Destination:Destination:

DifferentiationDifferentiation(D(D22))

Susan Wouters

Extended Learning Program

Journey

The bend in the road is not the end of the road, unless you refuse

to take the turn.

Consider the 3 questions guiding professional development

What are students learning?

ContentHow do you know they are learning?

Formative AssessmentWhat are we doing for those who struggle, those who excel, and those in the middle?

Differentiation

Ways Individuals Differ

Prior knowledge or Skill ExpertiseLearning RateCognitive AbilityLearning Style PreferenceMotivation, Attitude, and EffortInterest, Strength, or Talent

The National Research Center on the Gifted and Talented, 2002

“There is nothing more unequal than the equal

treatment of unequal people.”

Thomas Jefferson

What is differentiation?

Differentiation is …

“…shaking up what goes on in the classroom so it’s a better fit for everyone. It is not a pedagogical ‘bag of tricks.’ It is a way of thinking about teaching and learning.”

Carol Tomlinson

Differentiation is …

Differentiated instruction specificallyresponds to students’ progress on the learning continuum - what they alreadyknow and what they need to learn.

Diane Heacox

Differentiation means

starting where the kids are!

- Carol Ann Tomlinson

What is Differentiated Instruction?

Differentiated instruction is:Proactive

Qualitative

Rooted in assessment

Multiple approaches to content, process, and product

Student centered

Blend of whole class, group, and individual instruction

“Organic” - instruction is dynamic

What Differentiated Instruction is NOT

Differentiated instruction is not:individualized instruction

chaotic

another way of homogeneous grouping

“tailoring the same suit of clothes”

every subject, every student, every day!

Learning:Forward progress from the

point of entry.

What keeps us going as learners?

Success Effort

Success

Success

Effort

Effort

ZONE OF PROXIMAL DEVELOPMENT

TASK COMPLEXITY CONTINUUM

Totally independent functioning

Task complexity prevents success

Student succeeds with adult support

ZONE OF PROXIMAL

DEVELOPMENT

Where learning occurs. Students should be here 80% of the time.

Core

Strategic

Intense

80%

5%

15%

The Levels of Curriculum

“Not every child has an equal talent or an equal ability or equal motivation; but children have the equal right to develop their talent,

their ability, and their motivation.”

John F. Kennedy

PRESCRIBED CURRICULUM

TEACHER DIFFERENTIATED

LEARNER DIFFERENTIATED

80%

5%

15%

“Core”

“Strategic”

“Intense”

The Levels of Curriculum

Differentiation begins with you thinking & planning differently.

Consider modifying:

Learning Environment

Content

Process

Product

Learning Environment

Classroom conditions that setthe tone and expectations oflearning.

Encouraged independenceStudent CenteredOpen and flexibleAcceptingComplexHighly mobile

Content Modifications(What is taught.)

Allow different activitiesnot more of the same levelalready mastered.

ComplexityVariety Study of real peopleStudy methods of inquiryAbstractConnections to real life

Process Modifications(Instruction)

The activities through which students makesense of key ideas using essential skills.

Creative thinkingHigher level thinkingDiscoveryOpen-endedGroup interactionVariable PacingVariety of learning processesDebriefingFreedom of choiceTeamwork

Product Modifications(Assessment)

How students demonstrate and extend what they understandand can do as a result of a spanof learning.

Real problems and situationsReal audiencesReal deadlinesTransform existing informationAppropriate evaluations

When thinking differently about learners, consider …

Readiness– Information, concepts, and skills students

demonstrate at entry point of learning experience

Interests– Topics, problems, and processes of personal

relevance to students (passion learning)

Learning Profile– Combination of students’ emotions, cultures,

modality preferences, and intelligences that affect learning

WAYS TEACHERS CAN DIFFERENTIATE

Content Process Product

Readiness Interests Learning Profile

according to a student’s

Differentiated Instruction is …

Rigorous - Provide challenging instruction to motivate students to push themselves. The bar is set to balance effort and success.Relevant - Focus on essential learning. Not more of the same but challenging problems.Flexible and varied - Not “one size fits all” but designed to best meet the learners’ needs.Complex - Challenge students’ thinking and actively engage students in content that conveys depth and breadth.

Differentiation provides rigor, relevance, flexibility and complexity.

Curriculum CompactingTiered Activities / AssignmentsLearning ContractsInterest Centers or Interest GroupsGroup InvestigationsIndependent StudyChoice BoardsFlexible Skill GroupingAdjusting Questions / High-Level QuestionsMentorships

Indicators of Differentiation

Consistent use of pretestingDecrease in the frequency of large group activitiesIncrease in– Small group teaching activities– Flexible small group learning activities

Increase in individual alternatives:– Centers– Homework– Contracts

The National Research Center on the Gifted and Talented, 2002

Incorporating Differentiation Within the Curriculum

IntroductionInitial TeachingDetermine Pretest FormatPre-testingAnalyze resultsPlanningGroupingDifferentiated teaching and learning

The National Research Center on the Gifted and Talented, 2002

To Differentiate a Lesson

Consider Adjusting These Curriculum:– Objective (vary the depth or breadth).– Introduction (use community resources, graphic organizers, or

pretesting: demonstrate relevance; add intriguing twist).– Grouping ( involve individuals, pairs, small groups, choose

homogeneous or heterogeneous groups).– Instruction (vary the teaching methods; use inductive, deductive,

or hands-on strategies; alter the pace).– Learning Activities (choose from concrete to abstract, visual to

tactile).– Resources (vary in depth, complexity, format, or nature).– Products (assign or create options, alternatives, or open-ended

formats).

The National Research Center on the Gifted and Talented, 2002

Learning is like rowing upstream,

not to advance is to drop back. ~ Chinese Proverb

PRESCRIBED CURRICULUMState / Local Standards

TEACHER DIFFERENTIATEDContent, Process, Product

LEARNER DIFFERENTIATED

By the learner - explorations, investigations

“Core”

“Strategic”

“Intense”

Differentiation and Levels of Curriculum

15%

5%

80%

There is no one “right way”

to create an effectively

differentiated classroom:

teachers craft responsive

learning places in ways that

are a good match for their

teaching styles as well as for

learners’ needs.– Carol Ann Tomlinson

How do I begin?

There are many ways to go forward -

but only one way of standing still.

Franklin D. Roosevelt

Resources

Burns, D., Gubbins, E. J., Reis, S., Westberg, K. L., Dinnocenti, S. T. & Tieso, C.L. (2002). Applying gifted education pedagogy in the general education classroom: Professional development module. National research center on the gifted and talented, University of Connecticut, Storrs, CT.Eidson, C., Iseminger, B., & Taibbi, C (2007). Demystifying

differentiation in middle school. Pieces of Learning.Heacox, D.(2007). Differentiating instruction in the regular

classroom. Minneapolis, MN: Free Spirit.Kaufeldt, M. (2005). Teachers, change your bait! Brain compatible differentiated instruction. Bethel, PA: Crown House.

Kingore, B. (2007). Reaching all learners: Making differentiationwork. Austin, TX: Professional Associates.

Kingore, B. (2004). Differentiation: Simplified, realistic, and effective. How to challenge advanced potentials in mixed ability classrooms. Austin, TX: Professional Associates.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms.Alexandria, VA: ASCD.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Resources, Cont’d.