Slides_from_differentiation_workshop_with_Nicole

What Differentiated Instruction… : 

What Differentiated Instruction… IS Differentiated instruction is more QUALITATIVE than quantitative. Differentiated instruction provides MULTIPLE approaches to content, process, and product. Differentiated instruction is STUDENT CENTERED. Differentiated instruction is a BLEND of whole class, group, and individual instruction. Differentiated instruction is "ORGANIC". IS NOT Individual instruction Chaotic or new Just another way to provide homogenous instruction (You DO use flexible grouping instead) Just modifying grading systems and reducing work loads More work for the "good" students and less and different for the "poor" students

Differentiated Instruction Defined : 

Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

What do we differentiate? : 

What do we differentiate? Content Process Product Affect

Dfferentiation is about modifying four curriculum : 

Dfferentiation is about modifying four curriculum

Content – What do you teach? : 

Content – What do you teach? Determine the essential questions (central idea, lines of inquiry and teacher/ student questions) to be explored Identify assessments and skills Identify the exit points – where the unit can be differentiated and students exit the common instruction and activities to meet different learning needs.

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Reading Partners / Reading Buddies Read/Summarize Read/Question/Answer Visual Organizer/Summarizer Parallel Reading with Teacher Prompts Split Journals (Double Entry – Triple Entry) Books on Tape Highlights on Tape Note-taking Organizers Varied Texts Varied Supplementary Materials Highlighted Texts Think-Pair-Share/Preview-Midview-Postview Tomlinson – ‘00

Process – How do you teach? : 

Process – How do you teach? Adjusting challenge and variety – e.g. Using Bloom’s Taxonomy and Gardner’s Eight Ways of Thinking and Learning Flexible time Using flexible instructional groupings Expert groups

Product – How do we best assess? : 

Product – How do we best assess? Using tiered assignments Giving choice

Slide 9: 

Ways to Differentiate Products Choices based on readiness, interest, and learning profile Clear expectations Timelines Agreements Product Guides Evaluation

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Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement Possible Products Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

Ways to structure Tiered Assignments : 

Ways to structure Tiered Assignments Tiered by challenge level Tiered by complexity Tiered by resources Tiered by outcome Tiered by process Tiered by product

Teacher questions when designing a tiered assignment : 

Teacher questions when designing a tiered assignment Are there points when some students need more time to work on content or a skill and other students are ready for more advanced work? - Tier by challenge or complexity Is there an activity in which varied resources could be matched with student needs and readiness? - Tier by resources

Teacher questions when designing a tiered assignment (cont’d) : 

Teacher questions when designing a tiered assignment (cont’d) Is there an activity in which the same materials could be used to work on both basic and more advanced outcomes? - Tier by outcome Is there an experience in which students benefit from doing different types of work to achieve the same outcome? - Tier by process Is there an experience that could result in more than one way for students to show what they’ve learned? - Tier by product

Making Tiering Invisible : 

Making Tiering Invisible Different work, not simply more or less work Equally active Equally interesting and engaging Fair in terms of work expectations Require the use of key concepts, skills or ideas

Including Student Choice : 

Including Student Choice Tiered learning experiences can be presented to students for them to choose what they will work on. This may be done by: A choice of required assignments A list of assignments, a designated number of which are compulsory and then an element of choice

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Learning profile : 

Learning profile How is the child’s approach to learning informed by Gender? Whilst not all males or females learn in the same way there are gender based patterns of learning and as we continue to learn about gender it is worthy of consideration of the teaching and learning options that reflect a range of gender based options. How does culture impact on learning? How does culture impact on the way we make sense of our lives? E.g. Communication, showing respect, how people relate across generations, envision power structures and celebrate

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Learning Profile Factors Group Orientation independent/self orientation group/peer orientation adult orientation combination Learning Environment quiet/noise warm/cool still/mobile flexible/fixed “busy”/”spare” Cognitive Style Creative/conforming Essence/facts Expressive/controlled Nonlinear/linear Inductive/deductive People-oriented/task or Object oriented Concrete/abstract Collaboration/competition Interpersonal/introspective Easily distracted/long Attention span Group achievement/personal achievement Oral/visual/kinesthetic Reflective/action-oriented Intelligence Preference analytic practical creative verbal/linguistic logical/mathematical spatial/visual bodily/kinesthetic musical/rhythmic interpersonal intrapersonal naturalist existential Gender & Culture

Slide 19: 

“Differentiation is not so much the ‘stuff’ as the ‘how.’ If the ‘stuff’ is ill conceived, the ‘how’ is doomed.” Carol Ann Tomlinson

Strategies for Managing a Differentiated Classroom : 

Strategies for Managing a Differentiated Classroom Have a strong rationale for differentiating instruction based on student readiness, interest and learning profile. Begin differentiating at a pace that is comfortable for you. Time differentiated activities for student success. Create and deliver instructions carefully.

Strategies for Managing a Differentiated Classroom : 

Strategies for Managing a Differentiated Classroom Be sure students have a plan for getting help when you are busy with another student or group. Give your students as much responsibility for their learning as possible. Engage your students in talking about classroom procedures and group processes. Use flexible grouping.