Does this reflect

1
Does this reflect your classroom?
The solution is . . .
2
Easier said than done . . .

• Differentiation
• A teacher process to modify teaching methods,
  learning activities, assessment student
  products according to the diverse population of
  the classroom

3
What do teachers really say and do about
differentiation?

• Adapting instruction for individual learner needs
  draws attention to student differences
• Its not my job
• What? There are differences in learner needs?
• Dont know how to modify curriculum
• Adapting instruction for learner variance sounds
  great but its not feasible
• More likely to plan for whole-class instruction

4
Downside experiences of some teachers

• Modifications were improvised or reactive
• Too much to cover made modifications ineffective
• Modifying materials, changing instructional
  strategies, making long range plans, and adapting
  assessment/grading criteria too overwhelming
• Unable to address ways culture and race impact
  student interest and learning preferences

5
More challenges

• Most gifted students receive no differentiation
  in the classroom
• Dually identified more likely to be negatively
  perceived by teachers and peers
• Modifications more likely to focus on deficits
  than strengths
• Differences viewed as problematic

6
From Mehlinger, 1995 . . .

• Most teachers teach every child the same
  material in the same way, and measure each
  childs performance by the same standards. Thus,
  teachers embrace the value of treating each child
  as a unique individual while instructing children
  as if they were virtually identical.

7
What have we learned?

• That instruction responsive to student readiness,
  interest, and learning profile stands the best
  chance for successful differentiation.
• That teachers need to reconstruct their
  understanding of how students learn, how learning
  varies and how students should be taught.
• That consistent, reflective, proactive teacher
  attention to differentiation makes the
  difference.
• That teachers cant do it alone. They need each
  other and they need the support of leadership.

8
Differentiation Strategies

• The web links to the strategies that follow
  represent some, but not all, of research-based
  strategies that work for differentiation. You
  should pick and choose those strategies that best
  support your lessons success

9
Web Links to Differentiation Strategies
Reciprocal Teaching Reflective DiscussionResearch
ProjectsResponse Journal Role
Playing Scaffolding Science FairsScience
OlympicsSimulationsStory MappingStorytellingSt
ructured ControversySynetics Think
Alouds Think, Pair, Share Visual Imaging
WebbingWebQuestsWord WallsWriting to Inform

• Interactive Journaling
• InquiryIntegrating the Arts
• Interdisciplinary Approach
• JigsawJournal Writing
• K-W-L
• Learning ContractsLearning LogsLectureLiteratur
  e Circles
• Mind MappingOratory, Public Speaking and Speech
  Writing
• Picture Books and Illustrator StudiesPicture
  Word Inductive Model (PWIM)
• Quick Writes
• RAFTRead Aloud
• Reading for MeaningReaders' Theater

• Assigned Questions
• Author's Chair
• Balanced Literacy
• Blooms Taxonomy Questioning
• Book Talks
• Brain-Based Artistic Approaches
• Brainstorming
• Case StudiesCategorizing Cloze
  ProcedureConcept AttainmentConcept Formation
• Concept MapsCooperative LearningDebatesDidactic
  QuestionsDiscussionDrill Practice
• Focused Imaging
• Graphic OrganizersGuided Assisted
  ReadingGuided Reading Thinking

10
A number of online resources provide assistance
and strategies for instruction for English
learners, students with disabilities and advanced
learners

• English Learner Initiative
• http//csmp.ucop.edu/csp/initiative.html
• SDAIE Handbook Techniques, Strategies, and
  Suggestions for Teachers of LEP and Former LEP
  Students
• http//www.csupomona.edu/tassi/sdaie.htm
• Inclusion Strategies for Students with
  Disabilities
• http//www.as.wvu.edu/scidis/sitemap.html
• Multiple Links to Programs for High Ability
  Learners
• http//www.ericec.org/gifted/gt-diges.html