Best Practices

in Gifted Education

Differentiated Instruction

Presented by Karen Speers and Robin ForbesCCPS Gifted Education Department

Hmmmm…

• What do you know about curriculum differentiation? List any words or phrases that in your mind are

linked to this term

• What concerns or fears do you have regarding differentiation?

• What would you like to learn more about?

What does it mean

to be FAIR?

Each group should write their response on chart paper in BLACK ink.

Is your definition of the word FAIR appropriate the

scenario in the cartoon?

Revise your definition as needed. Show your changes

in a new COLOR of ink.

Considering your revised definition of the word FAIR, what are its implications for

the instruction of gifted students?

Let’s do a fuel gauge check

• Think about your experience level with differentiation in terms of a fuel gauge.

1/4 tank: in need of more “fuel”

1/2 tank: enough to take short trips

3/4 tank: ready for a long journey

full tank: enough fuel to share with others

Guiding Questions

1. What is differentiation?

2. Why do we differentiate?

3. How do we differentiate?

What is differentiation?

Differentiation is the creation of learning

experiences that provide an optimal match between the learners and learning

experiences.

A differentiated classroom will have a combination of teacher directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small group instruction, and individual instruction.

Differentiation is NOT…

• A collection of activities loosely grouped around a theme or topic

• An IEP for every learner

• More work for capable kids and less work for those who are struggling

• Ability tracking in disguise

Non-negotiables

• Supportive learning environment

• Continuous assessment

• High-quality curriculum

• Respectful tasks

• Flexible grouping

Differentiationis a teacher’s response to learners’ needs

guided by general principles of differentiation, such as

respectfultasks

ongoingassessment

flexiblegrouping

Teachers can differentiate

according to students’

through a range of instructional and management strategies

ProcessContent Product

Interests Learning ProfileReadiness

Teachers can differentiatethrough a range of instructional strategies

such as

Multiple intelligences

Jigsaw

Taped material

Anchor activities

Varying organizers

Varied texts

Supplemental materials

Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Small-group instruction

Group investigation

Orbitals

Independent study

4MAT

Questioning strategies

Interest centers

Interest groups

Varied homework

Compacting

Varied journal prompts

Complex instruction

Multiple intelligences

Jigsaw

Taped material

Anchor activities

Varying organizers

Varied texts

Supplemental materials

Literature circles

Tiered lessons

Tiered centers

Tiered products

Learning contracts

Small-group instruction

Group investigation

Orbitals

Independent study

4MAT

Questioning strategies

Interest centers

Interest groups

Varied homework

Compacting

Varied journal prompts

Complex instruction

Differentiation Strategies

• WebQuests

• Flexible grouping

• Adjusting questions

• Independent study

• Learning Centers

• R.A.F.T. Assignments

• Choice Boards

• Pre-assessment

Traditional Classroom vs.

Differentiated Classroom

• Whole-class instruction dominates

In a TRADITIONAL classroom:

In a DIFFERENTIATED classroom:

• Many instructional arrangements are used

• The teacher directs student behavior

• The teacher facilitates students’ skills at becoming more self-reliant learners

• Student interest is infrequently tapped

• Students are frequently guided in making interest-based learning choices

• Student differences are addressed when problematic

In a TRADITIONAL classroom:

In a DIFFERENTIATED classroom:

• Student differences are studied as a basis for planning

• The teacher provides whole-class standards for grading

• Students work with the teacher to establish both whole-class and individual learning goals

• Assessment is most common at the end of learning to see “who got it”

• Assessment is ongoing and diagnostic to make instruction more responsive to learners’ needs

Essential components of differentiated instruction:

• Pre-assessment

• Differentiated content and activities

• Whole class content and activities

• Product choices

• Carefully planned grouping strategies

• Carefully planned student instructions and management plan

• Anchor activities

3

Preassessment:A Definition

Preassessment is an instructional strategyteachers use to uncover what students know

about a curriculum unit before they begin formalinstruction.

Burns and Purcell, 2002

Pre-assessing students’ readiness, interests, and learning styles

• Pretests

• Graffitti

• Entrance/Exit Questions

• Concept Map

• Picture Interpretation

• KWL Charts

• Response Cards

• Interest Surveys

• Multiple Intelligence Surveys

5

Preassessment: Diagnostic Tools

• Teacher Observations• Learner Profiles• K-N-W Charts• Journals• Parent Letters• Lists, Surveys• Products• Performances• Conferences• Concept Maps

Burns and Purcell, 2002

Which ones do you use?

25

Average 22%Class Average 85%Class Average 63%30%75%45%Russel l5%80%75%Mat t

40%85%45%Kevin20%90%70%Tim40%95%55%Paul30%90%60%Zach25%90%65%Dakot a15%55%40%Travis20%90%70%Jessica15%90%75%Jessica40%85%45%Br it tany0%85%85%Grace5%80%75%Tyler

20%90%70%Alaina10%85%75%Paige30%70%40%Kat herine10%85%75%Mat t20%90%70%Chr ist ine30%80%50%Nick25%95%70%Al lyson25%90%65%Ashley

% I ncreasePost-AssessmentPre-Assessm entStudent Names

1½ – 2 w ks. Burns and Purcell, 2002

Ongoing Assessment

• Quick, not always recorded for a grade

• Is a tool that directly affects ongoing plans for instruction

• Leads to increased academic growth

Anchor Activit ies

• Allows students to work on an ongoing assignment directly related to the curriculum that can be worked on independently throughout a unit or a semester

• A logical extension of learning during a unit, an elaboration of important goals and outcomes that are tied to the curriculum and tasks that students are held accountable

• Provides meaningful work for students when they are not actively engaged in classroom activities When they finish early Are waiting for further directions Are stumped First enter class When the teacher is working with other students

Benefits of Anchor Activit ies

• Differentiate activities on the basis of student readiness, interest, or learning profile

• Allow students time to work on independent research, work more in-depth with a concept, enrich their skill development

• Management strategy when working with small groups of students

• Makes the classroom more student centered

Examples of Anchor Activit ies

• Silent reading

• Journal writing

• Portfolio

• Brain teasers

• Practicing skills

• Logic puzzles

• Content review

Flexible Grouping

• Students move frequently between groups as learning objectives change, their needs evolve, and as they gain proficiency

• Students work in groups defined by interests and/or learning style

• Teachers move groups to provide appropriate instruction

Using flexible grouping

• Allows you to teach to each student’s strengths

• Regroup often based on students’ needs and the objectives of the lesson

• Variety is the essential

• Use anchor activities to manage groups

Do I need to use flexible groups?

• If after analyzing preassessment data, no powerful differences exist among students, flexible grouping is not necessary.

• Flexible grouping is necessary if, after analyzing preassessment data, significant differences exist among students with respect to:

interests

learning style preferences

expression style preferencesprior knowledge/readiness to learn

• In a flexibly grouped classroom, the teacher is trying to ensure that students work in many different grouping arrangements even over a relatively short period of time. Besides creating an optimal learning experience for all students, flexible grouping prevents the bluebird/buzzards phenomenon.

Carol Ann TomlinsonJeanne Purcell

Instructional Sequence in a Differentiated Classroom• Lesson introduction

• Initial teaching

• Locating or designing a pretest format based on observed or anticipated differences

• Pretesting

• Analysis of pretest results

• Decision making and planning

• Formation of flexible groups

• Differentiated teaching and learning activities

What Goals Are We Trying to Achieve Through Differentiation?

• Increased academic learning• Increased confidence in

learning • Enhanced intrinsic motivation

for learning• Self-directed learning

behaviors

Burns and Purcell, 2002

When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself...

What do I want may students to know, understand, and be able to do?

What will I do instructionally to get my students to learn this?

How will my students show what they know?

Burns and Purcell, 200250

TTT: Things Take Time

•One subject area at a time

•One unit at a time

•One lesson at a time

•One student at a time

•One strategy at a time

•One teacher at a time

•One grade level at a time