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Meeting the Diverse Needs of All Learners:
One Size Does Not Fit All
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Agenda
• Differentiation Defined• A Day in the Life• Distinguishing Differences• Closing Discussion
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Differentiation Defined
Differentiation is teaching with planned responsiveness to learner
needs in order to ensure maximum growth of each learner in and beyond essential learning
outcomes.-Carol Ann Tomlinson
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Elements to Differentiate
• Content (what students learn)
• Process (how they learn it)
• Product (how they demonstrate what they have learned)
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Differentiation is…
• proactive • student- centered• rigorous & meaningful
at appropriate level of instruction
• a blend of whole-class, small group, and individual instruction
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Comparison of Two Classroom Settings
Classroom Element How it Looks in a Traditional Classroom
How it Looks in a Differentiated Classroom
Role of the Teacher
Leader/InstructorSource of Information
Facilitator/Guide/MotivatorGatherer of Information
Role of the Student
Passive/ListenerQuiet
Active ParticipantsCooperative Planners
The Curriculum One level/textbook
One learning style
Workbook/worksheets
Standards-based, multi-leveled units of instructionAddresses varied learning styles and multiple intelligencesVarious instructional materials such as authentic literature, math manipulatives, technology resources
Assessment Tests & Quizzes
Evaluates product (one right answer)
Multiple assessments such as performance tasks, tests & quizzes, self-assessment, observationsEvaluates both product and process (strategy used by student to arrive at answer)
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A Day in the Life…
Evesham Township Schools believe that meeting the needs of all students is critical to providing a thorough and efficient education. In order to provide for the many diverse talents of our students, our curriculum does the following:
•Provides exposure to critical thinking and problem-solving opportunities•Imbeds multi-leveled tasks and projects within each subject area•Refines and enriches individual development of higher order thinking processes
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Distinguishing Differences
• Temperament• Interests• Life Experiences• Culture• Special Needs• English Language
Learners• Gifted & Talented
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Tier III
• Students who show high levels of ability, creativity, and task commitment
• Functioning at significantly higher rate than peers (minimum of 2 grade levels above)
• Identified students, initial summary report & action plan
• Student selected tasks, quarterly enrichment logs
• Annual Summary Report
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Distinguishing Differences
Bright Gifted
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Closing
Meeting the Diverse Needs of All Learner:One Size Does Not Fit All