http://www.youtube.com/watch?v=8IjHGqOZEng

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http//www.youtube.com/watch?v8IjHGqOZEngNR1
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Differentiation is the teachers response to the
learners needs.

• Differentiation is reacting responsively to the
  learners needs to maximize student growth

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

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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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When Differentiating Instruction, The Three Most
Important Questions to Continually Ask Yourself...
What do I want my 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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DIFFERENTIATION
Curriculum Content/Process/Product Student
Readiness/Interest/Learning Style
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Strategy

• Adapt
• Content Process Product
• based upon
• Readiness Interest Learning Profile

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CONTENT is

• What we want students to -
  know (facts and information) - understand
  (principles, generalizations, ideas)
• - be able to do (skills)

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Content is differentiated

• When you preassess students skill and knowledge,
  then match learners with appropriate activities
  according to readiness
• When you give students choices about topics to
  explore in greater depth
• When you provide students with basic and advanced
  resources that match their current levels of
  understanding.

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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 . . .

• How the students make sense of the content.

It is the how of teaching.
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Process is

• The activities that you design to help students
  think about the key principles and information of
  the content they are learning.
• Process calls on students to use key skills that
  are integral to the unit.

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Differentiating Process is when students are
engaged in different activities. - tiered
assignments- learning centers- interactive
journals and learning logs- graphic
organizers-flexible groupingEach activity
should be directed to the lessons common focus.
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Product is . . .

• The demonstration of the learning.

The way students show what they have learned or
extend what they have learned.
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Products can be differentiated along a
continuum - simple to complex - less
independent to more independent - clearly
defined problems to fuzzy problems
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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.
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Readiness

• Less ready
• May need help
• More opportunities
• Structured or concrete activities
• Deliberate pace learning

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Readiness

• More advanced may need
• Skip practice
• Complex, open-ended, abstract, and multifaceted
  activities
• Brisk pace of work

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• Interest is the childs affinity, curiosity, or
  passion.

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Interest Students attach what they have been
learning in class to things that they already
find interesting in their own lives.
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• 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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A Closer Look At

• Flexible Grouping
• Tiered Assignments

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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.
  

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Flexible Grouping

• Individuals
• Small groups
• Classroom as
• a whole

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Flexible Grouping
Entire class Same materials Finish together Teacher determined Placed by readiness Teacher help Small groups Multiple materials Need additional time Student choice Random assignment Student help
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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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Differentiation In Action
http//www.youtube.com/watch?vuU25gNc024INR1
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In Summary
http//www.youtube.com/watch?vcvsMtWwPwL8