1. Differentiated Instruction Hialeah Gardens High School October 28, 2010

5. Differentiation is a Way of Thinking About Teaching and Learning

9. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers Can Differentiate Through: Content Process Product Environment According to Students’ Readiness Interest Learning Profile Through a range of strategies such as: Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning Centers

10. multiple intelligences jigsaw taped material anchor activities varying organizers varied texts varied supplementary materials literature circles tiered lessons tiered centers tiered products learning contracts small-group instruction group instruction orbitals independent study 4MAT varied questioning strategies interest centers interest groups varied homework compacting varied journal prompts complex instruction according to students’ through a range of instructional and management practices such as Content Process Product Interests Readiness Learning Profile ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 15

11. Think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies. If you have high quality curriculum and materials, then it isn’t so much WHAT you use as it is HOW you use it to meet the varying readiness, interests and learning profiles of your students.

13. Quote “ In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom: Responding to the Needs of All Learners , p. 3

15. Learning Profile Factors Group Orientation independent/self orientation group/peer orientation adult orientation combination Learning Environment quiet/noise warm/cool still/mobile flexible/fixed “ busy”/”spare” Cognitive Style Creative/conforming Essence/facts Expressive/controlled Nonlinear/linear Inductive/deductive People-oriented/task or Object oriented Concrete/abstract Collaboration/competition Interpersonal/introspective Easily distracted/long Attention span Group achievement/personal achievement Oral/visual/kinesthetic Reflective/action-oriented Intelligence Preference analytic practical creative verbal/linguistic logical/mathematical spatial/visual bodily/kinesthetic musical/rhythmic interpersonal intrapersonal naturalist existential Gender & Culture

25. Definition of Scaffolding “ Scaffolds are forms of support provided by the teacher (or another student) to help students bridge the gap between their current abilities and their intended goal. Scaffolds may be tools, such as cue cards, or techniques such as teacher modeling.” ~ Barak Rosenshine & Carla Meister, 1992 Educational Leadership, 49 (7), p. 26

31. Mrs. Mutner liked to go over a few of her rules on the first day of class

33. Not Differentiated Fully Differentiated Examine the differentiation continuum and place yourself on the continuum for each of the specific areas. adapted from Carol Ann Tomlinson, 1999 The Differentiated Classroom: Responding to the Needs of All Learners, p. 16 Differentiation Continuum Assessment is at the end. Assessment is ongoing. A single form of assessment is used. Diagnostic assessment is used. Intelligence is viewed narrowly. Multiple forms of intelligence are valued. Single option assignments. Assignments offer multiple options. Time is inflexible. Time is flexible in terms of student needs. Instruction is whole class. Flexible grouping is practiced. Teacher directs student behavior. Teacher scaffolds self-reliant learning. Coverage of texts and curriculum drive instruction. Materials are varied. Teacher solves problems. Teacher facilitates student problem-solving. Grading is based on teacher-set, inflexible objectives. Grading is determined by learning goals.

38. Remember to think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies. How will you use what you learn about today to differentiate for YOUR students?