Differentiation intro


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Differentiation intro

  1. 1. + Differentiated Instruction 1 2 Why Differentiate? All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum.+ 3 What Is Differentiation? Teacher’s response to learner needs Recognition of Instruction that students’ varying appeals to students’ background knowledge differences and preferences 1
  2. 2. 4 Teachers Can Differentiate: Content Process Product According to Students’: Learning Readiness Interest Profile Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).+ 5 Comparing Traditional and Differentiated Classrooms  Consideration of student differences  Use of assessment  Use of student interest and learning style+ 6 Comparing Traditional and Differentiated Classrooms (continued)  Instructional format  Assignment options  Factors guiding instruction 2
  3. 3. + 7 Differentiation Strategies  All strategies are aligned with instructional goals and objectives.  Specific strategy selection based on   Focus of instruction – what is the learning objective?   Focus of differentiation – by readiness? Interest? Learning style?+ Differentiation Strategy [1] Primary Use Description of Strategy Things to Consider 8 Tiered Assignments Readiness Assignments and products are •  Focus task on a key concept and Products designed to instruct and assess •  Use a variety of resource students on essential skills that are materials at different levels provided at different levels of of complexity and associated complexity, abstractness, and open- with different learning endedness. The curricular content modalities and objective(s) are the same, but •  Adjust task by complexity, the process and/or product are abstractness, number of varied according to the student’s steps, concreteness, and level of readiness. independence to ensure For example, students with challenge and not frustration moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate. Compacting Readiness Compacting is the process of •  Thoroughly pre-assess the eliminating teaching or student learner’s knowledge and practice due to previous mastery of document findings learning objectives. Compacting •  Explain the process and its involves a three step process: benefits to the student 1. assess the student to determine •  Create written plans and his/her level of knowledge on the timelines for study material to be studied and •  Allow student choice in determine what he/she still needs to enrichment or accelerated master study 2. create plans for what the student needs to know, and excuse the student from studying what he/she already knows [1] This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).+ 9 Examples of Differentiation Strategies   Choice Boards   Tiered Activities   Learning Contracts 3
  4. 4. + Diner Menu – Photosynthesis 10Appetizer (Everyone Shares)• Write the chemical equation for photosynthesis.Entrée (Select One)• Draw a picture that shows what happens during photosynthesis.• Write two paragraphs about what happens during photosynthesis.• Create a rap that explains what happens during photosynthesis.Side Dishes (Select at Least Two)• Define respiration, in writing.• Compare photosynthesis to respiration using a Venn Diagram.• Write a journal entry from the point of view of a green plant.• With a partner, create and perform a skit that shows thedifferences between photosynthesis and respiration.Dessert (Optional)• Create a test to assess the teacher’s knowledge ofphotosynthesis. THINK-TAC-TOE 11 Book Report Draw a picture Perform a play Write a song of the main that shows the about one of the character. conclusion of a main events. story. Write a poem Make a poster Dress up as your about two main that shows the favorite events in the order of events character and story. in the story. perform a speech telling who you are. Create a Venn Write two Write two diagram paragraphs about paragraphs about comparing and the main the setting. contrasting the character. introduction to the closing. Tiered Activity – Writing a Persuasive Essay 12 4th–6th Grade Classroom Beginning Intermediate AdvancedOutcome/ Students will determine a topic Students will determine a Students will determine aObjective and will write a five-sentence topic, state a point of view, topic, state a point of view, paragraph with a main idea, and write two paragraphs and write an essay of at least three supporting sentences, defending that point of five paragraphs that uses and a concluding sentence. view. multiple sources to defend that point of view.Instruction/ Students will receive a model Students will receive a Students will review theActivity of a five-sentence paragraph model of a persuasive essay graphic organizer for a and explicit instruction in and a graphic organizer that persuasive essay. Students constructing the paragraph. explains the construction of will be given explicit As a prewriting activity, a persuasive essay. instruction in locating sources students will list their topic Students will also receive and quotes for their essays. As and develop a list of at least explicit instruction in a prewriting activity, students three things that support their writing a persuasive essay. will use the graphic organizer topic. As a prewriting activity, to organize their essay. students will use the Students will also compile a graphic organizer to plan list of five sources that defend their writing. their main point.Assessment Students will be able to write a Students will be able to Students will be able to write five-sentence paragraph that state a point of view and a five-paragraph essay that successfully states and supports successfully defend the idea states a point of view, defends a main idea. The paragraph using two paragraphs that the point of view, and uses will meet the criteria on the defend the point of view resources to support the point state writing rubric. using main ideas and of view. The essay will meet supporting details. The the criteria on the state paragraphs will meet the writing rubric. criteria on the state writing rubric. 4
  5. 5. Learning Contract #1 13 Name _______________________ My question or topic is: To find out about my question or topic… I will read: I will look at and listen I will write: to: I will draw: I will need: Here’s how I will share what I know: I will finish by this date: Learning Contract #2 14 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Design a mural _ Put on a demonstration _ Write a song _ Set up an experiment _ Make a movie _ Develop a computer presentation _ Create a graphic organizer or diagram _ Build a model _ OtherThis will be a good way to demonstrate understanding of this concept because______________________________________________________________To do this project, I will need help with______________________________________________________________My Action Plan is________________________________________________The criteria/rubric which will be used to assess my final product is _______________________________________________________________________My project will be completed by this date _____________________________Student signature: ________________________________ Date __/__/__Teacher signature: ________________________________ Date __/__/__ 5