Accelerating Student Achievement Through                  Differentiated InstructionDeveloper: TNesia J. Hurley, K-12 Turn...
Outcomes             Today we will:             1.    Develop a shared understanding of                   differentiated i...
Agenda                 Welcome                 Warm up                 Review of the Research                 Table Talk  ...
Opening Activity/ Warm up                 Take 5 minutes to write about a time when you                 experienced frustr...
Group Discussion                 At your tables, take 2 minutes to share your personal                 story.             ...
Differentiated Instruction       (Review of the research)
Differentiated Instruction                                   Refers to the way a teacher provides varying                 ...
Reasons for differentiating instruction                           (Tomlinson, 2003)                 Students in a classroo...
Differentiation may influence one or all            essential elements of instruction                                  Con...
The goal of differentiation?To help each learner achieve as high an academic level as    possible, by providing instructio...
Differentiation Methods                                             Student                                            Rea...
Differentiation by ReadinessDeveloped by TNesia J. Hurley   12
Readiness            Refers to:            A student’s knowledge, understanding, and skill related            to a particu...
Differentiation by Readiness                                    Refers to the approach teaches use to vary                ...
Examples:                                            Reading leveled text:                                              in...
Assessments and Differentiation                 Pre- assessments and ongoing assessments should be                 used to...
Table Talk             Turn to a partner and take 5             minutes to reflect on what you             have heard so f...
Differentiating by InterestsDeveloped by TNesia J. Hurley   18
Differentiating by Interests                 Teachers can differentiate learning by knowing                 students’ area...
Why interest based differentiation?                 Studies show that students whose interests are                 utilize...
Examples                                   Students may research topics they have                                 curiosit...
Important Considerations:                                    Link interest based inquiry to                               ...
Table Talk             Turn to a partner and take             5 minutes to reflect on             what you have heard so  ...
Differentiating by                                  Learning ProfileDeveloped by TNesia J. Hurley           24
Learning Profile             Refers to how students             learn best: cognitive style,             group orientation...
Group Orientation                 Refers to how students respond best to the learning                 environment or learn...
Cognitive Style                                                                        Long                     People    ...
Other Preferences:                 Analytical/ practical/ creative                 Verbal- Linguistic                 Logi...
Table Talk             Take 5 minutes at your tables             to reflect on what you have             heard so far?    ...
Differentiation by AffectDeveloped by TNesia J. Hurley        30
Affect                 Refers to students’ confidence level, feelings, and                 emotions in learning environmen...
Differentiating by Affect                 Requires teachers to know their students’ emotional                 needs, how t...
The Five Basic Student Needs                 Tomlinson identifies five basic student needs:                 Affirmation, C...
Affirmation                                            Feeling accepted                                               Feel...
Contribution                                        Feeling valued for being an                                           ...
Power                                  Learning experiences are useful                                   Personal choices ...
Purpose                                    Student understands the                                    what and why for lea...
Challenge                                     The work stretches student’s                                         thinkin...
Table talk             Take 10 minutes at your             tables to reflect on what             you have heard so far.   ...
Differentiation Instructional                           Strategies and toolsDeveloped by TNesia J. Hurley       40
Closing thoughts…                 Differentiating instruction begins with knowing who                 are students are and...
Sources for Further Reading                 Tomlinson, C. (2003) Fulfilling the Promise of the                 Differentia...
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Accelerating student achievement through differentiated instruction

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Accelerating student achievement through differentiated instruction

  1. 1. Accelerating Student Achievement Through Differentiated InstructionDeveloper: TNesia J. Hurley, K-12 Turnaround Solutions of Nor CA
  2. 2. Outcomes Today we will: 1. Develop a shared understanding of differentiated instruction and its purpose; 2. Become familiar with the four ways to differentiate in the classroom; 3. Get an overview on specific differentiated instructional strategies to use in the classroomDeveloped by TNesia J. Hurley 2
  3. 3. Agenda Welcome Warm up Review of the Research Table Talk Differentiation Strategies Group Activity Wrap up/ ClosingDeveloped by TNesia J. Hurley 3
  4. 4. Opening Activity/ Warm up Take 5 minutes to write about a time when you experienced frustration while learning a new skill or task. What was the task? Why was the task difficult? How did you overcome the situation? What support or intervention did you receive? If you were going to teach this skill or task to another person, what special adjustments or considerations would you make?Developed by TNesia J. Hurley 4
  5. 5. Group Discussion At your tables, take 2 minutes to share your personal story. After everyone has shared, discuss your commonalities.Developed by TNesia J. Hurley 5
  6. 6. Differentiated Instruction (Review of the research)
  7. 7. Differentiated Instruction Refers to the way a teacher provides varying approaches to instruction; Supports the learning needs of an academically, culturally, and linguistically diverse group of students; Approaches vary according to students’ readiness, interests, and learning profiles.Developed by TNesia J. Hurley 7
  8. 8. Reasons for differentiating instruction (Tomlinson, 2003) Students in a classroom are learning at a different pace- either faster or slower than the curriculum or standards require; Student(s) come from a linguistically diverse background and do not have command of the academic language used for instruction (English Learner or Standards English Learner); Student(s) in the class have given up on learning, or show little motivation to learn new content.Developed by TNesia J. Hurley 8
  9. 9. Differentiation may influence one or all essential elements of instruction Content- what students are expected to learn Product- evidence or work completed by students to demonstrate key understandings (assessment) Process- how students engage in the learning.Developed by TNesia J. Hurley 9
  10. 10. The goal of differentiation?To help each learner achieve as high an academic level as possible, by providing instruction that meets and challenges their individual learning needs.
  11. 11. Differentiation Methods Student Readiness Student Learning Profile Student Student Interest AffectDeveloped by TNesia J. Hurley 11
  12. 12. Differentiation by ReadinessDeveloped by TNesia J. Hurley 12
  13. 13. Readiness Refers to: A student’s knowledge, understanding, and skill related to a particular sequence of learning. A student’s general cognitive proficiency affects his or her readiness as does a student’s prior learning and life experiences, attitudes about school, and habits of mind. (Tomlinson, 2003, pp.3)Developed by TNesia J. Hurley 13
  14. 14. Differentiation by Readiness Refers to the approach teaches use to vary instruction; Based upon a student’s current skill level and understanding of a topic; Instruction focuses on building prerequisite skills, and/ or extending students’ knowledge and skills beyond their independent performance level.Developed by TNesia J. Hurley 14
  15. 15. Examples: Reading leveled text: independent vs. instructional level Writing a multi- Solving three paragraph digit addition vs. summary vs. a solving two digit single paragraph addition summaryDeveloped by TNesia J. Hurley 15
  16. 16. Assessments and Differentiation Pre- assessments and ongoing assessments should be used to guide differentiation Assessments give teachers an understanding of students’ current performance levels; In cases where students are working below their grade level expectations, teachers should differentiate in order to address the gap in students’ skills and understandings.Developed by TNesia J. Hurley 16
  17. 17. Table Talk Turn to a partner and take 5 minutes to reflect on what you have heard so far. Share your thoughts about what it means to differentiate lessons based upon students’ readiness.Developed by TNesia J. Hurley 17
  18. 18. Differentiating by InterestsDeveloped by TNesia J. Hurley 18
  19. 19. Differentiating by Interests Teachers can differentiate learning by knowing students’ areas of interest and curiosity Interest based learning inspires students’ passion about a topic, High interest materials serve as a bridge for building new knowledge and heightening student motivationDeveloped by TNesia J. Hurley 19
  20. 20. Why interest based differentiation? Studies show that students whose interests are utilized in the classroom are more likely to sustain their engagement and deepen their learning in the content area .Developed by TNesia J. Hurley 20
  21. 21. Examples Students may research topics they have curiosity about that relate to the curriculum; Students may self select independent reading books based on an area of interest, Students may work in centers or specialty groups focused on an area of interestDeveloped by TNesia J. Hurley 21
  22. 22. Important Considerations: Link interest based inquiry to relevant curriculum or scope & sequence Provide scaffolding and essential questions to guide students’ thinking on the topic; Provide a protocol for allowing students to share or report back to the class about the interest based learning topicDeveloped by TNesia J. Hurley 22
  23. 23. Table Talk Turn to a partner and take 5 minutes to reflect on what you have heard so far. Share your thoughts about how you can differentiate lessons based upon student interests?Developed by TNesia J. Hurley 23
  24. 24. Differentiating by Learning ProfileDeveloped by TNesia J. Hurley 24
  25. 25. Learning Profile Refers to how students learn best: cognitive style, group orientation, environment, and intelligence preferenceDeveloped by TNesia J. Hurley 25
  26. 26. Group Orientation Refers to how students respond best to the learning environment or learning task: one on one/ individual small groups/ few students whole groups/ large group settingsDeveloped by TNesia J. Hurley 26
  27. 27. Cognitive Style Long People attention Reflective vs. Linear vs. oriented vs. span vs. short Action Nonlinear Task Oriented attention Oriented span Whole to part Auditory/ Concrete vs. vs. Part to Visual/ Tactile- Abstract Whole KinestheticDeveloped by TNesia J. Hurley 27
  28. 28. Other Preferences: Analytical/ practical/ creative Verbal- Linguistic Logical- Mathematical Spatial- Visual Rhythmic- Musical Interpersonal or IntrapersonalDeveloped by TNesia J. Hurley 28
  29. 29. Table Talk Take 5 minutes at your tables to reflect on what you have heard so far? What elements of your instruction can be differentiated according to learner profile? How does our understanding of the learning profile match or mismatch our understanding of students and their cultural or linguistic backgrounds?Developed by TNesia J. Hurley 29
  30. 30. Differentiation by AffectDeveloped by TNesia J. Hurley 30
  31. 31. Affect Refers to students’ confidence level, feelings, and emotions in learning environments or when presented with academic tasks.Developed by TNesia J. Hurley 31
  32. 32. Differentiating by Affect Requires teachers to know their students’ emotional needs, how their needs are affected by the classroom environment, how the relationships with their peers in the classroom influences their learning.Developed by TNesia J. Hurley 32
  33. 33. The Five Basic Student Needs Tomlinson identifies five basic student needs: Affirmation, Contribution, Power, Purpose, and Challenge Each of these needs influences how students learn in the classroom environmentDeveloped by TNesia J. Hurley 33
  34. 34. Affirmation Feeling accepted Feeling Safe Feeling listened to Feeling like the teacher believes in the student Interests and perspectives are valuedDeveloped by TNesia J. Hurley 34
  35. 35. Contribution Feeling valued for being an individual Feeling connected to others in the environment Feeling connected through common goals and mutual work Feeling like student is making a difference in their environmentDeveloped by TNesia J. Hurley 35
  36. 36. Power Learning experiences are useful Personal choices contribute to individual success Knowing what is expected of the student Knowing how to achieve expectations Support is available for individual studentsDeveloped by TNesia J. Hurley 36
  37. 37. Purpose Student understands the what and why for learning Learning relates to student on a personal level and global level Work is engaging and meaningfulDeveloped by TNesia J. Hurley 37
  38. 38. Challenge The work stretches student’s thinking and abiiltles Student is accountable for learning The work is difficult but attainable The work helps student contribute to learning of othersDeveloped by TNesia J. Hurley 38
  39. 39. Table talk Take 10 minutes at your tables to reflect on what you have heard so far. What elements of differentiation by affirmation exist in your classroom already? What elements are missing?Developed by TNesia J. Hurley 39
  40. 40. Differentiation Instructional Strategies and toolsDeveloped by TNesia J. Hurley 40
  41. 41. Closing thoughts… Differentiating instruction begins with knowing who are students are and creating safe and supportive learning learning environments that are responsive to our students’ readiness, interests, and learning profiles.Developed by TNesia J. Hurley 41
  42. 42. Sources for Further Reading Tomlinson, C. (2003) Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: ASCD Tomlinson, C. (2001) How To Differentiate in Mixed Ability Classrooms. Alexandria, VA: ASCD Tomlinson, C & J. McTighe. (2006) Integrating Differentiated Instruction + Understanding by Design. Alexandria, VA: ASCDDeveloped by TNesia J. Hurley 42

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