Differentiation Basics

Differentiation Basics HCPS Staff Development 2006 content | process | product

Warm-Up
Thinking About a Mixed-Ability Classroom

Three Ways In Which Students Differ Visual, auditory, and kinesthetic learners, concrete random thinkers, analytical learners, verbal/ linguistic learners, etc. learning style One study found that when students were performing at about 80% accuracy they learned more and felt better about themselves (Tomlinson, 2002) readiness When we catch fish, we bait the hook with what the fish like, not what the fisherman likes (Gregory and Chapman 2003). interest

In their own words…
It’s easy to see how students differ in interest…

Think! content objective : lesson plan :: _______ : ________.

Differentiating for Content
Content here is defined by learning outcomes or learning objectives
HCPS Essentials of the Curriculum

Differentiation of Content
The content of instruction should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom (Hall 2002).
However…
Where extreme disparity of readiness exists, such as with English language learners, students with learning disabilities, and very advanced students, the content should be changed (Tomlinson, 2003).

differentiated
objectives
Differentiation for Content

Differentiation for Content Assessment is necessary for planning as well as evaluation. Assess Implement lesson/unit Write objectives and group

Differentiation for Content Speedometer Self-Assessment Technique in Action Assess and Group
There are many ways to find out your students’ readiness so you can group them. The strategies range from quick and easy to in-depth and formal.
They include:
Pretest
Analyzing Student Work
Student Self-Assessment

Think! How do pacing guides support and undermine differentiation for content?

Differentiating for Process Process is what the teacher does and the materials she uses to get the students to reach the objectives.

Differentiating Process for Interest
Survey and Assignment Choice
Survey student interest first, and then create opportunities to allow students to choose tasks that relate to those interests.
Example assignment: Create a presentation explaining how Newton ’ s Laws govern the actions of your favorite sport .

Questioning
There are many frameworks for planning questions, each designed to challenge students at different levels. They include Bloom’ s Taxonomy, thick and thin, Divergent Thinking Model, and Socratic questioning .
Differentiating Process for Readiness

Differentiating Process for Readiness B: assignments A: readiness benchmarks Tiered Assignments

Compacting
This is a lesson plan structure that allows students at a higher readiness to complete assignments more quickly or place out of assignments and move on to something more challenging and self-directed.
Anchor Activities
These are activities for students who have completed their assigned work. The activities can be designed to reinforce any objectives and allow extended learning for faster students. Most importantly, it allows time for the teacher to give more attention to students who need it.
Differentiating Process for Readiness

Differentiating Process for Learning Style
When teachers differentiate for learning styles, they make sure that assignments and activities vary the students ’ experiences.

Differentiating for Product
Curriculum Frameworks
Project-Based Instruction (PBL)
Contracts

Rubrics
Differentiating for Product product element element description score benchmarks

Next Step
Appropriately for differentiation, you are asked to choose how you would like to continue your study of differentiation.
Choose a strategy:
questioning
assessments
anchor activities
contracts (unit framework)
project-based instruction (unit framework)
Choose a training session process:
facilitated face-to-face
online course
Choose a study group format:
face-to-face
online

Exit Cards

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Differentiation Basics

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