theresa hinkle nmsa 2009 differentiation beginning the journey

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Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

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Page 1: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Theresa HinkleNMSA 2009

DifferentiationBeginning

the Journey

Page 2: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Today’s Agenda

DifferentiationWhat is it?

Why should we implement it?

What are some strategies I can implement to begin the journey?

What is the role of assessment in differentiation?

Page 3: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

What is Differentiation?A teacher’s response to learner needs

The recognition of students’ varying background knowledge and preferences

Instruction that appeals to students’ differences

Page 4: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Differentiation is… but isn’t…

Essential elements

-choice

-addresses student differences

-modification of process, product or content

-based on student’s readiness, interests, and learning profile

Does not include

-emphasis on “covering” the curriculum

-assessment just to see “who got it”

-domination by whole class activity

-mostly single option assignments

Examples-compacting

-learning contracts

-tiered assignment

-

Non-examples

-giving “extra” work to some

-grading some “harder” than others

-giving more difficult work to some without adjusting instruction

Page 5: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.

~ Howard Gardner

Page 6: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Why should we differentiate?All students learn differently.One size doesn’t fit all.Students learn best when they are actively

engaged, allowed choice, and involved in the decision making process.

To learn, students must experience appropriate levels of challenge.

“Instruction begins where the students are, not at the front of the curriculum guide.”

How to Differentiate Instruction in Mixed-Ability Classrooms. Carol Ann Tomlinson.

How the Brain Learns. C.A. Tomlinson and M. Layne Kalbfleisch

Page 7: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

RAPID ROBIN

The “Dreaded Early Finisher”

Page 8: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

“I’m Not Finished” Freddie

“It takes himan hour-and-a-halfto watch 60 Minutes.”

Page 9: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Teaching with student variance in mind yields positive results.

(Tomlinson, 2003)

Page 10: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Content Process Product

According to Students’

Readiness InterestLearningProfile

Teachers Can Differentiate

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

Page 11: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Bloom’s Taxonomy Revised

Original Revised KnowledgeRememberingComprehension UnderstandingApplication ApplyingAnalysis AnalyzingSynthesis EvaluatingEvaluation Creating

Page 12: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Differentiating Process and Product

Learning contracts

Tiered assignments

RAFT writing assignments

Choice boards

Interactive journals and notebooks

Compacting

Different levels of questioning

Page 13: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

The “Equalizer”1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Fewer Facets Multi-facets

5. Smaller Leap Greater Leap

6. More Structured More Open

7. Clearly Defined ProblemsFuzzy Problems

8. Less IndependenceGreater Independence

9. Slower Quicker

Page 14: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Table Talk

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

Page 15: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey
Page 16: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Balanced Assessment System“To maximize student success, assessment

must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred.

Because both purposes are important, they must be in balance.”

From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)

Page 17: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Experts tell us…“Assessment should promote learning, not simply measure it.”

Jay McTighe

Page 18: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Two Views of Assessment --Assessment is for:Gate keepingJudgingRight AnswerControlComparison to

othersUse with single

activities

Assessment is for:NurturingGuidingSelf-ReflectionInformationComparison to

standardUse over multiple

activities

Page 19: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

“Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.”

Carol Tomlinson

Page 20: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

WHAT CAN BE ASSESSED?

Skills

Concepts

READINESS INTEREST LEARNINGPROFILE

ContentKnowledge

• Interest Surveys

• Interest Centers

• Self-Selection

• Areas of Strength and Weakness• Work Preferences

• Self Awareness

Page 21: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Most teachers assess students at theend of an instructional unit or sequence.

When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.

Page 22: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Page 23: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testInventoryKWLChecklistObservationSelf-evaluationQuestioning

Conference Exit CardPeer evaluation Portfolio CheckQuizObservation Journal EntryTalkaround Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

Page 24: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Some teacherstalk about---

LEARNING

Some teacherstalk about---

GRADES

ONGOING ASSESSMENT

VS.

• Can these two coexist peacefully?• Should one receive emphasis over the other?

Page 25: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Preassessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.

Preassessment:• provides data that can determine options for

students to to take in information, construct meaning, and to demonstrate understanding of new information

• helps teachers anticipate differences before planning challenging and respectful learning experiences

• allows teachers to meet students where they are

Page 26: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Pre-assessment

Teacher prepared pre-test

KWL Charts /Graphic Organizers

Writing Prompts/Samples

Guess BoxStudent

demonstrations and discussions

Student products and work samples

Show of hands/EPR Every Pupil Response

Standardized Tests Data

Teacher observation/Checklist

Page 27: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Formative Assessment Is...A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.

Formative Assessment:• depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student

misconceptions “early warning signal”

• allows students to build on previous experiences

• provides regular feedback• provides evidence of progress• aligns with instructional/curricular outcomes

Page 28: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Assessment During LearningThumbs UpFist of Five3-2-1 CardsDry erase slatesPortfoliosArtistic responseOral presentationsWritings –RAFTInteractive Notebooks

Page 29: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Experts tell us…

“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended outcomes.”

CCSSO FAST SCASS

Page 30: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

“Assessment is today’s means ofunderstanding how to modifytomorrow’s instruction.”

Carol Tomlinson

Page 31: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Summative Assessment Is...

A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.

Summative Assessment:• should reflect formative assessments that precede it• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular outcomes• may be a form of alternative assessment

Page 32: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Understanding the TargetWhat knowledge will students need to

demonstrate the intended learning?

What patterns of reasoning will they need to master?

What skills are required, if any?

What product development capabilities must they acquire, if any?

Page 33: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Learning TargetsKnowledge = the facts and concepts we want

student to know

Reasoning = student use what they know to reason and solve problems

Skills = students use their knowledge and reasoning to act skillfully

Products = students use their knowledge, reasoning, and skills to create a concrete product

Dispositions = students’ attitudes about school and learning.

Page 34: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Learning Targets for TodayKnowledgeReasoningSkillsProductsDispositions

Page 35: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Assessment Practices for Standards-based InstructionFrom

Products for teacher / grading

No student work displayed

Identical, imitative products

To

Products for real events / audience

High quality / all students work displayed

Varied and original products

Page 36: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Assessment Practices for Standards-based InstructionFrom

Feedback = scores or grades

Seen / scored only by teacher

Teacher grade book

Standards set during grading

To

Substantive, varied, formative feedback

Public displays and performances

Student-maintained portfolios, assessments

Standards co-developed with students

Page 37: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Assessment Practices for Standards-based InstructionFrom

Feedback = scores or grades

Seen / scored only by teacher

Teacher grade book

Standards set during grading

To

Substantive, varied, formative feedback

Public displays and performances

Student-maintained portfolios, assessments

Standards co-developed with students

Page 38: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Principles of Assessment in Differentiated Classroom

Assessment drives instruction. Assessment provides information to help the teacher plan next steps for varied learners and the class as a whole.

Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends.

Assessment is varied, frequent, and relevant to the learner

Page 39: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Differentiation Strategies

Page 40: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Using Anchor Activities

Page 41: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Anchor ActivitiesAnchor activities

are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

Page 42: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Anchor Activities:Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”.

Provide ongoing tasks that tie to the content and instruction.

Free up the classroom teacher to work with other groups of students or individuals.

Page 43: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

ANCHOR ACTIVITIES

Can be• used in any subject

• whole class assignments

• small group or individual assignments

• tiered to meet the needs of different readiness levels

• interdisciplinary for use across content areas or teams

Page 44: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

ANCHOR ACTIVITIESWork best:when expectations

are clear and the tasks are taught and practiced prior to use.

when students are held accountable for on task behavior and/or task completion.

Page 45: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Planning for Anchor Activities

Subject/Content Area:

Name and description of anchor activity:

How will activity be introduced to students?

- Points - Percentage of Final Grade- Rubric - Portfolio Check- Checklist - Teacher/Student Conference- Random Check - Peer Review- On Task Behaviors - Other _______________

How will the activity be managed and monitored?

Page 46: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Using Anchor Activities to Create Groups

Teach the whole class to work independently andquietly on the anchor activity.

Half the class workson anchor activity.

Other half works ona different activity.

Flip-Flop

1/3 works onanchor activity.

1/3 works on adifferent activity.

1/3 works withteacher---direct

instruction.

1

2

3

Page 47: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Some Anchor Activities

“Brain Busters” Learning Packets Activity Box Learning/Interest Centers Vocabulary Work Accelerated Reader Investigations Test Practice Activities Magazine Articles with Generic Questions or Activities Listening Stations Research Questions or Projects Commercial Kits and Materials Journals or Learning Logs Silent Reading (Content Related?)

Page 48: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

TIERED INSTRUCTION

A Different Spin on an Old Idea

SOURCE: based on work by Carol Ann Tomlinson

Page 49: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

What is Tiered Instruction?

Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:

1) each student comes away with pivotal skills & understandings

2) each student is appropriately challenged

Page 50: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

WHAT CAN BE TIERED?ASSIGNMENTSACTIVITIESCENTERS & STATIONSLEARNING

CONTRACTSASSESSMENTSMATERIALSEXPERIMENTSWRITING PROMPTSHOMEWORK

Page 51: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Creating Multiple Paths For Learning

Key Conceptor

Understanding

StrugglingWith TheConcept

SomeUnderstanding

UnderstandThe

Concept

READINESS LEVELSReaching Back Reaching Ahead

Page 52: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE

ABLE TO DO?

THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING

PROFILE

INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE

CLASS

GROUP 1TASK

GROUP 2TASK

GROUP 3TASK

Page 53: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

When Tiering:Adjust--- Level of ComplexityAmount of

StructureMaterialsTime/PaceNumber of StepsForm of ExpressionLevel of

Dependence

Page 54: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Planning Tiered AssignmentsConcept to be Understood

ORSkill to be Mastered

Below-LevelTask

On-LevelTask

Above-LevelTask

Create on-level task first then adjust up and down.

“Adjusting theTask”

Page 55: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

THE TEACHER’S CHALLENGE

Developing--

“Respectful Activities”

InterestingEngagingChallenging

Page 56: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Tiered AssignmentsEnable all students focus on essential understandings and skills but at different levels of complexity abstractness open-endedness

Maximize the likelihood that

Each student is successful

Each student is appropriately

challenged

Page 57: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Curriculum CompactingHigh-ability or high-achieving students are

frequently asked to participate in practice exercises or instruction that they have previously mastered.

Curriculum compacting is a process to "streamline" and modify the grade-level curriculum by eliminating material that students have previously learned.

Page 58: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Quick guide to compacting1. Define the goals and objectives of a

particular unit/segment.

2. Pre-assessment

3. Document mastery most of learning outcomes. (scores, work samples, etc.)

4. Providing replacement options that enable a more challenging and productive use of the student's time

Page 59: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Choice…the great motivator Requires children to be aware of their own

readiness, interests, and learning profiles. ! Students have choices provided by the teacher.

(YOUare still in charge of crafting challenging opportunities for all kiddos –NO taking the easy way out!) !

Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .

Page 60: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Menu Planner

Menu for: ______________________ Due: _____________ All items in the main dish and the specific number of side dishes must be complete by the due date. You may select among the side dishes and you may decide to do some of the desserts items, as well.

Main Dishes (complete all)

Side Dishes (Select ____ )

Desserts (Optional)

Page 61: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Choice BoardsVariety of formats

Tic-tac-toeWheelMenu

May be organized based on multiple intelligences, Bloom’s taxonomy, etc.

May include individual and group workMay be genericMay be used as anchor activity

Page 62: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Choice BoardsVariety of formats

Tic-tac-toeWheelMenu

May be organized based on multiple intelligences, Bloom’s taxonomy, etc.

May include individual and group workMay be genericMay be used as anchor activity

Page 63: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Choice BoardsTic Tac Toe

Page 64: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Choice Boards

Outer red band=1-2 choicesto be completed in wholegroup instruction

White band=3-4 choicesto be completed in smallgroups

Blue band-=3-4 choices to be completed independently

Inner white band=choices to be completed as EC or enrichment

Bulls eye=final assessment

Page 65: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

RAFTS Writing AssignmentsRole- Who are you as the writer?

Audience- To whom/for whom are you writing?

Format- What form will the writing take?

Topic- What's the subject or the point of this piece?

Strong verb-What is your purpose…are you pleading, persuading, considering

Page 66: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

RAFTS

Role-Kunta KinteAudience-your

motherFormat-letterTopic-your capture

by slaversStrong verb-plead

for her forgiveness

Role-A heartAudience-your bodyFormat-cheer Topic-getting in

shapeStrong verb-

persuade

Page 67: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Student Learning Contracts

An agreement between teacher and student(s).

Page 68: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Learning Contracts Are:Written agreements

between teachers and students that clearly outline:what students will learn

how they will learn it

the time period for the learning experience

how they will be evaluated

Page 69: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Benefits of ContractsRequire students to think about their

learningMay assist students in understanding

how to manage timeCan include choiceMay be used to support students with

special needsCan include student in curriculum

planningHelp the teacher manage group work,

individual projects or investigations, learning centers or curriculum compacting

Page 70: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Types of ContractsStructured

Partial Structured

Mutually Structured

Unstructured

Page 71: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Contract ComponentsOUTCOMES

RESOURCES

LEARNING ALTERNATIVES

REPORTING ALTERNATIVES & ASSESSMENT

Page 72: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Contract Components

1. Outcome(s) - specify what is to be accomplished, the conditionsunder which learning will be demonstrated, and the level of proficiency required to meet the outcome.

2. Resources - including print, media, and human

Page 73: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Contract Components3. Learning Alternatives - include reading,

writing, viewing, creating, interviewing, and other activities the student experiences to accomplish the outcome.

4. Reporting Alternatives and Assessment - should provide evidence as to whether the outcomes have been accomplished. Conferences, tests, projects, presentations, real world products, portfolios of work are examples of reporting alternatives.

Page 74: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Contract Do’s and Don’ts• explain the role &

function of contracts• start small (1 or 2 day)

contracts• negotiate contracts with

students whenever possible

• help set realistic deadlines

• renegotiate the contract if it isn’t working

• solicit student feedback on process

• gradually involve students in contract development

• expect all students to use contracts effectively at the beginning

• expect all students to like contracts.

• assume contracts can take the place of regular instruction

• use contracts without a good management system

Page 75: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Learning Contract

To demonstrate what I have learned about _____________________________ I will Write a report Make a movie Put on a demonstration Create a graphic organizer or diagram Set up an experiment Develop a computer presentation Build a model Design a mural Write a song Other ____________________

This will be a good way to demonstrate understanding of this concept because _________________________________________________________________To do this project, I will need help with __________________________________________________________________________________________________________________________________I will need the following resources __________________________________

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 _______

Page 76: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Contracts provide efficient means of prescribing for students, based on assessed needs, strengths, or interests.

Contracts are usually negotiated between the teacher and the student and sometimes the parent.

Both the teacher and the student share responsibility for thecompletion of the terms of the contract.

A contract may require a student to use certain resources or to contact other people in the school or in the community.

A contract may have certain prerequisites as conditions that thestudent has to meet before beginning a study or investigation.

Thoughts about Learning Contracts

Page 77: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Learning Centers at the middle level???

Page 78: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Teacher Station 1

Teacher Station 2

Group

AssignmentsSchedule

Inboxes

Bookshelf

Page 79: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

IN THE DIFFERENTIATED CLASSROOMTeachers and students accept and

respect one another’s similarities and differences

Assessment is an on-going activity that guides instruction. Learning plans are made and adjusted based on assessment data.

Page 80: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

IN THE DIFFERENTIATED CLASSROOMStudents have a voice in setting

class and individual goals

Students work in a variety of group configurations as well as independently.

Flexible grouping is evident.

Page 81: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

IN THE DIFFERENTIATED CLASSROOMTime is used flexibly since pacing is

based on student needs

All students participate in respectful work--work that is challenging, meaningful, interesting, and engaging.

.

Page 82: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

IN THE DIFFERENTIATED CLASSROOMThe teacher is primarily a

coordinator of time, space, and activities rather than a provider of information. The aim is to help students become self-reliant learners.

Students are assessed in multiple ways, and each student's progress is measured at least in part from where that student begins

Page 83: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Now what?????

Page 84: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

In YOUR Differentiated Classroom…

What are the needs of your students?

Which strategy appeals to you the most?

Can you collaborate with colleagues?

What worries or concerns do you have about implementation?

Page 85: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Implementing Differentiated Instruction in your District or School

Start with Committed Staff

Look for Existing Resources/Infrastructure

Start with One or Two Strategies

Try it and Be Willing to Alter and Extend

Page 86: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Where do I Go From Here?Some Tips for Implementing Differentiation in your Classroom

o Start slowlyo Organize your classroom spaceo Create a culture that supports

differentiation including students and parents

o Analyze standards and currentpractice

Page 87: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Investing StudentsStudent “buy-in”

Provide choice

Allow students to assess their own mastery

Adjust physical environment

Increase student responsibility

Page 88: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Where do I Go From Here?Some Tips for Implementing Differentiation in your Classroom

o Devise a plan to get to know students and maintain recordso Student fileso Student portfolioso Use clipboard

o Sharpen assessments (maybe common?)o Use task cards, a tape recorder, or an

overhead for directionso Have systems for student questionso Vary instructional strategies, grouping,

learning preferences, and activities

Page 89: Theresa Hinkle NMSA 2009 Differentiation Beginning the Journey

Implementing Differentiated Instruction: Additional Considerations

Administrative Support to Teachers

Professional Development

Adequate Planning Time