Differentiation is responsive teaching rather than one-size-

fits-all teaching. Tomlinson, C.A.,Teach Me Teach My

Brain

10% of what we READ20% of what we HEAR30% of what we SEE50% of what we SEE & HEAR70% of what is DISCUSSED with OTHERS80% of what is EXPERIENCED PERSONALLY95% of what we TEACH TO SOMEONE ELSEWilliam Glasser

“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

Robert Hutchins

“Three principles from brain research: emotional safety, appropriate challenges, and self constructed meaning suggest that a one-size-fits-all approach to classroom instruction is ineffective for most students and harmful to some.”

~Carol Ann Tomlinson

No two children are alike

No two children learn in the identical way

An enriched environment for some may not be enriched for others

Students need to be taught to think for themselves

Differentiated Instruction Awareness

When a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible.

(Tomlinson, 2003, p. 151)

Modifying instruction to draw on student interests is likely to result in greater students engagement,

higher levels of intrinsic motivation, higher student productivity, greater student autonomy,

increased achievement, and an improved sense of self-competence.

Tomlinson,C.A. (2003)

1. Assessment at the conclusion of a unit of study

2. Whole class instruction

3. Textbooks are the main instructional source

4. Teacher is the main problem solver

5. Quantitative focus of assignments

1. Assessment is ongoing & influences instruction

2. Variety of instructional strategies

3. Resources include a variety of materials

4. Students are solving problems

5. Qualitative focus of assignments

Differentiation

1. Differentiating the content/topic

2. Differentiating the process/activities

3. Differentiating the product

4. Differentiating with individual learning styles

Pre-assessment of new material Curriculum Compacting Acceleration of the student’s rate of

progress Readiness level,interests,learning

profile

“Sense making activity”A sense making activity is designed to help a student progress to a more complex level

of understanding.

Classroom activities should: be interesting to students Have students thinking at higher levels Involve using key skills to understand key ideas

Tomlinson, C.A.(2001) How to Differentiate Instruction in Mixed Ability Classrooms

Good Activity~ is something the students will make or do

using essential skills & information in order to understand an essential idea or answer an essential

question

Good Differentiated Activity~ is something students will make or do

in a range of modes at varied degrees of complexity in varying time spans

with various amounts of support from teacher & peers using essential skills & information to understand an essential idea or answer an essential question

A project that students create to demonstrate mastery of the

concepts. Students working below grade level may have reduced performance

expectations Higher achieving students will produce more complex work Students have a choice of product Assignments should have students thinking, applying, and expanding

on a topic

Howard Gardner’s Multiple Intelligence Theory

Linguistic intelligence Logical-mathematical intelligence Spatial intelligence Bodily-Kinesthetic intelligence Musical intelligence Interpersonal intelligence Intrapersonal intelligence Naturalist intelligence “We each have a unique blend of intelligences, which leads to the

most important implication of the theory for the next millennium. We can choose to ignore this uniqueness, strive to minimize it, or revel in it…I suggest the big challenge facing the deployment of human resources is how best to take advantage of the uniqueness conferred on us as the species exhibiting several intelligences.”

Gardner,H. (1999)

Howard Gardner’s Multiple Intelligences

Tomlinson,C.A..,(2001)

When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and theremaining one-third won’t. So two thirds of the children are wasting their time.”

Lillian Katz ASCD Differentiating Instruction

Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the

most effective teachers do whatever it takes to hook the

whole range of kids on learning.

Tomlinson C.A., 2001

Tomlinson, C.A., (2001). How to differentiate Instruction in Mixed-Ability Classrooms. Alexandria: ASCD.

Gardner,H., (1999).The Disciplined Mind: What All Students Should Understand. New York: Simon and Schuster.

Gardner, H., (1993) "Multiple Intelligences: The Theory In Practice." New York: Basic Books

Tomlinson, C.A. & Kalbfleisch,M.L., Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership; Nov 1998; 56, 3; Research Library pg. 52

Tomlinson, C. –Lillian Katz (1996). Differentiating Instruction for mixed-ability classrooms. Alexandria, VA: ASCD.

Session Two

Getting started Total Talent Portfolio Assessments

Curriculum Compacting Model The Project Model The Contract Model Problem Based Model