Differentiation at a Glance

You can differentiate:...
Using the teacher guide as support
• Does the activity help the student reach the standard?
• Is the activity basic or adv...
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Differentiation at a Glance


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Differentiation at a Glance

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Differentiation at a Glance

  1. 1. Differentiation at a Glance http://farr-integratingit.net/Trainings/Differentiate/strategies.htm#a You can differentiate: Content- what the teacher wants the student to learn and the materials or resources through which that is accomplished Process- activities designed to ensure that students use key skills to make sense out of essential ideas and information Products- vehicles through which students demonstrate and extend what they have learned Readiness- a student's entry point relative to a particular understanding or skill Learning Profile- how an individual student learns Differentiation is not o assigning 30 math problems and the other students get 15 math problems o giving the students an extra project or extra assignments o simply enrichment Differentiation IS o providing choice o offering alternate assignments o flexible grouping Low Preparation Differentiation High Preparation Differentiation Choice of Books Homework Options Interest Centers/Stations Open Ended Activities Simulations Varied Supplemental Texts  Choice Boards/ Tic-Tac-Toe Think-Pair-Share   Alternative/Multiple Assessments Flexible Seating/Learning Groups  Multiple Testing Options Work Alone or Together  Multiple Texts Choice of Writing Prompts  Tiered Activities & Products Rubrics Think of your students when you plan. o Vary the types of learning experiences to appeal to different learning styles and intelligences Prompt high-level thinking and responses for all students. o Challenge all students, regardless of learning level, to continually analyze and synthesize as they work Encourage multiple responses from students instead of suspending discussion after only one response. o Follow up multiple responses by prompting students to prove or justify answers. Provide tasks that involve varying levels of difficulty and incorporate appropriate levels of challenge Support students' interests and choices. o Allow students to choose topics to study, products to develop, and an array of applications and extensions to enhance their learning. Share criteria for success and high achievement with students in advance. o Encourage students to use criteria for self or collaborative evaluation http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm http://www.adifferentplace.org/teachers.htm
  2. 2. Using the teacher guide as support • Does the activity help the student reach the standard? • Is the activity basic or advanced? • Do the suggested extensions offer more depth and more complexity, or just more work? • Are there multiple activities that provided opportunities for tiering the content? Flexible Grouping –  students are grouped according to ability for specific instructional purposes  enrichment groups stress student choice and students as producers of useful products Interest Centers/Interest Groups –  often used for guided explorations  self-explanatory so students can work independently  provides students opportunities to learn more about a topic or play around with a concept  learning experiences can be directed toward a specific learner interest, allowing students choice Tiered Assignments, Lessons and Strategies –  assignments, activities, and products are designed for varying ability levels  curricular content and objective(s) are the same, but the process and/or product are varied according to the student's level of readiness.  students often have choice and must do certain assignments in order to receive a grade. Alternative Assessments opportunities to demonstrate understanding of material learned in "real-world" ways. Choice Boards –  organizers that contain a variety of activities  students can choose one or several activities to complete as they learn a skill or develop a product  can be organized so that students are required to choose options that focus on several different skills               Examples of products that can elicit sophisticated responses Write and produce a play  Make a relief map Make a game  Develop a display Write a new song  Make a map Create a slide show,  Formulate a scientific theory Produce a video  Take a survey and analyze results Compile a photo essay  Write and illustrate a story Design and construct a new product  Design an experiment Paint a picture, make a mural, or any piece of art  Write a computer program Compile a newspaper  Teach a lesson Plan a journey  Give a demonstration Create an advertisement  Draw and explain a graph Compile a portfolio of sketches or writings  Create a political cartoon Give a speech  Compile a booklet Write an opinion article Great website for content specific activities: http://www.thirteen.org/edonline/lessons/index_sci.html The Differentiator – a website that creates higher-order questions and products with a few clicks of a mouse http://byrdseed.com/differentiator/