Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models
Use leveled activities Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups
Leveled product choices use of technology within products and presentations Use related arts teachers to help with student products
1.Leveled Instructionmeet the developmental needs of the students involved.
Level of complexity Amount of structure Pacing Materials
1.Anchoring Activities A student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
2. Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another
Homogenous/Ability Individualized or -Clusters students of similar Independent Study abilities, level, learning style, or -Self paced learning interest. -Teaches time management-Usually based on some type of and responsibility pre-assessment -Good for remediation or extensionsHeterogeneous Groups -Different abilities, levels or Whole Class interest -Efficient way to present new- Good for promoting creative content thinking. -Use for initial instruction
3. Compacting Curriculum assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content.
Student Centered Multiple approaches to content, process, and Best practices product Different approaches A way of thinking and planning 3 or 4 different activities Flexible grouping
One Thing 35 different plans for one classroom A Program A chaotic classroom The Goal Just homogenous Hard questions for grouping some and easy for others
What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996.Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.