2. WHAT DO YOU KNOW?
1.LIST THE THREE AREAS A TEACHER CAN DIFFERENTIATE. (3 PTS)
2.DIFFERENTIATION IS DEVELOPED ACCORDING TO A STUDENTS’ (THREE THINGS)? (3 PTS)
3.WHICH OF THE FOLLOWING IS CONSIDERED AN EXPERT IN THE FIELD OF DIFFERENTIATED
INSTRUCTION? (1 PT)
a.ROBERT MARZANO
b.JOHN HATTIE
c.CAROL TOMLINSON
d.RICK SCOTT
4.WHEN DESIGNING A DIFFERENTIATED LESSON, THE LEARNING GOAL WILL ______________? (1 PT)
5.____________ IS A TERM THAT DESCRIBES HOW STUDENTS ARE GROUP FOR DELIVERY OF
INSTRUCTION. (1 PT)
6.LIST ONE OF THE THREE TYPES OF ASSESSMENT USED WHEN IMPLEMENTING DIFFERENTIATED
INSTRUCTION. (1 PT)
6. Flexible Grouping
TEACHER-LED GROUPS (Valentino, 2000)
Grouping Options Teacher's Role Activities
Whole Class/
Small Groups
Explains procedures
Provides instructional scaffold
Facilitates discussion
Provides explicit instruction
Affirms student diversity
Outlining day's agenda/schedule
Giving an overview of concepts
Sharing student work
Presenting strategies
Developing background knowledge
Individual
Guides individual development
Encourages individual student interests
Applying key concepts, strategies and skills
Composing written responses
Completing understanding
Creating own investigations
STUDENT-LED GROUPS (Valentino, 2000)
Collaborative
Describes students' roles
Describes students' interpersonal skills
Encourages student interaction
Monitors group effectiveness
Guides understanding
Affirms student diversity
Organizing collaborative project
Collaborating on projects
Sharing group projects
Discussing students' evaluation of group's success
Applying key strategies and concepts
Discussing different perspectives
Performance-
Based
Identifies students' needs
Provides instructional scaffold
Provides explicit instruction
Organizing short-term groups
Introducing new concepts
Teaching specific concepts, strategies and skills
Dyad (Pairs)
Identifies students' interests or needs
Models instructional strategies
Guides understanding
Assisting partners
Tutoring peers
Responding to peer writing
Collaborating
Pre-assessment
Flexible Grouping
(leveling)
Instruction
Formative Assessment
Adjusting Instruction
Flexible Grouping
Summative Assessment
7. TEACHERS CAN DIFFERENTIATE
CONTENT
WHAT ARE YOU TEACHING?
"what" the student needs to learn or how the
student will get access to the information
PROCESS
BY WHAT METHODS / ACTIVITIES YOU TEACH?
"activities" in which the student engages in order
to make sense of or master the content
PRODUCT
HOW WILL STUDENT LEARNING BE ASSESSED?
"how" students demonstrate what they know,
understand, and can do; culminating projects that
ask the student to rehearse, apply, and extend what
he or she has learned in a unit
13. TIERED ACTIVITY
beginning where they are, students will work at a level that
builds on their prior knowledge but still provides for individual
growth.
14. TIC TAC TOE
can be a great motivator for students to participate. It allows for
student choice.
Editor's Notes
Differentiation is NOT:individualized instruction - primarily with whole-class and small flexible groups“dumbing down” - learning goals remain the same, the teacher finds myriad ways and means to achieve themjust working in small groups - whole class, in small groups, pairs or individuallyTeacher centered - student-centered, with the teacher basing decisions on how to ensure that each student reaches curriculum goals. She is the coach and coordinator of learning.All student choice – sometimes indulge student preference other times it’s better to ask them to stretchAlways easy - is ongoing and ever-changing. It takes a different kind of planning, preparation and execution of the days’ lessons, but the learning becomes more accessible to more students.
Stop looking at class as a group but as individuals. Responsive teaching –doesn’t mean we jettison content. We quit just teaching content – we teach content to humans – individuals.Planning for unpredictability. you already know when you teach this concept – some kids will struggle, some will get ahead, some lack vocab. Plan before I get behind. Don’t know yet who will need each. Be ready before it happensProactive differentiation - most say we differentiate instruction. most of us have a reactive- I teach the same lesson to all then try to help when someone gets off track. I kneel down, I ask them to stay after school… On the spot we try to correct (improvise is better than not realizing) hard to improvise when they can’t read the text. When we improvise content and kid don’t always connect
Pre-AssessmentTeacher prepared pre-testKWL Charts / Graphic OrganizersWriting Prompts/SamplesStudent demonstrations and discussionsStudent products and work samplesShow of handsStandardized Test DataTeacher observation/ChecklistFlexible grouping
Continuous assessment is imperative. See where kids are and where they need to go.Build community – if they become too competitive, they won’t cooperate as well.
Everyone’s work is equally appealing, equally rigorous. Students should be able to tell which is the dumb task.Learning goal is the same for everyone. It’s like peanut butter sandwiches for lunch every day.
I don’t care how wonderful your strategies / tools are – if kids feel like a buzzard it is hard to fly like and eagle.
