Neligh-Oakdale Public Schools

October 20, 2014

ESU 8 Staff – Jill Bates, Corey Dahl,

Deb Wragge

Differentiated Instruction: A Review & Preview

Why Differentiated Instruction?

Dealing with the reality of diverse

learners

One way to think about differentiation

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.

Mapping a Route Toward Differentiated Instruction

“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”

-Carol Ann Tomlinson

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustmentSource: The Differentiated Classroom, Tomlinson 1999

Teachers can differentiate:

ContentContent ProcessProcess ProductProduct

ReadinessReadiness InterestsInterests Learning Profile

Learning Profile

according to student’s

through a range of instructional and management strategies…

Source: The Differentiated Classroom, Tomlinson 1999

CONTENT

PROCESS/ ACTIVITIES

PRODUCTS/ ASSESSMENTS

Ask yourself about:

Content:

How do we adjust or modify the

knowledge and skills we expect students

to learn?

3-Minute Buzz

Activities:

How do we modify our teaching

strategies to help students acquire the

knowledge and skills they need?

Think – Pair - Share

Products/Assessments:

How do we adjust or modify the way we assess student learning to better measure student

growth?

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

What is meant by ongoing assessment and

adjustment?Assessment is organic!

Quick, not always recorded for a grade

Is a tool that directly affects ongoing plans for instruction

Leads to increased “yields” in academic growth

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

What is meant by “Flexible Grouping?”

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

Students sometimes work in groups defined by interests and/or learning styles

Teachers sometimes move between groups to provide instruction

Teacher becomes more of a “facilitator” of knowledge and skills

Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome

Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

Benefits of Flexible Grouping

Differentiation of Instruction

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation, such as

Respectful tasks Flexible

grouping

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

Source: The Differentiated Classroom, Tomlinson 1999

Just a sampling of strategies that support Differentiated Instruction Multiple Intelligences Tiered Lessons 4-MAT

Jigsaw Tiered Centers Varied questioning strategies

Taped material Tiered Products Interest Centers

Anchor Activities Learning Contracts Interest Groups

Varying Organizers Small Group Instruction Varied Homework

Varied Texts Group Investigation Compacting

Varied Supplementary Materials

Orbitals Varied Journal Prompts

Literature Circles Independent Study Complex Instruction

Cubing Tiered Assignments Reading Buddies

“I’m a secondary teacher. How can I differentiate?”

It can be done!

• Anchoring Activities

• Adjusting Questions

• Tiered Assignments

First steps for differentiating at the high school level

Just a Few Management Strategies for the Differentiated

Classroom . . .

Appoint a class expert (student)Have clear, written directions for all activitiesGrade judiciouslySchedule “quiet” daysPost procedure list for “early birds”Have sponge/anchoring activities available at

all times and well-known to your class

Clearly communicates standards that are being used

Clearly delineates separate grades for growth (changes in learning from the

beginning to the end of the instructional component)

for achievement relative to standards of performance

for effort

Provides full disclosure to all

Principles of Grading in a Differentiated Classroom:Tomlinson

It can be done! Teachers who utilize D/I find

that:

They have fewer discipline issues

Student growth is significantly increased

Their interactions with students are more positive and productive

Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them