Differentiation…What Does It Look Like?

Usher ElementaryJanuary 25, 2011

Facilitators: Deborah Cooper, Benita Edwards and Kimberly Mathews

Session GoalsDefinitions of DifferentiationWhere in the 26 Best Practices and Class

Keys can differentiation be found?View a lessonIntegrating Choice and TechnologyClose with a quizQuestions and Evaluation

So what does a Differentiated Classroom…

feel like?

look like? sound like?

What is Differentiation?

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 it’ and express learning.”

Carol Ann Tomlinson

What Brain Research Says…According to Eric Jenson, author of Teaching

with the Brain in Mind discusses how brain cells grow or die.

Without enough stimulation, repetition, and novelty, brain synapses remain unused and eventually are shed.

This research supports the need to provide students with an enriched environment for learning.

What Data Shows…

True or False1. There is only one right way to differentiate. 2. You have to differentiate some of the time to

be effective.3. Differentiation can include whole-group

instruction.4. Differentiation works well when you have high

stake testing for the students.

True or False con’t.5. Differentiation is best for students who are in special education.6. Differentiation means the same thing as individualization?7. Differentiating curriculum encourages mastery for all

students.8. Differentiation leads to unbalanced workloads.9. You have to group students and stick with those same

groups to be successful.10. Above-grade-level students should not be used as tutors

for below-grade-level students.11. Differentiation is not fair to the students.12. Assessment is difficult when you differentiate.

Activity26 Best Practices

Use the 26 Best Practices sheet to highlight the practices that include aspects of differentiation.

Share your thoughts at your table.

# 9,11Questions went beyond simple recall and

required students to think, synthesize, evaluate, and conclude.

The variety of learning activities/teaching strategies reflected the teacher’s understanding of students’ needs, strengths, special interests learning styles, and required learning time.

#13,14Independent activities, research assignments,

station/center/computer tasks, were available (and aligned to the lesson objective) for students if they completed assignments before other students.

Re-teaching activities were provided for students who need additional instruction (didn’t get it the first time)

#15, 18Lesson was characterized by a variety of

student grouping strategies.Skills, concepts, and content were taught at

the appropriate levels of complexity.

#20, 25 Homework and follow-up assignments were

differentiated to meet the varying needs and strengths of the student.

Teacher assessed (formally and informally) students’ level of understanding during the lesson.

#2626. Students used a variety of resources,

materials (print and non-print), and manipulatives

Differentiation Instruction is not modification…

Modification procedures may includeFlexible Format– fewer items on page, larger

print, color codingRevised Directions– simplify language, read

aloud, pictorial cuesFlexible Schedule– extend time limit,

multiple testing sessionsFlexible Setting– separate locationUse of aids– matrix, calculator, scribe

How do you differentiate instruction and keep students on the “same page?”

Assess what a student knows and what they need to master about material to be studied

Plan for learning what is not known about the material and excuse student from what is known and using freed-up time for enriched/accelerated study

How do you differentiate instruction and keep students on the “same page?” Teachers must….be clear about what students should learn as a result of

learning

focus on a KEY CONCEPT or BIG IDEA as well as a KEY SKILL that helps the students work with that concept

design activities that aid all students in understanding this same “big idea” and use the same basic skill at different levels of simplicity vs. complexity or concreteness vs. abstractness, offer choice, various level of questioning, and interest focused activities

Differentiation in Action videoView a 5th grade ELA lesson.Jot down the evidence of differentiation

observed.Share out.What could the teacher do to continue the

differentiated lesson tomorrow?

Choice Board Overview…getting the chance to choose how we learn. Pick a grade level standard Decide upon the specific skills, conceptsPlace the cards in random order in pockets

on a hanging chart. Make a typed copy of assignments so that students can have a copy

Assess studentsAssign students a symbol according to their

abilities

Choice Board Overview con’t.Read through the list of options and explain

that each student will choose one activity that correlates with the symbol you assigned them.

Let students work on assignmentsAfter they complete the first activity choose

additional activities to complete. For this activity, students can choose an activity from a more challenging list of activities.

Proactive Lesson PlanningHow have you plan for

differentiation?

Differentiation: A Review … In each box, write the name of the colleague

who can…Explain why you think differentiation is important in today’s classrooms.

Tell what part multiple intelligence plays in your planning for differentiation

Define tiered activities and describe examples that you use in your classroom

Complete the statement, A differentiated classroom is like a _____because___.

Share their thoughts about choice boards.

Tell one thing that they can do to reach the diverse learners in their classroom 

Final thoughts…

If students aren’t learning the way that we teach, then we need to teach the way that they learn. Carol Ann

Tomlinson

Teachers who are committed to this approach believe that who they teach shapes how they teach because

who the students are shapes how they learn.Kathy Bigio