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Differentiation in the Differentiation in the ClassroomClassroom

Sissy MarkumSissy Markum

March 13, 2009March 13, 2009

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Session OverviewSession Overview

What Is Differentiation?What Is Differentiation?

Differentiation StrategiesDifferentiation Strategies

Differentiation PracticeDifferentiation Practice

Tips for Implementing Differentiated InstructionTips for Implementing Differentiated Instruction

ResourcesResources

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ObjectivesObjectives

Participants willParticipants will

Gain an overview of differentiated instruction;Gain an overview of differentiated instruction;

Be able to implement several differentiation Be able to implement several differentiation strategies; andstrategies; and

Identify things to consider when implementing Identify things to consider when implementing differentiation at the classroom, school, and differentiation at the classroom, school, and district level.district level.

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Why Differentiate?Why Differentiate?

All kids are different.All kids are different.

One size does not fit all.One size does not fit all.

Differentiation provides all students with Differentiation provides all students with access to all curriculum.access to all curriculum.

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What Is Differentiation?What Is Differentiation?

A teacher’s response to learner needsA teacher’s response to learner needs

The recognition of students’ varying background The recognition of students’ varying background knowledge and preferencesknowledge and preferences

Instruction that appeals to students’ differencesInstruction that appeals to students’ differences

Authentic assessmentAuthentic assessment

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Content Process Product

According to Students’

Readiness InterestLearningProfile

Teachers Can DifferentiateTeachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

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Comparing Traditional and Comparing Traditional and Differentiated ClassroomsDifferentiated Classrooms

Consideration of student differencesConsideration of student differences

Use of assessmentUse of assessment

Use of student interest and learning styleUse of student interest and learning style

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Comparing Traditional and Comparing Traditional and Differentiated Classrooms Differentiated Classrooms

(continued)(continued)Instructional formatInstructional format

Assignment optionsAssignment options

Factors guiding instructionFactors guiding instruction

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Discussion QuestionDiscussion Question

What are you already doing to differentiate instruction in your classroom?

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Differentiation StrategiesDifferentiation Strategies

All strategies are aligned with instructional All strategies are aligned with instructional goals and objectives.goals and objectives.

Specific strategy selection based on Specific strategy selection based on Focus of instructionFocus of instruction Focus of differentiationFocus of differentiation

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Differentiation Strategies Differentiation Strategies (continued)(continued)

Group 1: CompactingGroup 1: Compacting

Group 2: Independent StudyGroup 2: Independent Study

Group 3: Interest Centers or Interest Group 3: Interest Centers or Interest GroupsGroups

Group 4: Flexible GroupingGroup 4: Flexible Grouping

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Examples of Differentiation Examples of Differentiation StrategiesStrategies

Choice BoardsChoice Boards

Tiered ActivitiesTiered Activities

Learning ContractsLearning Contracts

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Entrée (Select One)

Diner Menu –

Appetizer (Everyone Shares)

Side Dishes (Select at Least Two) •.

Dessert (Optional)

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THINK-TAC-TOEBook Report

Draw a picture of Draw a picture of the main the main

character.character.

Perform a play Perform a play that shows the that shows the conclusion of a conclusion of a

story.story.

Write a song Write a song about one of the about one of the

main events.main events.

Write a poem Write a poem about two main about two main

events in the events in the story.story.

Make a poster Make a poster that shows the that shows the

order of events in order of events in the story.the story.

Dress up as your Dress up as your favorite character favorite character

and perform a and perform a speech telling speech telling who you are.who you are.

Create a Venn Create a Venn diagram diagram

comparing and comparing and contrasting the contrasting the introduction to introduction to

the closing.the closing.

Write two Write two paragraphs paragraphs

about the main about the main character.character.

Write two Write two paragraphs paragraphs

about the setting.about the setting.

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BeginningBeginning IntermediateIntermediate AdvancedAdvanced

Outcome/Outcome/ObjectiveObjective

Students will determine a topic Students will determine a topic and will write a five-sentence and will write a five-sentence paragraph with a main idea, paragraph with a main idea, three supporting sentences, three supporting sentences, and a concluding sentence.and a concluding sentence.

Students will determine a Students will determine a topic, state a point of view, topic, state a point of view, and write two paragraphs and write two paragraphs defending that point of view.defending that point of view.

Students will determine a Students will determine a topic, state a point of view, and topic, state a point of view, and write an essay of at least five write an essay of at least five paragraphs that uses multiple paragraphs that uses multiple sources to defend that point of sources to defend that point of view.view.

Instruction/Instruction/ActivityActivity

Students will receive a model of Students will receive a model of a five-sentence paragraph and a five-sentence paragraph and explicit instruction in explicit instruction in constructing the paragraph.constructing the paragraph.As a prewriting activity, As a prewriting activity, students will list their topic and students will list their topic and develop a list of at least three develop a list of at least three things that support their topic.things that support their topic.

Students will receive a Students will receive a model of a persuasive essay model of a persuasive essay and a graphic organizer that and a graphic organizer that explains the construction of explains the construction of a persuasive essay. a persuasive essay. Students will also receive Students will also receive explicit instruction in writing explicit instruction in writing a persuasive essay.a persuasive essay.As a prewriting activity, As a prewriting activity, students will use the graphic students will use the graphic organizer to plan their organizer to plan their writing.writing.

Students will review the Students will review the graphic organizer for a graphic organizer for a persuasive essay. Students persuasive essay. Students will be given explicit instruction will be given explicit instruction in locating sources and quotes in locating sources and quotes for their essays. As a for their essays. As a prewriting activity, students will prewriting activity, students will use the graphic organizer to use the graphic organizer to organize their essay. Students organize their essay. Students will also compile a list of five will also compile a list of five sources that defend their main sources that defend their main point.point.

AssessmentAssessment Students will be able to write a Students will be able to write a five-sentence paragraph that five-sentence paragraph that successfully states and successfully states and supports a main idea. The supports a main idea. The paragraph will meet the criteria paragraph will meet the criteria on the state writing rubric.on the state writing rubric.

Students will be able to state Students will be able to state a point of view and a point of view and successfully defend the idea successfully defend the idea using two paragraphs that using two paragraphs that defend the point of view defend the point of view using main ideas and using main ideas and supporting details. The supporting details. The paragraphs will meet the paragraphs will meet the criteria on the state writing criteria on the state writing rubric.rubric.

Students will be able to write a Students will be able to write a five-paragraph essay that five-paragraph essay that states a point of view, defends states a point of view, defends the point of view, and uses the point of view, and uses resources to support the point resources to support the point of view. The essay will meet of view. The essay will meet the criteria on the state writing the criteria on the state writing rubric.rubric.

Tiered Activity – Writing a Persuasive Essay4th–6th Grade Classroom

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I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

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Learning Contract #2To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___

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Differentiation PracticeDifferentiation Practice

Differentiation ScenarioDifferentiation Scenario

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Differentiation Activity – ReadingYour task is to take the following instructional objective and identify two

differentiation strategies that might be used to teach the objective.

Objective: Students will complete a report on the book Charlotte’s Web.

Identify the pros and cons of using both strategies in a class of 25 students that includes these 5 students:

Sherry likes to be asked to do things by the teacher. She is interested in fitting in and speaks out often in class. She has a wild imagination and loves to read, but her comprehension skills are below grade level.Jimmy is hyperactive and likes to dance around the room when class is near the end. He is an audio/visual learner, is a solid reader, and enjoys excelling and being the “best.” He gets very excited to start new books, but they don’t hold his attention for long.Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong reading skills, but does not always complete work.Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years.Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.

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Assessment in the Assessment in the Differentiated ClassroomDifferentiated Classroom

OngoingOngoing

Instruction-dependentInstruction-dependent

Student-dependentStudent-dependent

Informative for continuedInformative for continuedinstructioninstruction

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Tips for Implementing Differentiated Tips for Implementing Differentiated Instruction: Your ClassroomInstruction: Your Classroom

Start slowly.Start slowly.

Organize your Organize your classroom space.classroom space.

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Implementing Differentiated InstructionImplementing Differentiated Instruction

Start with committed staff.Start with committed staff.

Look for existing resources/infrastructure. Look for existing resources/infrastructure.

Start with one or two strategies.Start with one or two strategies.

Try it and be willing to alter and extend.Try it and be willing to alter and extend.

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Implementing Differentiated Instruction: Implementing Differentiated Instruction: Additional ConsiderationsAdditional Considerations

Teacher support Teacher support

Professional developmentProfessional development

Adequate planning timeAdequate planning time

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Where Do I Go From Here?Where Do I Go From Here?ResourcesResources

The Access Center (2005). The Access Center (2005). Enhancing Your Enhancing Your Instructional Skills through Differentiation.Instructional Skills through Differentiation. Washington, D.C.: American Institutes for Research. Washington, D.C.: American Institutes for Research. Retrieved Retrieved (today’s date)(today’s date), from the World Wide Web: , from the World Wide Web: http://www.k8accesscenter.org/training_resources/diffhttp://www.k8accesscenter.org/training_resources/differentiationmodule.asperentiationmodule.asp. .

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Resources (continued)Resources (continued)

Assessment:Assessment: Curriculum-based measurementCurriculum-based measurement www.studentprogress.orgwww.studentprogress.org

National Center on Accessing the General National Center on Accessing the General Curriculum (NCAC):Curriculum (NCAC): www.cast.org/ncac/www.cast.org/ncac/

Access Center:Access Center: www.k8accesscenter.orgwww.k8accesscenter.org