Here are the key steps to take when planning differentiated instruction based on student data:
1. Analyze available student data to understand your students' readiness levels, interests, and learning preferences.
2. Identify the essential concepts/skills students need to understand based on standards.
3. Plan ways to differentiate the content, process, product, affect, and/or environment for particular students or groups based on their needs, using various instructional strategies.
4. Design formative and summative assessments to check students' understanding throughout and at the end of the unit.
5. Implement the differentiated lessons, making adjustments based on ongoing assessment of student learning and needs.
6. Reflect on the
Differentiated instruction is a teaching approach that aims to address student diversity in the classroom. This presentation provides a brief overview of differentiated instruction and introduces several instructional strategies to support it, such as tiered lessons, flexible grouping, anchor activities, exit cards, response cards, think-tac-toe boards and cubing. The goal is for teachers to understand differentiated instruction principles and implement strategies to meet the varied readiness levels, interests and learning profiles of students. More information on differentiated instruction is available through the resources provided.
Self-learning materials (SLMs) are designed for independent learning and are divided into sections, sub-sections and interactive instructional steps. SLMs aim to stimulate self-learning by dividing content into small, logical steps and including in-text questions and activities. The production of SLMs follows three stages - planning, development and production. Effective SLMs have clear objectives, are self-explanatory, self-contained and promote self-evaluation.
Differentiated instruction is an approach to teaching that provides multiple options for students to learn based on their individual needs. In kindergarten, differentiated instruction is important because students enter school with varying skill levels and learn differently. Teachers differentiate by content, process, products, readiness, interest, and learning profiles. They provide whole group, small group, and individual instruction tailored to each student. The goal is for all students to master concepts at their own pace in a student-centered classroom.
The importance of differentiated instruction in the classroom 5Melody Dougherty
This document discusses the importance of differentiated instruction in the classroom. It defines differentiated instruction as modifying instruction to meet the varying needs of students in terms of their readiness levels, interests, and learning preferences. The document outlines types of differentiation like modifying content, process, product, and learning environment. It provides examples of differentiation strategies and considerations for implementation, including using assessments to inform instruction, tiered lessons, flexible grouping, learning contracts, and UDL. The document also discusses creating an optimal learning environment, monitoring behaviors, embedding social skills instruction, and references related resources.
The document discusses differentiated instruction, which is responsive teaching that accounts for differences between students. It involves varying content, processes, products, and learning environments based on students' readiness, interests, and learning profiles. The key aspects of differentiation are:
1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
2) Employing formative assessments during instruction to make adjustments that improve understanding.
3) Administering summative assessments after instruction to evaluate mastery of material.
4) Differentiating content, processes, products, and environment based on readiness, interests, and learning profiles to increase the likelihood that each student learns as much as possible.
Differentiation in the elementary classroomJen Gualtieri
The document discusses differentiating instruction to meet the individual needs of students. It begins by explaining that differentiation means "shaking up" traditional classroom approaches to allow multiple options for students to learn, understand ideas, and demonstrate learning. Teachers plan varied approaches for what students learn, how they learn it, and how they show what they've learned to increase the likelihood of maximum learning. The rest of the document provides details on the five core propositions of the National Board for Professional Teaching Standards and strategies for establishing curricular priorities, planning focused curriculum, and ensuring quality differentiation through teaching up and providing respectful tasks for all students.
This document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It defines differentiated instruction as proactively planning varied approaches to content, learning processes, and products based on student needs. The document provides examples of differentiation strategies like modifying content based on student interests and readiness levels, using flexible grouping, and assessing student growth over time rather than comparing students. It emphasizes differentiation is a philosophy, not just a set of techniques, and should be implemented along a continuum from minimal to extensive based on student needs.
Differentiated instruction is a teaching approach that aims to address student diversity in the classroom. This presentation provides a brief overview of differentiated instruction and introduces several instructional strategies to support it, such as tiered lessons, flexible grouping, anchor activities, exit cards, response cards, think-tac-toe boards and cubing. The goal is for teachers to understand differentiated instruction principles and implement strategies to meet the varied readiness levels, interests and learning profiles of students. More information on differentiated instruction is available through the resources provided.
Self-learning materials (SLMs) are designed for independent learning and are divided into sections, sub-sections and interactive instructional steps. SLMs aim to stimulate self-learning by dividing content into small, logical steps and including in-text questions and activities. The production of SLMs follows three stages - planning, development and production. Effective SLMs have clear objectives, are self-explanatory, self-contained and promote self-evaluation.
Differentiated instruction is an approach to teaching that provides multiple options for students to learn based on their individual needs. In kindergarten, differentiated instruction is important because students enter school with varying skill levels and learn differently. Teachers differentiate by content, process, products, readiness, interest, and learning profiles. They provide whole group, small group, and individual instruction tailored to each student. The goal is for all students to master concepts at their own pace in a student-centered classroom.
The importance of differentiated instruction in the classroom 5Melody Dougherty
This document discusses the importance of differentiated instruction in the classroom. It defines differentiated instruction as modifying instruction to meet the varying needs of students in terms of their readiness levels, interests, and learning preferences. The document outlines types of differentiation like modifying content, process, product, and learning environment. It provides examples of differentiation strategies and considerations for implementation, including using assessments to inform instruction, tiered lessons, flexible grouping, learning contracts, and UDL. The document also discusses creating an optimal learning environment, monitoring behaviors, embedding social skills instruction, and references related resources.
The document discusses differentiated instruction, which is responsive teaching that accounts for differences between students. It involves varying content, processes, products, and learning environments based on students' readiness, interests, and learning profiles. The key aspects of differentiation are:
1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
2) Employing formative assessments during instruction to make adjustments that improve understanding.
3) Administering summative assessments after instruction to evaluate mastery of material.
4) Differentiating content, processes, products, and environment based on readiness, interests, and learning profiles to increase the likelihood that each student learns as much as possible.
Differentiation in the elementary classroomJen Gualtieri
The document discusses differentiating instruction to meet the individual needs of students. It begins by explaining that differentiation means "shaking up" traditional classroom approaches to allow multiple options for students to learn, understand ideas, and demonstrate learning. Teachers plan varied approaches for what students learn, how they learn it, and how they show what they've learned to increase the likelihood of maximum learning. The rest of the document provides details on the five core propositions of the National Board for Professional Teaching Standards and strategies for establishing curricular priorities, planning focused curriculum, and ensuring quality differentiation through teaching up and providing respectful tasks for all students.
This document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It defines differentiated instruction as proactively planning varied approaches to content, learning processes, and products based on student needs. The document provides examples of differentiation strategies like modifying content based on student interests and readiness levels, using flexible grouping, and assessing student growth over time rather than comparing students. It emphasizes differentiation is a philosophy, not just a set of techniques, and should be implemented along a continuum from minimal to extensive based on student needs.
A differentiated classroom is characterized by instruction, assessment, and work patterns tailored to individual student needs. The teacher must get to know each student's learning profile through observation and assessment. Lessons are differentiated in content, process, product, and environment. Strategies include providing multiple materials and assignments at different levels of complexity tailored to learning styles. The goal is an engaging classroom where all students can progress towards standards at their own pace.
This document provides an overview of differentiated instruction and strategies for differentiating based on content, process, and product. It defines the three main areas of differentiation as content, process, and product. Content can be differentiated by readiness, interest, and learning profile. Strategies for differentiating content include modifying instruction based on student need, teaching critical concepts, curriculum compacting, varying resources, and using support systems. Process can be differentiated in similar ways through strategies like learning styles, interest groups, graphic organizers, and independent study. Product differentiation allows students to demonstrate knowledge in varied ways based on their needs and abilities.
This document discusses assessment in science education. It outlines the key components of assessment, including focus, purpose, process, and users. Formative and summative assessment are described, as are various methods of assessment like paper/pencil tests, performances, interviews, and portfolios. The document also discusses standards for assessment based on the National Science Education Standards, including ensuring assessments are consistent with learning objectives, measure both achievement and opportunity to learn, provide quality data, and make reasonable inferences. Effective assessment provides feedback to students and teachers to improve learning.
This document provides an overview of differentiated instruction. It defines differentiation as taking individual student needs into account when planning instruction. The document discusses that differentiation has existed for a long time as teachers finding ways to help struggling students. It also notes that people learn in different ways so instruction should be tailored to different learning styles and abilities. The document outlines strategies for differentiated instruction including flexible grouping, tiered lessons based on readiness or interest, and authentic assessments.
Cooperative learning involves students working together in small groups towards a common goal. It has several key components including positive interdependence, individual accountability, and group processing. Cooperative learning improves interpersonal skills, aids in problem solving, and models real-life work situations by pooling the strengths of group members and promoting peer teaching. Some advantages are that it builds strong individuals and improves social skills through face to face interaction, while challenges include implementing it effectively in the classroom.
Jim Rickabaugh on Personalized Learning - E. Carver Co. Schools, Dec. 8, 2014ECarverCoSchools
Jim Rickabaugh of the Institute @ CESA 1 in Wisconsin spoke Dec. 8, 2014 to parents and staff of Eastern Carver County Schools. The audio that goes with this presentation is here: https://soundcloud.com/e-c-c-s/jim-rickabaugh-presentation-e-carver-co-schools. His talk introduces personalized learning for the general audience -- the reasons for it and how it's different.
8 principles of effective teaching and assessmentHylton Upshon
This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.
1. The document provides an overview of differentiated instruction (DI), including definitions, key principles, and examples of how teachers can differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles.
2. It discusses theories of multiple intelligences and learning styles/modalities that form the basis for DI, which is a way of thinking about and planning instruction that aims to address student differences.
3. Examples are given of how teachers can differentiate instruction across various subjects and intelligences like linguistic, logical-mathematical, visual-spatial, and kinesthetic. Flexible grouping, formative assessment, and creating an inclusive learning environment are also emphasized.
The document discusses strategies for differentiating instruction to meet the needs of diverse learners. It provides examples of differentiating by content, process, product, and learning environment. It also discusses how digital technologies can make content more flexible and accessible to a variety of learners through features like annotation, hyperlinks, multimedia, and options for modifying content.
Differentiated instruction is a teaching philosophy that aims to modify instruction to meet the varying needs of students. It involves creating multiple paths so that students of different abilities can learn in ways that are appropriate for them. Teachers can differentiate instruction through content, process, and product based on students' readiness levels, interests, and learning profiles. Some strategies for differentiated instruction include learning modalities, multiple intelligences, learning contracts, tiered activities, and RAFT. The goal of differentiated instruction is to maximize each student's growth by recognizing that students learn in multiple ways and respond uniquely to different teaching approaches.
An Introduction to Differentiated InstructionMelinda Kolk
Differentiated instruction is an approach to teaching that involves actively planning and modifying instruction based on students' needs, interests, and readiness levels. The document outlines steps to differentiate instruction, including getting to know students as individuals and learners through assessments and learner profiles. Key aspects of differentiation include ongoing formative assessment, recognizing diverse learners, flexible grouping, choice, and scaffolding instruction. Differentiation can be done through content, process, product, and learning environment based on factors like readiness, learning style, interests, and thinking style. The goal is to improve student learning by presenting material at appropriate levels and showing students that their teacher cares about them.
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
The document provides an overview of differentiated instruction according to Carol Ann Tomlinson. It defines differentiated instruction as a way to systematically plan curriculum and instruction to meet the individual needs of academically diverse students. The goals are to honor each student's learning needs and maximize their learning capacity. Teachers should differentiate content, process, and products based on students' readiness, interests, and learning profiles. Key aspects of differentiation include flexible grouping, ongoing assessment, and providing multiple options for students.
The document discusses various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer/colleague reviews, teaching resources, and administrative perspectives. It provides examples of tools that can gather information from these sources, such as course portfolios, teaching journals, student surveys and feedback, classroom observations, peer reviews of materials, and student achievement outcomes. Graphs and matrices are suggested as ways to analyze and visualize trends in student feedback and comments over time.
The document discusses differentiated instruction and provides examples of how teachers can differentiate their lessons based on student needs. It suggests that teachers begin with assessment to determine student readiness and provide multiple routes for students to engage with content, process new ideas, and demonstrate their learning. Examples are given for differentiating instruction in various subjects and grade levels by adjusting complexity, grouping students flexibly, allowing choice, and tailoring assignments based on student interests and learning profiles. The basic principles are to assess student needs, plan with student variety in mind, and give students increasing responsibility for their own learning.
The document discusses differentiated instruction, which is an approach to teaching that recognizes students' varying backgrounds, readiness, and learning needs. It involves modifying aspects of the content, process, products, and learning environment based on individual student differences. This allows teachers to challenge students at their appropriate level. The document provides examples of how differentiated instruction can be implemented in the classroom through flexible grouping, varied learning activities and materials, and ongoing assessment to inform instruction.
The document discusses how the world is changing rapidly and will continue to change exponentially. It notes that the global population has grown significantly from 1950 to today and is projected to continue growing. The workforce has shifted away from blue collar manufacturing jobs to more service-oriented jobs. New technologies are being developed at an ever-increasing pace, and many current jobs will be obsolete in the future. The document calls for communities to prepare for these changes by transforming how they think about economic development and building capacities for continuous innovation and collaboration.
Climate finance kato(oecd) finance in 2015 agreement-ccxg gf sep2014OECD Environment
This document outlines a discussion on how the 2015 climate agreement could mobilize climate finance. It identifies four ways the agreement could contribute: 1) strengthening international institutional arrangements, 2) enhancing enabling environments in recipient countries, 3) supporting the use of a full range of financial instruments, and 4) elaborating and broadening measurement, reporting and verification systems. Specific options discussed for the agreement include encouraging coordination and information sharing, as well as addressing issues like definitions, tracking private finance, and building capacity for monitoring progress. The goal is for the agreement to indirectly facilitate scaling up climate finance through long-term shifts toward green financial flows.
A differentiated classroom is characterized by instruction, assessment, and work patterns tailored to individual student needs. The teacher must get to know each student's learning profile through observation and assessment. Lessons are differentiated in content, process, product, and environment. Strategies include providing multiple materials and assignments at different levels of complexity tailored to learning styles. The goal is an engaging classroom where all students can progress towards standards at their own pace.
This document provides an overview of differentiated instruction and strategies for differentiating based on content, process, and product. It defines the three main areas of differentiation as content, process, and product. Content can be differentiated by readiness, interest, and learning profile. Strategies for differentiating content include modifying instruction based on student need, teaching critical concepts, curriculum compacting, varying resources, and using support systems. Process can be differentiated in similar ways through strategies like learning styles, interest groups, graphic organizers, and independent study. Product differentiation allows students to demonstrate knowledge in varied ways based on their needs and abilities.
This document discusses assessment in science education. It outlines the key components of assessment, including focus, purpose, process, and users. Formative and summative assessment are described, as are various methods of assessment like paper/pencil tests, performances, interviews, and portfolios. The document also discusses standards for assessment based on the National Science Education Standards, including ensuring assessments are consistent with learning objectives, measure both achievement and opportunity to learn, provide quality data, and make reasonable inferences. Effective assessment provides feedback to students and teachers to improve learning.
This document provides an overview of differentiated instruction. It defines differentiation as taking individual student needs into account when planning instruction. The document discusses that differentiation has existed for a long time as teachers finding ways to help struggling students. It also notes that people learn in different ways so instruction should be tailored to different learning styles and abilities. The document outlines strategies for differentiated instruction including flexible grouping, tiered lessons based on readiness or interest, and authentic assessments.
Cooperative learning involves students working together in small groups towards a common goal. It has several key components including positive interdependence, individual accountability, and group processing. Cooperative learning improves interpersonal skills, aids in problem solving, and models real-life work situations by pooling the strengths of group members and promoting peer teaching. Some advantages are that it builds strong individuals and improves social skills through face to face interaction, while challenges include implementing it effectively in the classroom.
Jim Rickabaugh on Personalized Learning - E. Carver Co. Schools, Dec. 8, 2014ECarverCoSchools
Jim Rickabaugh of the Institute @ CESA 1 in Wisconsin spoke Dec. 8, 2014 to parents and staff of Eastern Carver County Schools. The audio that goes with this presentation is here: https://soundcloud.com/e-c-c-s/jim-rickabaugh-presentation-e-carver-co-schools. His talk introduces personalized learning for the general audience -- the reasons for it and how it's different.
8 principles of effective teaching and assessmentHylton Upshon
This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.
1. The document provides an overview of differentiated instruction (DI), including definitions, key principles, and examples of how teachers can differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles.
2. It discusses theories of multiple intelligences and learning styles/modalities that form the basis for DI, which is a way of thinking about and planning instruction that aims to address student differences.
3. Examples are given of how teachers can differentiate instruction across various subjects and intelligences like linguistic, logical-mathematical, visual-spatial, and kinesthetic. Flexible grouping, formative assessment, and creating an inclusive learning environment are also emphasized.
The document discusses strategies for differentiating instruction to meet the needs of diverse learners. It provides examples of differentiating by content, process, product, and learning environment. It also discusses how digital technologies can make content more flexible and accessible to a variety of learners through features like annotation, hyperlinks, multimedia, and options for modifying content.
Differentiated instruction is a teaching philosophy that aims to modify instruction to meet the varying needs of students. It involves creating multiple paths so that students of different abilities can learn in ways that are appropriate for them. Teachers can differentiate instruction through content, process, and product based on students' readiness levels, interests, and learning profiles. Some strategies for differentiated instruction include learning modalities, multiple intelligences, learning contracts, tiered activities, and RAFT. The goal of differentiated instruction is to maximize each student's growth by recognizing that students learn in multiple ways and respond uniquely to different teaching approaches.
An Introduction to Differentiated InstructionMelinda Kolk
Differentiated instruction is an approach to teaching that involves actively planning and modifying instruction based on students' needs, interests, and readiness levels. The document outlines steps to differentiate instruction, including getting to know students as individuals and learners through assessments and learner profiles. Key aspects of differentiation include ongoing formative assessment, recognizing diverse learners, flexible grouping, choice, and scaffolding instruction. Differentiation can be done through content, process, product, and learning environment based on factors like readiness, learning style, interests, and thinking style. The goal is to improve student learning by presenting material at appropriate levels and showing students that their teacher cares about them.
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
The document provides an overview of differentiated instruction according to Carol Ann Tomlinson. It defines differentiated instruction as a way to systematically plan curriculum and instruction to meet the individual needs of academically diverse students. The goals are to honor each student's learning needs and maximize their learning capacity. Teachers should differentiate content, process, and products based on students' readiness, interests, and learning profiles. Key aspects of differentiation include flexible grouping, ongoing assessment, and providing multiple options for students.
The document discusses various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer/colleague reviews, teaching resources, and administrative perspectives. It provides examples of tools that can gather information from these sources, such as course portfolios, teaching journals, student surveys and feedback, classroom observations, peer reviews of materials, and student achievement outcomes. Graphs and matrices are suggested as ways to analyze and visualize trends in student feedback and comments over time.
The document discusses differentiated instruction and provides examples of how teachers can differentiate their lessons based on student needs. It suggests that teachers begin with assessment to determine student readiness and provide multiple routes for students to engage with content, process new ideas, and demonstrate their learning. Examples are given for differentiating instruction in various subjects and grade levels by adjusting complexity, grouping students flexibly, allowing choice, and tailoring assignments based on student interests and learning profiles. The basic principles are to assess student needs, plan with student variety in mind, and give students increasing responsibility for their own learning.
The document discusses differentiated instruction, which is an approach to teaching that recognizes students' varying backgrounds, readiness, and learning needs. It involves modifying aspects of the content, process, products, and learning environment based on individual student differences. This allows teachers to challenge students at their appropriate level. The document provides examples of how differentiated instruction can be implemented in the classroom through flexible grouping, varied learning activities and materials, and ongoing assessment to inform instruction.
The document discusses how the world is changing rapidly and will continue to change exponentially. It notes that the global population has grown significantly from 1950 to today and is projected to continue growing. The workforce has shifted away from blue collar manufacturing jobs to more service-oriented jobs. New technologies are being developed at an ever-increasing pace, and many current jobs will be obsolete in the future. The document calls for communities to prepare for these changes by transforming how they think about economic development and building capacities for continuous innovation and collaboration.
Climate finance kato(oecd) finance in 2015 agreement-ccxg gf sep2014OECD Environment
This document outlines a discussion on how the 2015 climate agreement could mobilize climate finance. It identifies four ways the agreement could contribute: 1) strengthening international institutional arrangements, 2) enhancing enabling environments in recipient countries, 3) supporting the use of a full range of financial instruments, and 4) elaborating and broadening measurement, reporting and verification systems. Specific options discussed for the agreement include encouraging coordination and information sharing, as well as addressing issues like definitions, tracking private finance, and building capacity for monitoring progress. The goal is for the agreement to indirectly facilitate scaling up climate finance through long-term shifts toward green financial flows.
GC-6890 Gas Chromatograph can be used to measure residual solvent for packaging industry or other related industries and detecting institutions. It is the best choice for the determination of residual solvent, smell analysis, and solvent purity.
The document summarizes a study on how companies in the Swiss Market Index (SMI) utilize social media. It finds that only a small number of "early adopters" in the SMI use social media for corporate communications. Those that do primarily use platforms like Twitter and Facebook to publish news and announcements. SMI companies lag behind Fortune 100 companies in their use of social media.
Hector Websites for parents and parent educatorsGinny Huckaba
This document lists over 30 websites that provide resources for parents and parent educators. The websites cover a wide range of topics including child development, parenting, health, education, mental health and more. Many provide information in both English and Spanish. The resources include articles, handouts, videos, discussion forums and information on parenting programs. An additional resource highlighted is the Center for Effective Parenting, which is the Arkansas State Parent Information Resource Center.
Enhancing Professional Practice Book Study Day 3, 2011Ginny Huckaba
This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, Day 3 of 3. This presentation is intended for use by those individuals participating in the Arch Ford ESC book study, days 1-3.
Poster Electronic vs handsearching of conference abstracts-18th Cochrane Coll...Edith Leclercq
1) The study compared electronic searching versus handsearching of conference abstracts to identify randomized controlled trials (RCTs) and controlled clinical trials (CCTs).
2) Electronic searching of conference abstracts from the 2008 International Society of Paediatric Oncology meeting identified the same RCTs and CCTs as handsearching, but required evaluating fewer total abstracts.
3) However, electronic searching did not save time compared to handsearching due to additional administrative tasks involved in running multiple searches.
This document outlines an agenda and materials for a training workshop on assessment for learning. The workshop will cover:
1. Key principles of formative and summative assessment, including using assessment to provide feedback and adjust teaching.
2. Different teaching contexts and how to plan for various learning styles using formative assessment strategies like questioning, self-assessment, and providing feedback.
3. The role of school and subject leadership in supporting assessment for learning.
The workshop aims to help educators better understand assessment for learning and how to implement practices that actively involve students in assessing their own learning.
This document provides an overview of differentiated instruction. It begins by noting that differentiated instruction is a broad topic that cannot be fully covered in the brief presentation. It then lists the learner objectives, which are for participants to become familiar with vocabulary, understand principles of differentiating content, process and product, and be able to implement instructional strategies. The document then discusses concepts like readiness levels, interests and learning profiles that contribute to student diversity. It also outlines principles of a differentiated classroom and compares traditional and differentiated models. Specific differentiation strategies like tiered lessons, flexible grouping and anchor activities are then explained in more detail.
April washburn eed 509 spring 2016 chapter 10 the inquiry modelApril Washburn
The document discusses the inquiry model of instruction. It defines the inquiry model as a process-oriented model that teaches students skills for systematically answering important questions. The inquiry model involves engaging students through active collaboration. It can be used across different subject areas and education levels.
The document then describes the key elements of the inquiry model process. It involves posing a question, forming a hypothesis, gathering data, assessing the hypothesis, generalizing findings, and analyzing the process. There are four levels of inquiry that vary the amount of teacher guidance provided. Technology can support various stages of planning, implementing, and assessing inquiry lessons. Differentiating instruction content, process and products allows the model to meet varied student needs.
Differentiated instruction is a process of teaching and learning that allows teachers to plan strategically to meet the needs of all students. Teachers can differentiate the content, process, and product based on students' readiness, interests, and learning profiles. The goal is to maximize student learning by improving the match between students' needs and abilities and what they are taught. When teachers differentiate, all students benefit from appropriately challenging learning experiences tailored to their individual needs.
This document provides an overview of differentiated instruction for gifted students. It discusses using pre-assessment to understand students' strengths and needs, flexible grouping strategies to provide appropriate instruction, and adjusting content, process, and products to match students' readiness, interests, and learning profiles. The goal of differentiation is to increase student learning, confidence, motivation, and independence through various instructional methods that create an optimal match between students and their learning experiences.
Effective learning environment by Dr.Shazia Zamirshaziazamir1
The document discusses the characteristics of an effective learning environment from the perspectives of both teachers and learners. It outlines several key components of an effective learning environment, including developing a total learning space that considers learners' needs, goals for teaching and learning, appropriate activities, and assessment strategies. The document also provides strategies for teachers to build a productive learning environment, such as making learning relevant, establishing clear behavioral expectations, teaching positive behaviors, reinforcing positive actions, and serving as a positive role model. Overall, the document emphasizes the importance of creating a learning environment that optimizes students' ability to learn through diverse, personalized, and student-centered approaches.
DRAFT
REFERENCES
Utilizing
DIFFERENTIATED
INSTRUCTION
To Enhance
Academic
Performance
• Formal & Informal Assessment
√ Formal assessment includes all types of stan-
dardized testing as well as unit and teacher-
made tests.
√ Informal assessment incorporates observa-
tion, conferencing, and various kinds of per-
formance assessments such as reports, dem-
onstrations and performances.
• Portfolios
√ Students should be encouraged to use self-
assessment and reflection about their work.
√ Teachers should make informed diagnostic
instructional and curricular decisions about
students.
√ Authentic evidence of student work should be
gathered.
• Projects
√ Medial and summative projects enable stu-
dents to demonstrate what they know and are
able to do.
√ Projects can be in a variety of forms, depend-
ing on the content area.
√ Other examples of projects that can demon-
strate student understanding of content in-
clude:
Puzzles Short story
Poem Illustration/Cartoon
Collage Diagram
Scrapbook Demonstrations
Presentations Research Reports
ASSESSMENT
Garden City Public Schools
Research/Best Practices
Armstrong, Thomas. (2000). Multiple
Intelligences in the Classroom.
Alexandria, VA: Association for
Supervision and Curriculum
Development.
Gregory, Gayle H. and Chapman,
Carolyn. (2002). Differentiated
Instructional Strategies. Thousand
Oaks, CA: Corwin Press
Tomlinson, Carol Ann. (2001). How to
Differentiate in Mixed-Ability
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (2001). Leadership for
Differentiating Schools and
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (1999). The
Differentiated Classroom: Responding
to the Needs of All Learners.
Alexandria, VA:
Association for Supervision and
Curriculum Development.
DIFFERENTIATED INSTRUCTION IN ACTION;
Middle School Video Series 2. Association for
Supervision and Curriculum Development, 2008.
ISBN 978-1-4166-0675-8.
Inspiring Minds
Empowering Achievement
Building Community
DRAFT
DI: Differentiated
Instruction
ELEMENTS OF DIFFERENTIATION
Students vary in:
Readiness Levels:
• A readiness level is a student’s entry point
relative to a particular understanding or skill
• To differentiate in response to student readi-
ness, a teacher constructs tasks or provides
learning choices at different levels of difficulty
Interest Levels:
• An interest level is a child’s affinity, curiosity,
or passion for a particular topic
• To differentiate in response to student inter-
est, a teacher aligns key skills and materials
for understanding from the curriculum with
topics or pursuits that intrigue students
Learning Profile:
• A learning profile is how we learn. It may be ...
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
This document provides an overview of differentiated instruction. It begins with learner objectives which are to become familiar with differentiated instruction vocabulary, understand how to differentiate content, process and product, and learn strategies to support differentiation. It then discusses key aspects of differentiation like addressing student readiness, interests and learning profiles. Examples of differentiation strategies are provided ranging from tiered lessons to thinking buddies. The document emphasizes that differentiation is a process that respects all students and provides multiple avenues for content acquisition and demonstrating learning.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
This document discusses differentiated learning and instruction. It defines differentiated learning as meeting students where they are in terms of abilities, interests and learning styles. It discusses assessing students to identify their readiness, interests and learning styles and then using that data to inform differentiated instructional strategies. Some strategies mentioned include tiered lessons, learning contracts, choice boards, flexible grouping and interest centers. The document emphasizes the importance of differentiating to provide access to the curriculum for all students and intervening preventatively to meet the needs of struggling students.
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AFESC Differentiation and Data2012
1. Differentiating
Instruction in a
Climate of
Rigor and
Relevance
Ginny Huckaba, Ed.S.
Professional Development Specialist
Arch Ford Education Service Cooperative
Email: ginny.huckaba@archford.org
2. ―In education it isn't how much
you have committed to memory
or even how much you know.
It's being able to differentiate between
what you do know and what you don't.
It's knowing where to go to find out
what you need to know
and it's knowing how to use
the information you get.‖
-William Feather
3. LEARNING OUTCOMES
At the end of this book study, participants will be able to:
Identify the components of differentiated instruction.
Understand the principles of differentiated instruction.
Consider the three student characteristics to plan for
differentiated instruction.
Take into account the five areas in which differentiation may
take place to plan for differentiated instruction.
Use student data to plan for, and make adjustments to,
instruction.
Serve as a resource to others for using formative assessment to
guide instruction.
4. NORMS
Begin/end on time
Phone on silent or ―stun‖
Take care of your needs
Honor talk-free zones
Be collaborative and engaged
Sharpen your saw and have fun!
5. AGENDA
Welcome, Introduction
Purpose of Differentiation
Principles of Differentiation
Using Data
Interest
Learning Profile/Preference
Academic
Formative
Summative
Planning
Instruction
Learning Environment
Grouping
Management
Reflection
Close
6. What do I already know…
What do I want to know…
…about differentiation?
7. Does differentiating how we teach
really that important?
Listen to one child’s story before your
answer that question…
http://bloggingonthebay.edublogs.org/2010/12/15/learni
ng-profile-differentiated-instruction/
9. Differentiation:
changing the pace, level or type of
instruction for the purpose of
responding to individual learners’
needs, learning styles or interests.
It is:
rigorous, relevant, flexible & complex
10. Or, in Maggie’s words:
• "This may be true for all students, whether they are seated in
a classroom or taking an online course such as this. The
material, the activity or assignment, the setting, life in
general, and numerous other factors all help determine
what learning style will be optimum for a given task.
• Translation – vary the lessons, the amount and type of
reading, the presentation, the assignments in order to reach
the optimum learning style of the participants. In this way
you will not ―teach‖ the same consistently and may reach
more students’ zone of proximal development. "
11. First step:
Start where you are…
so, where ARE you?
1. Analyze your current instructional plans for degree
of challenge and variety.
2. Then modify, adapt, design new approaches to
respond to students’ needs, interests, learning
styles/preferences
12. Adapted from: The Differentiated Classroom, Carol Ann Tomlinson (1999)
13. 8 Key Principles
of Differentiation
1. Teacher focuses on the essentials (KUD)
2. Teacher honors student differences
3. Teacher uses assessment & instruction as
cohesive and inseparable complements of each
other
4. Teacher modifies 5 classroom elements
5. Teacher engages all students in respectful work
6. Teacher and students collaborate in the learning
7. Teacher balances group/individual norms
8. Teacher and students work together—flexibility
14. 5 Classroom Elements
that can be differentiated:
• Content
• Process
• Products
• Affect
• Learning Environment
15. 3 Student Traits to respond to
when planning for
differentiation:
• Readiness
• Interest
• Learning Profile/Preference
17. Using Data to
understand the learner…
• Gathering data on your students gives you the
tools you need to plan, adjust and differentiate
your instruction to best meet their learning needs.
• Students also need to know what their strengths
are as learners as well as their performance on
an ongoing basis (formative).
• One set of data is NOT enough to get the ―full
picture‖ of how the learner accesses, processes
and uses what they are to learn.
18. DATA TYPES:
ACADEMIC
LEARNER INTERESTS
LEARNING PROFILE/PREFERENCE
19. ACADEMIC DATA:
• Use a variety of data sources to begin to get to know
your students’ academic level of performance:
• State tests
• Normed tests
• Content pre-assessment
• Readiness tests
• Local (district/school) assessments
• But don’t stop there, look to other types of data if
you really want to know your students, such as…
21. LEARNING PROFILE/PREFERENCE:
• There are thousands of ways to get an idea of each student’s
learning preference (also called their learning profile or
learning style):
• Gardner’s multiple intelligences
• Sternberg’s triarchic model
• VAK
• VARK
• Teacher observation
• Parent survey/interview
• Student interview
• BE SURE to use a style that is most appropriate (user friendly)
for the age and developmental level of your students
• Be CAREFUL in using these instruments, be aware that most
people’s learning preference is a combination of the
categories with a ―leaning‖ toward one of them
23. USING DIAGNOSTIC DATA
AS ON-GOING ASSESSMENT:
• Gathering key information about a learner and using it to
make decisions about teaching him/her.
• These decisions include:
• what and how to teach the content
• How students should learn to demonstrate their knowledge
and skill as a result of learning that content
• Where to look for diagnostic data:
• Pre-assessments in a variety of formats (not ―for a grade‖)
• Continuous formative assessments to INFORM teaching
• Some examples of diagnostic tools:
• Student writing (journal, essay, etc.), oral response,
explanation of a process, performance, demonstration
24. Assessment-planning Questions:
• What do I know about my students NOW?
• What is it about my students’ content knowledge, thinking
and process (demonstration of skill) that I don’t know right
now?
• How is the final assessment for this unit of study
constructed—what is it’s nature and content?
• This question indicates the necessity for ―backward design‖
• In other words, what are the important take-aways of this
unit and how do I expect my students to demonstrate that
they’ve learned the content?)
25. I analyzed the data; now what?:
• If students don’t understand the concepts of the content
(KUD):
• Adjust time needed to teach
• Careful selection of methods/strategies to allow vocabulary
acquisition, clarity of concepts and depth of thinking
• If students are unclear or lack depth in their thinking about
the concepts:
• Examine/adjust your questions
• Give students time and variety of ways to ask questions
• Students use journals, graphics or give examples
• Plan for opportunities of creating solutions & generalizing
ideas
26. Purpose/uses of Ongoing
(Formative) Assessment:
• Purpose: to continue the process of each student’s
learning
• Designed and used to determine, in a continual and
―through course‖ manner where the learner is in his/her
understanding
• To make changes, adjustments, modifications in the
instruction to meet the needs of the learner in his/her
access to and acquisition of the learning
• Reflect the actual content that is being taught at that time
• Is diagnostic and, therefore, not ―graded‖ but rather
analyzed to guide teacher’s decisions for necessary
―course corrections‖
27. The Power of Ongoing
Formative Assessment:
• Student self-evaluation/self-reflection: clearest view of
student performance
• Assessing at transition points (where skill load significantly
increases and critical thinking deepens/expands)
• Using exemplars with rubrics is powerful and is
appropriate in any content and any unit (self-evaluation)
• Collaborative analysis by
• teacher groups of student work
28. Tips for using student
(formative) self-assessment:
• Teach students, in advance, how you will use this assessment
• Make tools simple to use, easily accessible, not time-consuming
• Use information from the self-assessments to aid in planning
instruction and to communicate with parents (possibly to prepare
student for student-led parent conference)
• Keep records of patterns of learning for classes, small groups and
individuals
• Use those records to note student needs and adjustments of
instruction
• Use critical questions concepts to determine areas you will use for
self-assessment
• Can also use process, product or skill steps (spelling, scientific
process, sequence of solving math problem)
• To allow students to monitor and adjust their own learning:
• Use some as feedback tools to give specific, ongoing information to
students about their progress
• Use some for students to use to give each other feedback
29. Summative (final) assessments:
• Gathers information about:
• Student depth of understanding of concepts
• Level of student communication about what they know (KUD)
• Student’s ability to use the concepts to expand their learning
• To guide decisions about the next unit of study:
• Adjusting methods, materials, timing, grouping to
accommodate learning styles/needs of learners’ diversity
• May be performance-based rather than paper test, but:
• Plan carefully what goes in the directions
• Distinguish those directions from what goes in the prompt
• Contains critical questions about the key concepts of the unit
• Rubric is well-designed
• (If other teachers get same results, then it is well designed)
30. Assessing your assessments:
THE BIG QUESTION:
Is this assessment aligned with
the most important standard of this unit?
31. To answer the alignment question, start with the
assessment piece and work backward to the standard
• Do a concept check:
• What big ideas/concepts/key vocabulary will students demonstrate?
• Do the big ideas and concepts in the assessment and standard
match?
• Examine product, process, skill congruence:
• Check for critical thinking:
• Circle verbs in your assessment prompt and directions
• Circle verbs in the standard that you want students to demonstrate
• Are the two sets of verbs aligned?
• If not, either abandon the assessment item or change it
• Examine product, process, skill congruence:
• Determine what students must do to demonstrate KUD of standard
• What product, process or skill must they demonstrate
• Look at standard and determine if that (product, process, skill) is a
logical match for demonstrating learning
• (example: standard says ―interpet‖ and your assessment is m/c)
• If not a logical math, it is best to start over
32. Questions to ask while analyzing students’
formative and summative results
What % of students scored at each level?
Look at subgroups’ performance and the adjustments you made
to instruction (if any) for each group.
Given the results, how well did the strategies you used work?
Which strategies would work best—based on the results?
What was the level of critical thinking demonstrated by students?
Did it match the standards? Did it match the prompt and the
scoring guide/rubric? Did I pre-assess for this?
Did the students receive instruction and learning opportunities at
this level of thinking before the assessment?
What did the assignments and assessments look like in terms of
student performance? Is there any other evidence that confirms
this as a consistent and accurate level of performance?
What might have caused these results? (Time spent learning,
resources used, strategies for both learning and instruction and
goals of the unit/lesson.)
33. Using Assessment Data--
In a Nutshell:
1. Before student arrival: examine available,
relevant data
2. When student arrives: interest and learning
profile surveys/observations
3. Before instruction of a unit: pre-assessment
4. During unit of study: ongoing formative
assessments (not all paper/pencil)
5. End of unit of study: summative assessment
NOTE: assessment provides direction to you about which
students need support to succeed and what particular types of
support and in what particular areas
35. 3 Guiding Questions:
1. What misunderstandings are likely to occur during
the unit and how can I prevent them?
2. Given the makeup of my class, how can I meet the
needs of all students and ensure that they benefit
from the learning experiences in the most efficient
and effective way(s)?
3. Am I holding all of my students accountable for
meeting the learning goals—in learning the same
information and skills, although they may
approach them and reach that high level of
learning from different directions?
36. Before and as you design your
plan of instruction:
1. Identify essential understandings, goals,
outcomes
2. Identify students with special needs and how
to adapt to ensure they learn and achieve
at a high level as well
3. Design formative and summative
assessments
4. Design, then deliver pre-assessments based
on that unit’s summative assessment.
5. Adjust goals, outcomes based on further
thinking as designing the assessments
37. While you design and implement
your plan of instruction:
1. Design learning tasks/experiences based on pre-
assessment results as well as your knowledge of
students’ and your content.
2. Make a mental run through each sequence and
facet of the lesson, anticipating student needs and
possible ―glitches‖ that could occur and adjust.
3. Review plans with a colleague.
4. Gather and organize: materials, supplies, furniture,
student movement, groupings, etc.
5. Teach.
6. Make adjustments in: goals, formative
assessments, summative assessments based on
observations and data gathered during instruction.
38. After you deliver the instruction
to your students:
1. Examine and evaluate: the lesson’s
success with your students.
2. Reflect: what evidence do you have
that students grasped the important
concepts and skills?
3. Reflect: what worked, what didn’t, why?
4. Record: advice and thoughts about
possible changes in the lesson for the
future.
39. Planning- steps to take:
1. Identify the standard(s), learning goal(s)
2. Identify the essential understandings of the standards and write 3-5 essential
questions
3. Write 3-5 unit questions that point back to the essential question(s) and the
standard(s)
4. Map the curriculum (see sample map on following slide)
5. Determine what area(s) of differentiation will be most appropriate for particular
students (or if the lesson will be appropriate for all learners—use student data to
support this judgment)
6. Design the assessments (formative AND summative) before designing the
instructional pieces—use variety of assessment styles
7. Design the pre-assessment—based on #1 and #6 (use variety of styles)
8. Determine how differentiated the unit is as it is already designed (if it is a unit
you have taught in previous years)
9. NOW design the instructional pieces
43. Data and
The Instructional Pieces:
Decide where differentiation is most
appropriate for your students, based on data:
content, process, product, affect and/or
environment
readiness, learning preference and/or interest
Or a combination of the above
44. Considering
Content, Process, Product,
Affect, Learning Environment:
• CONTENT: what students should know, understand and be able to do (KUD) as a
result of instruction in a particular area of study. It is what is important and
matters most, the essential knowledge, of the subject matter.
• PROCESS: how the learner accesses and acquires the new knowledge,
understanding and skills. It basically begins when the teacher stops talking and
tells the learner to begin to work making personal meaning out of the information
and skills that he/she has accessed.
• PRODUCTS: how the learner demonstrates what he/she has come to know,
understand and be able to do at the end of a significant or major unit of study.
• AFFECT: the learner’s feelings about the learning environment and situation.
Affect includes feeling emotionally and physically safe, secure, belonging to a
group, feeling affirmed in their importance as a member of the group.
• LEARNING ENVIRONMENT: visible and invisible structure of the classroom that
equips the learner and the teacher to work so that individuals and the group
benefit from that work. Includes how space, time and materials are used and the
flexibility of the learning environment.
45. Considering
Readiness, Interest, Learning Profile:
• READINESS: the current content knowledge, understandings and skills (KUD)
a student has in relationship with the learning that is about to take place.
Student who are not ready have learning gaps, but those gaps are not
necessarily synonymous with ―ability.‖
• INTEREST: those topics and areas that the student is interested in thinking
about, doing, learning, and spending time with. Providing linkage between
the content and students’ interests help them connect with new information,
understanding and skills by making the content in ways that are appealing,
interesting, worthwhile and relevant to them.
• LEARNING PREFERENCE/PROFILE: a learner’s preferred mode of learning;
influenced by learning style, intelligence preference (Gardner), gender,
socio-economic and cultural background.
47. ―In an effective classroom
students should not only know
what they are doing,
they should also know
why and how.‖
-Harry Wong
48. Characteristics of effective
differentiated instruction:
• Teachers find out where students are and begin there
• Teachers believe in the importance of learner differences
• Teachers plan and provide specific instruction that enables
each learner to learn deeply and quickly as possible
• Time is used flexibly
• Teachers use a wide variety of:
• Learning groupings
• Effective instructional strategies
• Formative assessment structures
• Collaborative (student-student, teacher-student) devices
• Teachers have a clear understanding of the power of
curriculum and how to engage learners in instruction
• Decisions about delivery, management and planning of
differentiated instruction are grounded in common sense
51. Healthy Classrooms:
• Teacher continually developing own expertise
• Teacher knowledge and passion for the content
• Comprehensible content and instruction
• Respect and esteem for student differences/similarities
• Relevant, authentic, meaningful content that empowers
• All are appreciated
• Teaching of the whole person
• Linkages
• High expectations, lots of ladders to success
• Metacognition
• Collaborative teaching/learning
• Understanding of purpose
• Student access to and independence in the learning
• Positive energy and humor
• Joyful teaching and learning
• Overt student discipline
• Student self-management of the learning/environment
• Engagement
52. Considering Physical Space
Think of a variety of ways to arrange your space to allow for whole,
individual and small groups to work.
Are there other areas, beyond the classroom, that may be used?
If furniture can’t be moved, how can people be rearranged within
the space?
How can quiet and areas of movement and conversation be set up
to coexist?
How can exemplars, rubrics and student work be displayed while
having areas that are free of visual distractions?
When furniture is moved temporarily, who will do it, how quickly
and at what noise level?
How will all know where to appropriately move it?
How will we deal with materials and supplies when furniture is
moved?
Who is allowed to move around the room and under what
circumstances?
What is the ―movement‖ signal? What is the ―clean up‖ signal?
What is the signal for moving from one task/place to another?
What happens when someone’s movement is distracting or
disruptive to others? What is the warning signal for this?
53. Considering Materials
What materials/supplies are always available in the classroom?
What materials/supplies are occasionally needed and available?
How will materials/supplies be rotated and stored?
Which materials may students access?
Which materials may only the teacher access?
How will students know what materials are appropriate for them to
use at a given time?
Who will get out/put up materials? What is the signal for that? What
is the appropriate noise level?
What are the guidelines for sharing materials when it’s necessary?
How will we care for materials and supplies?
What are the consequences for inappropriate and/or disruptive use
of materials and supplies? What is the warning signal for this?
54. Considering Time
When will working as a whole group be best?
When will small group or individual work helpful?
How will students know where to work in certain group configurations and what is the
signal to tell them?
How will students self-manage when teacher is not directly supervising their work?
What rules and procedures will govern the variety of work places and types?
How will students signal for help when: teacher is busy with others and teacher is
available?
What will students do when they have completed their task and others are still working?
What will students do if they need more than the allotted time to complete their task?
What is the procedure for each student/group to turn in completed work?
At what times is student movement appropriate and not?
How will students know which task to work on at a particular time and place?
How will students be able to know if they are working at a high quality level?
What is the procedure and format for students to keep track of their goals, work and
accomplishments?
How will the teacher manage providing feedback to individual and groups of students?
While different student-group configurations are in play, how will the teacher monitor the
work of those who are able to work independently as well as those needing closer
teacher guidance?
56. Flexible Groupings
Theheart of differentiation!
Optimal times: at exit points
When some haven’t yet mastered and
others are ready to move on OR
Some would benefit from an advanced
task and others from a more basic activity
Is NOT: tracking, ability, performance-
based or cooperative groups
Is not necessarily a full-time grouping;
there IS a time and place for whole-group
and individual instruction
57. So…what is flexible grouping?
Determined by evidence of learning needs or
teacher’s perceptive judgment
Based on specific learning needs, strengths or
preferences
Fluid membership (moving in and out of)
Groups work on different activities based on needs,
strengths, preferences
Students grouped and regrouped as appropriate for
particular activities
Occurs as needed
Grouping based on individual students’ skill
proficiency, content mastery, interests or learning
preferences
Number of members is variable, depending on
teacher’s judgment, may be single, pairs, triads or
quartets
Appropriate in all class configurations-even IEP & AP!
59. How do I manage it all?
Before differentiation of
instruction goes ―online,‖
you must have the foundation
of effective classroom management
solidly in place.
If you do, then move past ―Go‖ to the next steps
for management of differentiated lessons!
If your classroom management leaves you
breathless—and not in a good way, get that taken
care of first!
REMEMBER: Deep and authentic learning does not
take place in chaos!
60. Management Basics
Be strong about WHY you are differentiating—rationale based on student readiness,
interest and learning profile
Start small
Start with what you’re already doing—keep and tweak
Transition students into the process with short activities for warm-up and cool-down
Begin at a pace you’re comfortable with
Communicate differentiation methods with parents and students
Decide what you can do ahead of time
Save time: laminate materials, standardize emails/letters, copy/paste, delicious.com
for links you refer to often, think how to utilize technology to save printing costs and
time at the printer
Empower students in management tasks—you do not have to do it all!
Plan directions thoughtfully and purposefully—ahead of time
Time differentiated activities when they will best support student success
Collaborate with other teachers to build differentiated units that can be shared
Allot less time for a task than the student’s attention span—less for basic, more for
advanced students
Anchor activities for some allow you to focus on those who need your attention
Use great care—creating and delivering instruction
61. Management Basics
Streamline methods of assigning and moving students into grouping configurations
Have a ―home base‖ group for students
Plan, plan, plan
Give students as much responsibility for their learning as possible
Engage students in discussions—bring them into the conversation about procedures,
your own thinking, the entire group’s experience with a particular issue in the
classroom
Be collaborative with students
To have power, give power
Maintain appropriate relationships with students, neither too soft nor too firm
Demonstrate perseverence and flexibility to your students through talking to them
about adjustments you make and frustrations that you had and how you overcame
them
Plan for ways students are held accountable for completing tasks, managing
materials and time, and working together collaboratively
Have a signal or sign that lets students know when you are available to help them
Have a procedure for students to use when they want help and you are busy with
another student (create a mind map, for example—must not be ―busy work‖)
62. Let Students Help Manage
Procedures, rules and routine:
discuss with and teach to students.
Regardless of grade level—model and students practice.
Allow time for practicing and mistakes—and tell students.
Be consistent and constant in their use—students need and want it.
Examples:
Getting teacher’s help signal—when T is busy and available
Noise: what’s acceptable, how to manage and signal to warn
Turning in work
Making use of physical space for learning—moving self and things
Off-limit areas
Preventing and policing ―roaming‖ or ―stray‖ movement behaviors
Teacher’s acknowledgement of on-task behaviors
What to do if (authentically) finish before others
Beginning and ending signals and procedures
Resolving conflicts—especially when working with others
Student record keeping
63. Flexible-group Management
Not every group will need as much of your time, be flexible about that (cut
yourself some slack).
Plan for more time with groups that you suspect will need it.
Create tasks for groups that are self-directed--give them checklists of
steps to follow as they work.
Provide rubrics, checklists and examples (exemplars).
Establish and teach behavior guidelines, including the difference between
productive/disruptive noise.
Set up procedures for students to ask for your help as well as a signal for
letting them know when you’re available to help.
Teach students expectations for accountability; provide a method (forms,
etc.) for them to use to document their work.
Establish procedures for students who finish early (having produced quality
work).
Plan for those students who work productively but still need more time.
Consider debriefing with a whole-group discussion, activity, reflection,
sharing of work—either at end of the session or beginning of the next class
time.
Provide opportunities for all students to share—use your observations to
bring out points and provide feedback, this will show students you are
watching and listening and also adds another dimension to their
accountability.
64. ESSENTIAL PRINCIPLES
OF
DIFFERENTIATED INSTRUCTION
1. Good curriculum always comes first.
2. All tasks are respectful of every learner.
3. When in doubt, teach ―up!‖
4. Flexible groupings are used.
5. Ongoing assessment and data analysis, always.
6. Grade for growth to yield student persistence in
learning. (Opportunities to improve and
re-evaluate—teaches students perseverence.)
65. So--Where do I begin?
1. Focus first on how to think about teaching and learning and
individual student needs
2. Start small—start with what you already are doing and refine
3. Grow—slowly, but grow
4. Begin with the end in mind (envision the activity)
5. Plan—collaboratively with others when possible/appropriate
6. Purposefully design your directions, groupings, environment,
grading, routines, procedures, organization, student choices
7. Teach students to work for quality
8. Get to know your students, early & often
9. Empower your students in their learning
10. Communicate with parents
11. Reflect as you go—be analytical as you look at things
12. Don’t give up!
66. Sources:
• Gregory, G., editor (2011). Differentiated Instruction. Corwin Press.
• Gregory, G. & Kuzmich, L. (2004). Data Driven Differentation in the Standards-
Based Classroom. Corwin Press.
• Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Free Spirit
Publishing.
• Imbeau, M. (2010). Workshop: Teaching Academically Diverse Learners and
Differentiated Instruction: Ideas and Issues to Consider for the Elementary
Classroom.
• Nunley, K. F. (2006). Differentiating the High School Classroom. Corwin Press.
• Strickland, C. A. (2009). Professional Development for Differentiating Instruction.
ASCD.
• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability
Classrooms. ASCD.
• Tomlinson, C. A. (1999). The Differentiated Classroom: Responding the Needs of
All Learners. ASCD.
• Tomlinson, C. A. & Cunningham-Eidson, C. (2003). Differentiation in Practice: A
Resource Guide for Differentiating Curriculum (Grades 5-9). ASCD.
• Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction +
Understanding by Design: Connecting Content and Kids. ASCD.
• Wormeli, R. (2007). Differentiation, From Planning to Practice Grades 6-12. NMSA.
67. ―The success of education
depends on adapting
teaching to individual
differences among learners.‖
--Yue zheng, 4th century, B.C.
―Xue Ji‖ treatise
Editor's Notes
Do the K and W of the KWL handout. Have participants write the 2 or 3 most significant K and the 2 or 3 most “pressing” W on separate post it notes to place on the charts in the room. Materials: KWL poster charts and KWL individual handout. Allow table groups to discuss after they have completed recording. Debrief their charted responses.
Classroom Practices Inventory handout
This is adapted from Differentiating Instruction in the Regular Classroom, Diane Heacox (2002)
Content: what is taught and how students have access to the important information/ideasProcess: how students arrive at understanding/owning the knowledge and skillsProduct: how students demonstrate their knowledge, understanding, ability to “do”Affect: how students link thoughts and feelings in the classroomLearning environment: how it feels AND functions
Readiness: current knowledge, understanding, skill level that student has TODAY in light of what will be taught today (not synonymous with ability).Interest: what student is interested in, likes learning and/or thinking about, doing. A great motivator. Helps student connect with new information, understanding and skills by linking with what the student already finds worthwhile and interesting.Learning Preference/profile: preferred mode of learning (influenced by learning style, intelligence preference [Gardner, Sternberg], gender and culture)
Readiness: current knowledge, understanding, skill level that student has TODAY in light of what will be taught today (not synonymous with ability).Interest: what student is interested in, likes learning and/or thinking about, doing. A great motivator. Helps student connect with new information, understanding and skills by linking with what the student already finds worthwhile and interesting.Learning Preference/profile: preferred mode of learning (influenced by learning style, intelligence preference [Gardner, Sternberg], gender and culture)
Readiness: current knowledge, understanding, skill level that student has TODAY in light of what will be taught today (not synonymous with ability).Interest: what student is interested in, likes learning and/or thinking about, doing. A great motivator. Helps student connect with new information, understanding and skills by linking with what the student already finds worthwhile and interesting.Learning Preference/profile: preferred mode of learning (influenced by learning style, intelligence preference [Gardner, Sternberg], gender and culture)