A Pathway to Differentiation: Differentiating a Lesson Plan Sean M. Hildebrandt Secondary High Potential Specialist Shakopee Public Schools Shakopee, MN 55379 Phone: (952) 496-5768 Email: firstname.lastname@example.org
oTeachers teach better when they systematically study their students (Souza & Tomlinson, 2011) to create differentiated, learner- centered classrooms.oDifferentiated instruction increases stimulation by responding to students’: Readiness Interests and/or Individual learning profilesoBrain studies suggest stimulating environments maximize learning (Rao, 2010; Shaw, 2006)
Differentiation is a teacher’sresponse to learner needsshaped by mindset andguided by general principles.Teachers can differentiatethrough content, process, orproduct according tostudents’readiness, interest, orlearning profile.- Carol Ann Tomlinson (1999)
Consider the Content & Literacystandard(s) being addressed. Will allstudents learn the same material?(Content)Consider the students ability levels.Can you teach the material in the sameway to all students? (Process)Consider the assessments. How willstudents demonstrate mastery?(Pre/Form/Sum & Product)
Consider the physicalenvironment. What conditionsare needed for the lesson?Consider classroom behaviors.Will affective issues interrupt thelesson?Consider materials available.Will materials force changes in theprocess?
What is being taught? Select the common core (literacy/content) standards to addressPre-assess to identify students prior knowledge baseDesign flexible opportunities via: Alternative mini-lessons Enrichment projects Accelerate curriculumTools: Learning contracts, curriculum compactor, richer & deeper text
Process: How the students are taught.Plan varied activities based on: Readiness: matching complexity of a task to students level of skill and understanding Interest: give topic choices so that students make personal connections to a specified goal. Learning profile: match activity to student’s identified learning modality or interest, or intelligence preference. Bloom’s New Taxonomy
Product: How the demonstrate content or skill mastery. Design project menus that take student interests & learning preferences into account Tools: Tic-Tac-Toe menus & project matrixesideabackpack.blogspot.com
Differentiation & the Brain: How Neuroscience Supports the Learner Friendly Classroom, David A. Sousa & Carol A. Tomlinson. (2011).Shaw, P., Greenstein, D., Lerch, J., Clasen, I., Lenroot, R., Gogtay, N., et al. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440, 676-679.Rao, H., Betancourt, L., Giannetta, J. M., Brodsky, N. L., Korczykowski, M., Avants, B. B., et al. (2010). Early parental care is important for hippocampal maturation: Evidence from brain morphology in humans. Neurolmage, 49, 1144-1150.