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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Let’s get started on the real work of differentiation !  Think about these things Burns and Purcell, 2002
Differentiation is synonymous with good teaching. Differentiation is not a curriculum. It is a way of thinking about teaching and learning.
 
DIFFERENTIATION Curriculum: Content/Process/Product Student: Readiness/Interest/Learning Style
A differentiated classroom   will have a combination of teacher directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small group instruction, and individual instruction.
A Working Definition of Differentiation Differentiation has come to mean “consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.”    Tomlinson, Carol Ann.  The Differentiated Classroom
When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself... What do I want my students to know, understand, and be able to do? What will I do instructionally to get my students to learn this? How will my students show what they know?
Why Differentiate? ,[object Object],[object Object],[object Object],[object Object]
Readiness  is a student’s entry point relative to a particular understanding or skill.  To help a student to grow, we must begin where the child is.  Some children, particularly those who have had early learning opportunities, begin school with well-developed skills and considerable understanding of various topics; other students arrive as true beginners and need basic instruction and additional practice. ,[object Object],[object Object],[object Object],[object Object],[object Object],Carol Ann Tomlinson/ Diane Heacox
What goals are we trying to achieve through differentiation? ,[object Object],[object Object],[object Object],[object Object],Burns and Purcell, 2002
Why does it work? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Burns and Purcell, 2002
Research supports differentiation ,[object Object],[object Object],[object Object],Burns and Purcell, 2002
What Gets Differentiated?   The teacher can modify content,  process, or product .
CONTENT  is what we want students to:  - know  (facts and information)  - understand  (principles, generalizations, ideas)  - be able to do (skills) Content is differentiated  (a) when you preassess students’ skill and knowledge, then match learners with appropriate activities according to readiness;  (b) when you give students choices about topics to explore in greater depth;  (c) when you provide students with basic and advanced resources that match their current levels of understanding. Diane Heacox,  Differentiating Instruction in the Regular Classroom
Differentiating Content - multiple textbooks and supplementary print    materials - varied videos and computer programs  - learning contracts - interest centers - support systems audio tapes study partners and reading buddies mentors  - compacting phase 1 - teacher assessment of student phase 2 - teacher sets up a plan phase 3 - teacher and student design a project
PROCESS   is the “how” of teaching.  Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning.  Process also calls on students to use key skills that are integral to the unit.  When differentiating process, students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do.  All students are engaged in meaningful and respectful tasks. Carol Ann Tomlinson
Differentiating Process - tiered assignments - learning centers - interactive journals and learning logs - graphic organizers Carol Ann Tomlinson
PRODUCTS  are the way students show what they have learned or extend what they have learned.  They can be differentiated along a continuum: - simple to complex - less independent to more independent - clearly defined problems to fuzzy problems Carol Ann Tomlinson
 
As teachers, our goal is to make the curriculum accessible to all students.  Differentiation makes this possible but before we can begin to differentiate, we must come to know our students.  Discovering what your students already know before beginning a unit of study can be accomplished through  the use of preassessments.  The use of interest inventories and multiple intelligence checklists provides important information about students’ learning profile.
Burns and Purcell, 2002
Burns and Purcell, 2002
Burns and Purcell, 2002
Burns and Purcell, 2002
Burns and Purcell, 2002
Burns and Purcell, 2002
Burns and Purcell, 2002
Burns and Purcell, 2002
Burns and Purcell, 2002
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Burns and Purcell, 2002
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Flexible grouping is at the heart of differentiated instruction
Flexible grouping:  A Definition Flexible  small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10).  Groups can be teacher-selected, student-selected, purposeful or random.   Jeanne H. Purcell, Ph. Caroline S. Cohen, Ph.D
Why is flexible  instructional grouping a hallmark of the differentiated classroom? ,[object Object],[object Object],[object Object],Diame Heacox
Do I need to use flexible groups? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Carol Ann Tomlinson Jeanne Purcell
Designing Differentiated Learning Activities for Flexible Groups ,[object Object],[object Object],[object Object],Purcell
Tiered Assignments   are designed to maximize each student's growth by challenging students with learning experiences that are slightly above their current level of knowledge and performance. Tomlinson
Designing a  Tiered Assignment A six step process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Tomlinson
 
 
[object Object],[object Object],[object Object],[object Object],[object Object],Where do I begin?
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Instructional Sequence in a  Differentiated Classroom NRC/CT, University of Connecticut, 1997
Recall a familiar learning task, lesson, or unit.  Identify the ways that students differed during the course of this task, lesson. or unit.  Which student difference was most powerful?  How did you differentiate to accommodate the difference? How did this accommodation impact their learning? An Example… Burns and Purcell, 2002
Some Student Differences: Think Back ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Burns and Purcell, 2002
Burns and Purcell, 2002
Our Learning Community We will teach, guide, and support each other   ,[object Object],Barth, R. (1990).  Improving schools from within . San Francisco: CA: Jossey-Bass.
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],JUMP-STARTING OUR THINKING  our needs assessment Burns and Purcell, 2002

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Differentiation powerpoint for tuesday pd

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  • 2. Differentiation is synonymous with good teaching. Differentiation is not a curriculum. It is a way of thinking about teaching and learning.
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  • 4. DIFFERENTIATION Curriculum: Content/Process/Product Student: Readiness/Interest/Learning Style
  • 5. A differentiated classroom will have a combination of teacher directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small group instruction, and individual instruction.
  • 6. A Working Definition of Differentiation Differentiation has come to mean “consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.” Tomlinson, Carol Ann. The Differentiated Classroom
  • 7. When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself... What do I want my students to know, understand, and be able to do? What will I do instructionally to get my students to learn this? How will my students show what they know?
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  • 13. What Gets Differentiated? The teacher can modify content, process, or product .
  • 14. CONTENT is what we want students to: - know (facts and information) - understand (principles, generalizations, ideas) - be able to do (skills) Content is differentiated (a) when you preassess students’ skill and knowledge, then match learners with appropriate activities according to readiness; (b) when you give students choices about topics to explore in greater depth; (c) when you provide students with basic and advanced resources that match their current levels of understanding. Diane Heacox, Differentiating Instruction in the Regular Classroom
  • 15. Differentiating Content - multiple textbooks and supplementary print materials - varied videos and computer programs - learning contracts - interest centers - support systems audio tapes study partners and reading buddies mentors - compacting phase 1 - teacher assessment of student phase 2 - teacher sets up a plan phase 3 - teacher and student design a project
  • 16. PROCESS is the “how” of teaching. Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning. Process also calls on students to use key skills that are integral to the unit. When differentiating process, students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do. All students are engaged in meaningful and respectful tasks. Carol Ann Tomlinson
  • 17. Differentiating Process - tiered assignments - learning centers - interactive journals and learning logs - graphic organizers Carol Ann Tomlinson
  • 18. PRODUCTS are the way students show what they have learned or extend what they have learned. They can be differentiated along a continuum: - simple to complex - less independent to more independent - clearly defined problems to fuzzy problems Carol Ann Tomlinson
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  • 20. As teachers, our goal is to make the curriculum accessible to all students. Differentiation makes this possible but before we can begin to differentiate, we must come to know our students. Discovering what your students already know before beginning a unit of study can be accomplished through the use of preassessments. The use of interest inventories and multiple intelligence checklists provides important information about students’ learning profile.
  • 43. Flexible grouping is at the heart of differentiated instruction
  • 44. Flexible grouping: A Definition Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, student-selected, purposeful or random. Jeanne H. Purcell, Ph. Caroline S. Cohen, Ph.D
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  • 48. Tiered Assignments are designed to maximize each student's growth by challenging students with learning experiences that are slightly above their current level of knowledge and performance. Tomlinson
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  • 54. Recall a familiar learning task, lesson, or unit. Identify the ways that students differed during the course of this task, lesson. or unit. Which student difference was most powerful? How did you differentiate to accommodate the difference? How did this accommodation impact their learning? An Example… Burns and Purcell, 2002
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