A presentation on the topic of differentiating instruction in mixed-ability classrooms. Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson

1. How to Differentiate Instruction in Mixed-Ability Classrooms What? Talk about unfair! Let’s make some changes….

2. "How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary" http://www.youtube.com/watch?v=njeK8BGqJq0

6. Those in lower levels should not “skip” what they struggle with.

10. Process

12. Understanding the Needs of Advanced Learners It is crucial to avoid boredom and mental laziness in advanced students Constantly challenge them Caution! Advanced learners are at risk of becoming: Perfectionist Depleting their self-efficacy Lack coping skills

13. Understanding the needs of Struggling Learners

15. Teachers who differentiate instruction focus on their role as coach or mentor

16. Give students as much responsibility for learning as they can handle and teach them to handle a little more every step of the way

18. The Role of the Teacher in a Differentiated Classroom Teacher as director of the orchestra The director of the orchestra helps musicians make music, but does not make the music himself The teacher as jazz musician The artistry and confidence of the jazz musician with the music, instrument, and group allow her to abandon the score for the sake of the music, the group, and the audience

21. Focus on key conceptsto ensure that all learners gain powerful understanding that serve as building blocks for meaning and access to other knowledge

22. Think of assessmentas a road map for your thinking and planning

24. Classroom that contains student work and other student designed artifacts are inviting

25. Flexible and comfortable seating options

26. Time during the day when students and the teacher can talk about the day and life in general

28. Humor plays a central role in a welcoming and respectful classroom – sarcasm and sharp words do not

30. Students should be encouraged to discuss their learning goals and ways of achieving them

34. Help one another

35. Keep track of their workAll students need to be guided in assuming a growing degree of responsibility and independence as a learner and member of a community of learners

36. A Look Inside Some Differentiated Classrooms: Classroom Techniques

38. As you gain confidence slowly add activities to your repertoire

39. Time differentiated activities to help students be successful

41. Planning Lessons Differentiated by Readiness

42. The Equalizer: A Way to Determine Readiness

44. The students are getting the same type of information but in a way that is geared towards their individual ability.

45. The teacher should aim to provide work that is just a little too hard

49. Teachers should make sure that students are acquiring the skills that the curriculum specifies.

50. Guide students to success by providing structure

52. Process: Sense making, information is run through an individual’s filters of meaning

54. Readiness: Match skills and understanding

56. Partial mastery- focus on application, analysis and evaluation

58. Internet sources of varied sophistication

60. Focus instead on key concepts and principles, which are the building blocks of meaning

61. Make connectionsbetween subjects and facets of a single topic

62. Relate ideas to the student’s lives

64. Guarantee proficiency in basic curriculum

65. Buy time for enrichment and accelerationCurriculum Compacting Designed to help advanced learners maximize the use of their time for learning

66. Student’s Name: ________________________________ Areas of Strength Documenting Mastery Alternate Activities

68. A rich array of materials ensures that content is meaningful to learners of all levels

72. http://www.personal.psu.edu/bxb11/LSI/LSI.htm

74. Involve high level thinking

76. Easier to match activities and process to individual needs

77. Utilize tools that allow students to express their creativity!

78. Some of the many examples:

79. Journals

80. Graphic Organizers

81. http://readwritethink.org/materials/trading_cards

82. Mind Maps, Learning Centers/Interest Groups,Model Making,Laboratory Exercises,Jigsaw, Role Playing

83. Cubing

85. May supplement or replace a more traditional written test as an assessment of knowledge and understanding

87. Clearly define core expectations

88. Decide on necessary scaffolding (brainstorming, rubrics, timelines, critiquing and revising

91. *Terrific resource for implementing technology and multimedia http://www.cited.org

92. *Terrific resource for implementing technology and multimedia http://www.cited.org

93. Thank you for taking the time to learn about Differentiated Instruction in Mixed-Ability Classrooms with me! An excellent resource on Differentiated Instruction which also served as a reference for this presentation: How to Differentiated Instruction in Mixed-Ability Classrooms By: Carol Ann Tomlinson