ttess differentiationintherealworld...
TRANSCRIPT
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• Guiding principles and key ideas for implementing differentiation
• Process• Tiering and Compacting
• Products
Differentiation in the Real World:
Biography Handout PDF
Process and Product
Lisa Van Gemert
Differentiation in the Real World: Process and Product
This course was recorded at a Gifted and Talented event, and some segments
may relate to gifted students. However, most of the material will be applicable to general education audiences as well.
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Before beginning the course, take a moment to answer the following questions:
On a scale of 1-10, how much do I already know about differentiation?
On a scale of 1-10, how open am I to the principle of differentiation?
What is the thing I’m most hoping to get out of this training?
If I had to define differentiation, I would say it is ____.
If I had to identify challenges to implementing differentiation, I would say ____.
Differentiation in the Real World: Process and Product
Differentiation in the Real World:Process and Product
Lisa Van Gemert
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Mihaly Csikszentmihalyi
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See Handout, Page 8
bit.ly/rwtcube
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bit.ly/rwtcube
Searching for choice menus
See Handout, Pages 9-10
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Nobody asks bakers why they made cakes in tiers.
6 Steps to tiered instruction
Step 123
Step 5
Clone the activity along the ladder no more
than twice(use possibilities chart,
handout pg. 11)
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Step 6
Match the student to the right rung of the ladder
(they may move to different rungs for different lessons)
There are 8 options for differentiating the tiers.
alone
pairs
small groups
whole group
1. What’s the group size?
2. Teacher support?
independent
teacher-assisted
teacher-directed
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5. Resource complexity?
tech
above grade level
at grade level
6. Is the process complex?
quick pacing & lots of steps over a long period of time
typical pacing, but lots of steps
typical pacing
few steps, but quick pacing
few steps
7. Thinking level?
synthesis or evaluation
analysis or application
knowledge or comprehension
8. The product?needs
advanced skills
open-ended, but on-level
simple, straightforward,
on-level
You don’t need to tier
all of these things. They’re options.
You don’t need to tier
all of these things. They’re options.(see handout)
Case Studies
See Handout, Page 12
See Handout, Page 12
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See Handout, Page 12See Handout, Page 13
See Handout, Page 13See Handout, Page 14
See Handout, Page 14See Handout, Page 15
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compacting
Students posted things like this
And the data backs her up.
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8 Simple Rules for Compacting
1. Determine the learning objectives
2. Figure out how to pretest one or more of
those objectives
3. Decide who to pretest (it
can be everyone)
4. Conduct the pretest
5. Eliminate the redundancies for students
who have mastered it
6. Streamline instruction for
those who haven’t
mastered but move quickly
7. Enrich or accelerate the
students in steps 5 & 6
8. Keep really good records of
what you did and why
See Handout, Page 16
8 Simple Rules for Compacting
8. Keep really good records of
what you did and why
But how do you do step 7?
Keep a record of their work at their actual
grade level.
Make sure it’s a lure, not a shove. Don’t
force; invite.
Share your rationale with all
students.
Explain the how’s and why’s to
parents.
Decide what to do about grades
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objective/ content/
assignment
procedure for pre-
assessment
acceleration or
enrichment
Document
byrdseed.com/differentiator
byrdseed.com/differentiatorThere are no shortcuts toanywhere worth going.
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See Handout, Page 17
See Handout, Page 17
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Adapted from Willa A. Foster
Dear Dirk…
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faketweetbuilder.com
flipsnack.com
fodey.com
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Project Palooza!
photofunia.com
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You made it. Congratulations.Now go forth &differentiate!
Differentiation in the Real World
Lisa Van Gemert
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Differentiation in the Real World:Process and Product
Lisa Van Gemert