past vocabulary words
- Repeat games and activities
- Clearly set up expectations
18Developing Vocabulary
- Content vocabulary words are used within the
subject matter you are teaching (e.g.,
fractions, decimals). - Academic vocabulary is the higher-level language
needed to understand the content (e.g.,
analyze, identify).
19This product clearly models how to differentiate
through . . .
Differentiating by Content
- content (what they learn)
- process (how they learn)
- product (how they share)
20Differentiating by Content
- You cant learn much from books you cant read.
- Educational Leadership
21Differentiating by Content
- Read the first two paragraphs of The Roaring
Twenties.
22Differentiating by Content
23Differentiating by Content
Shorten sentences Define vocabulary Try
not to use many pronouns Give context to names
24Differentiating by Content
- Lower the level of these sentences.
- In Venice, Italy, a 35-year-old mathematics
teacher named Galileo Galilei heard about a new
tool that made it possible for people to see
distant objects as if they were nearby. This new
tool was called the telescope. Galileo had never
seen one, but he figured out how it should work
just by thinking about it. He decided to build
his own and by early 1610, he had a telescope
that could magnify distant objects up to 30
times. For the next two years, he wrote down his
observations and discoveries. Isnt that
fascinating? - Level 7.2
25Differentiating by Content
- There was a man who lived in Venice, Italy. His
name was George. He was a mathematics teacher.
George heard about a new tool. This tool made
things that were far away look really close. The
tool was called a telescope. George was a very
smart man. He had never seen a telescope. But,
he wanted to make one himself. So, George
thought about how he would make one. In 1610, he
came up with a plan. George built his own
telescope. This telescope magnified objects.
This means it made objects look 30 times larger
than they were. George used his telescope for
years. He wrote down what he saw with the
telescope. These are called his observations. - Level 3.4
26Differentiating by Content
27Differentiating by Content
28Differentiating by Content
29Differentiating by Content
- Leveling Graphic Organizers
- Change what is expected
- Change the number of items needed to be listed
- Change the resources
- Change the look of the organizer
30Differentiating by Content
- Revise this graphic organizer for the following
levels - Above grade level
- Below grade level
- English language learners
- Change what is expected - Change the number of
items needed to be listed - Change the
resources - Change the look of the organizer
31Differentiating by Content
32Differentiating by Content
33Differentiating by Content
34Differentiating by Content
- Good Strategies for Differentiating by Content
- Tiered Assignments
- Self-Paced Strategies
- Personal Agendas
- Orbital Studies
- Independent Investigations
- Learning Contracts
35Quick Differentiation Ideas
- Rephrasing
- Most difficult first
- Word stairs
36Quick Differentiation Ideas
Word Stairs
37This product clearly models how to differentiate
through . . .
Differentiating by Process
- content (what they learn)
- process (how they learn)
- product (how they share)
38Differentiating by Process
Start with the whole class topic
- Tiering/Leveling
- Questions
Increase the complexity of the question
Narrow the scope of the question
Add context to the language
39Differentiating by Process
- Tiering/Leveling Questions
? In what ways . . . ? How might you have done
this differently . . . ? How does this affect .
. . ? Explain several reasons why . . . ? What
problems does this create . . . ? Describe the
ways . . . ? What are some possible explanations
for . . .
? Predict the outcome . . . ? Form a hypothesis
. . . ? What are ways to classify . .
. ? Support your reason . . . ? Make a plan for
. . . ? Propose a solution . . . ? What is an
alternative to . . .
40Differentiating by Process
- Tiering/Leveling Questions
- Describe water when it is a liquid and a solid.
- Describe water when you leave it on the table.
Describe water in your freezer. - Describe water when it is a solid and a liquid.
The third state of water is gas. What do you
think that looks like?
41Differentiating by Process
- Tiering/Leveling Questions
- Compare and contrast the characters of Romeo and
Juliet. - How are Romeo and Juliet alike? How are they
different? - Describe Romeo. Describe Juliet.
42Differentiating by Process
- Tiering/Leveling Questions
- Why and how did the northwestern Indian tribes
carve detailed totem poles? - What was carved into totem poles? Why?
- Name or sketch at least two things carved into
totem poles. Tell why you think one was
included. - For what reasons was it important to be chosen
to carve the lowest portion of the totem pole?
What would you carve at the bottom of a
personal totem pole?
43Tiered Assignments
How to Differentiate
- Complex strategy
- The grand daddy of all differentiation
strategies - Different paths lead to the same objective.
44Tiered Assignments
How to Differentiate
above
Objective
on
below
45Tiered Assignments
How to Differentiate
- Strategy Overview
- In small groups read the Tiered Assignments
Overview. - Create a mind map or graphic organizer to
represent the most important ideas from the
Tiered Assignments Overview.
46Tiered Assignments
How to Differentiate
- Begin by thinking about the enduring
understandings. - What do you want students to learn during the
activity? - All students should work toward the same
objective.
In what ways did immigrants affect life in
America?
47Tiered Assignments
How to Differentiate
- Create the activity you want your on-grade-level
students to complete. - When you tier your first assignments, start
small. Dont tier an entire unit, tier just one
day or one assignment.
- Write a letter from the point of view of one of
the immigrants we read about in class. - Use the narrative we read as a resource.
- Describe the immigrants new life in America.
- Include at least two ways that the immigrant
changed lives in America.
48Tiered Assignments
How to Differentiate
- Revise the activity for your below-grade-level
students. - Make the activity more focused or narrowed.
- Write a one-paragraph letter from the point of
view of one of the immigrants we read about in
class. - Use the narrative we read as a resource.
- Describe at least two details about the
immigrants new life in America. - Include at least one way that the immigrant
changed lives in America.
49Tiered Assignments
How to Differentiate
- Revise the activity for your English language
learners. - Add context to the activity so focus of lesson is
not on the language.
- Create a Venn diagram comparing your life in
America with the experiences of an early
immigrant. - Some ideas to include are
- What it feels like to arrive
- What jobs immigrants do
- How immigrants spend their free time
- Ways immigrants change America
- Then, write at least three sentences summarizing
your Venn diagram.
50Tiered Assignments
How to Differentiate
- Revise the activity for your above-grade-level
students. - Add complexity to the activity. Dont make it
harder just more complex.
- Write the final chapter of an autobiography from
the point of view of one of the immigrants we
read about in class. - Use at least three resources as you write your
chapter. - Describe in detail how his or her life changed
after moving to America. - Include at least three specific examples
describing how the immigrant affected American
society.
51Differentiating by Process
- Good Strategies for Differentiating by Process
- Tiered Assignments
- Questioning
- Blooms Taxonomy
- Kaplans Depth and Complexity
- Three-Story Intellect
- Multiple Intelligences
- Inquiry-Based Learning
- Problem-Based Learning/ Creative Problem
Solving - Discovery Learning
52Quick Differentiation Ideas
- Scaffolded questions
- Wait time
53This product clearly models how to differentiate
through . . .
Differentiating by Product
- content (what they learn)
- process (how they learn)
- product (how they share)
54Differentiating by Product
Multiple Intelligences Product Grid
- Verbal/Linguistic
- Logical/Mathematical
- Visual/Spatial
- Bodily/Kinesthetic
- Rhythmic/Musical
- Interpersonal
- Intrapersonal
- Naturalist
55Choices Board
Differentiating by Product
- Easy to understand
- Easy to implement
- Easy to learn
- Easy to explain
56Menu of Options
Differentiating by Product
57Differentiating by Product
Good Strategies for Differentiating by Product
- Choices
- Menu of Options
- Choices Board
- Open-Ended Tasks
- Stations/Interest Centers
- Leveled Learning Centers
58Assessment
- Difficult with differentiated activities
- No option will work for every activity
- Summative assessments
- individual
- grade-level criterion-referenced tests
- authentic assessments
- Formative assessments
- group and individual
- authentic assessments
59Assessment
- Types of authentic assessment
- matrix rubric
- point-based rubric
- individual writing sample
60Assessment
61Assessment
62Assessment
63Assessment
64Assessment
Point-based Rubrics
65Assessment
- Individual Writing Sample
66Myths of Differentiation
- Only one way
- Use all the time
- All-purpose problem solver
- No whole-group instruction
- Bad for high-stakes testing
- Special education only
- Same as individualization
67Myths of Differentiation
- Means lack of mastery
- Unbalanced workloads
- Kings and foot soldiers
- Brighter students teach others
- Not fair
The above list was adapted from the following
resources Benjamin, Amy. 2002. Dispelling some
myths about differentiated instruction.
Differentiated instruction A guide for middle
and high school teachers. Larchmont, NY Eye on
Education. Wormeli, Rick. 2005. Busting myths
about differentiated instruction. National
Association of Secondary School Principals.
http//wwwfindarticles.com. Accessed October 1,
2007.
68Truths of Differentiation
- Choice
- Variety of assessments
- Working together
- Open-ended assignments
- Multiple learning modes
- Connections across disciplines
- Different teaching styles
The above list was adapted from the following
resource Benjamin, Amy. 2002. Dispelling some
myths about differentiated instruction.
Differentiated instruction A guide for middle
and high school teachers. Larchmont, NY Eye on
Education.
69Applying Differentiation Strategies
Thank You! Emily R. Smith esmith_at_tcmpub.com http/
/www.teachercreatedmaterials.com/newsEvents/shows
Conferences_html
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