A Pathway to Differentiation: Sean M. Hildebrandt Sean M. Hildebrandt Secondary High Potential Specialist Secondary High Potential SpecialistEmail: firstname.lastname@example.orgEmail: email@example.com Phone: (952) 496 --5768 Phone: (952) 496 5768
Differentiation is a teacher’sresponse to learner needsshaped by mindset andguided by general principles.Teachers can differentiatethrough content, process, orproduct according tostudents’ readiness, interest,or learning profile.- Carol Ann Tomlinson (1999)
Definition: a differentiationstrategy used with studentswho have already masteredthe skills or content to betaughtTwo avenues can be taken tocompact curriculum: •Acceleration •Enrichment
An valid pre-assessment has been designed and administered to classStudents have mastered 80% of the content before the unit has even begun!Student and parentsand/or guardian agree
Research suggests that project basedlearning is more effective thantraditional instruction:be more effective than traditional instructionfor preparing students to integrate and explainconcepts. (Capon & Kuhn, 2004)in increasing academic achievement on annualstate-administered assessment tests (Geier et.al., 2008)long-term retention, skill development andsatisfaction of students and teachers (Strobel &van Barneveld, 2008)
Revisit Student LearnerProfiles. They can help youbuild appropriate andengaging enrichment projects.Each individual has a uniqueLearner Profile consisting of: Personal Interests Individual Aptitudes Multiple Intelligences Learning Styles
Select one or two literacy and content standards to addressConsider whether thisproject will serve as thesummative assessment orprepare student for thesummative assessment.
Bloom’s Hierarch wereupdated in the mid 90’s tobetter incorporate 21stCentury thinking skills:Projects can bedesigned to intentionallyaddress specific levels ofthinking.
Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-basedscience curricula in the context of urban reform. Journal of Research in Science Teaching,45(8), 922-939Strobel, J. & van Barneveld, A. (2008) "When is PBL More Effective? A Meta-synthesis ofMeta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary Journal ofProblem-based Learning, 3(1), 44-58. Retrieved fromhttp://docs.lib.purdue.edu/ijpbl/vol3/iss1/4.Capon, N, & Kuhn, D. (2004). What’s so good about problem-based learning? Cognition andInstruction, 22, 61-79.Miller, P. (2001). Learning styles: The multimedia of the mind. ED 451340.