People learn differently —we have various learning styles, learning strengths, abilities, and interests.
We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.
Students’ readiness level is determined through standardized test results, pre-testing, conversations with the student, interest surveys, and/or instruments indicating preferred learning styles and/or multiple intelligences.
8.
Provide Several Routes to Content, Process, and Product
Content— what students learn
Process— how students go about making sense of ideas and information
Product— how students demonstrate what they have learned
Students are given the opportunity to take increasing responsibility for their own growth.
Teaching students to share responsibility allows a teacher to work with different groups or individuals for parts of the class time………….and it better prepares students for life.
10.
Differentiation Blends Several Types of Instruction
Post a weekly reading schedule and allow students to find their names on it.
Allow students to move to appointed parts of the room at times designated on the chart.
Sometimes the whole class will meet to listen to a story and talk about it or to volunteer to read it.
Sometimes a small group meets with the teacher to work on decoding, comprehension strategies, or to share ideas.
Sometimes students will meet with peers to read on a topic of mutual interest, regardless of their reading readiness (different level books on same topic).
Students read alone (from books in discovery boxes based on various topics or from boxes designated by colors to match levels of reading readiness).
Students may meet with a reading partner to take turns reading or, at the direction of the teacher, to “choral read” so stronger readers can provide leadership for a peer who doesn’t read as well.
Design a variety of centers based on student learning profiles
Assign students to centers based on formal or informal assessments
At centers related to people the students are studying, students can choose to work alone, in pairs, or within a small group
Some possible centers include:
Students select a person they’ve studied and make an annotated time line of the person’s early life, noting events that shaped the person. The student chooses whether to write a paper, draw a storyboard, or act out the events.
Students select a biography and a fictional work each has read. Then they write about real-life events they and some of their friends have had. Students then look in all three works for common themes about growing up and decide to present their work as a matrix or through conversations between or among the subject of the biography, the fictional work, and a 3 rd grader.
Students can pre-test and “compact out” of a unit at any time during the first three days of instruction
Students who opt out do an independent investigation of math in the real world, given guidelines by the teacher, who works with them to tighten or focus plans, as needed
Students who did not “compact out” receive whole group instruction, and then—based on understanding—divide into cooperative groups for practice, or meet in a small group with the teacher for further instruction
When the class has finished the chapter, everyone participates in two days of mandatory review and the entire class takes the test.
Students are given choices of tasks in a unit or for an assessment. They most do one “entrée task”, may select from two “side dish” tasks, and may choose to do one of the “dessert” tasks for extra enrichment .
Students receive foam or poster board cubes with a different task written on each face; each task has a different complexity level than the others. Given a topic, students: Describe it, Compare it, Associate it, Analyze it, Apply it, Argue for it or against it.
The content of this presentation is based on the work of Carol Ann Tomlinson of the University of Virginia and on her book, How to Differentiate Instruction in Mixed-Ability Classrooms .
Be the first to comment