This document discusses differentiation strategies for diverse learners in a classroom. Differentiation involves modifying content, process, and product based on student needs, learning styles, and readiness levels. Key strategies mentioned include tiered instructions by grouping students according to ability levels and assigning different tasks; centers that feature exploratory, interest-based activities; stations with rotating activities of varying complexity; and learning contracts that allow student choice and independence. Differentiation is student-centered and aims to maximize learning for all.

1. What is differentiation.
It is a response to the Needs of Diverse
learners in a general classroom.
By-Harjyot Malhotra,
Edubridge International school,
Mumbai.

2. https://daretodifferentiate.wikispaces.com/
http://curry.virginia.edu/articles/carole-tomlinson-on-differentiation
http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx
http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-
Leadership.aspx
http://youtu.be/bApuBiitL8Q
Experts:
Carol Ann Tomlinson
Jay McTighe
Grant Wiggins

3. O

5. Differentiation for students in a Mixed Ability
classroom-
Students who are
‘Twice Exceptional’.
Students who may have
‘Learning differences’.

6. What are the essentials in a Differentiated classroom-
Clear
sense of
curriculum
Know
your
student.
Do not
compare
students.
Modify the
curriculum.
Modify
assessment.
Try to teach
using
different
modalities. .
Understand
student
interest.
Begin from
students
level.
Partner
with
students.
Accept
student
differences.
Student-
centered
approach.
Clarity while
giving
instructions.
Understand
students
learning style.
Assess
student
readiness.
.Vary the
complexity
of instructions.

7. Differentiation takes place in the following areas-
Content Process
Product
What is learnt. How it is taught. How it is
evaluated.

8. CONTENT
Clear scope and sequence of the
curriculum.
What we want our students
to accomplish.,clear goals.
by the teacher.
Modify the content based on the
readiness of the student.
Understanding the students learning style-visual,
kinesthetic,auditory.
Student participates in respectful work.
Teacher has to be
Flexible.
Understand and
Appreciate your student.
Modify content----
Make sure the goal
is achieved.

9. Process
Different learning preferences will
lead to different activities in
the classroom.
Tuning In-of new concept
will be same for all students.
Activating the learning-
relate the new material to the
previously mastered
material.(KWL chart).
Understand how
student learns
best-modelling,
illustrations,role
play,writing.
Group activities-
Pair students with similar strengths (as it is
important to be motivated)

10. Product
Teachers will have to be
more flexible.
Culmination product will have 4-
5 different responses.
This phase is of paramount
importance as teacher will be able
to gauge students knowledge.
Most importantAssessment
and content teaching always
goes hand in hand.
Students can demonstrate their knowledge
in different ways-roleplay,multi media
presentations,writing a report,research
paper,illustrations,models.
Knowledge acquired by a
student should lead to Action.

11. So a quick recap-
The teacher will have to-
● Constantly modify classroom organization,
● curriculum,
● instructional methods.
Teacher and student relationship is critical-
● Positive relationship of understanding and appreciation.
● Complete knowledge of students learning style.
● Knowledge of students previous knowledge.
● Flexibility.

12. Strategies for Differentiation-
Agendas
Tiered Activity Centres Stations Orbital
Studies
Learning
Contracts
Entry points Think-Pair-
Share.
.

13. Essentials for Tiered Instructions-
● Know the learning style of your student.
(kinesthetic,visual,auditory).
● Know your students learning profile-area of interests,
hobbies.
● Know your students readiness.

14. Tiered instructions-
Necessities for tiered instructions-
● Students readiness-does the
student have existing knowledge
of the topic.
● Students learning style.
● Students learning profile.
● Teacher needs to identify the
key concept and what does she
want the student to learn at the
end.
● Decide tiering-Content, Process.
Evaluation.
What are tiered instructions-
● The students work in a teacher
assigned group according to the
chosen tier.
(The tier is created keeping in mind level of
understanding of the topic).
● The students usually work in a
group,the group size varies too.
● If the groups are tiered
appropriately it shows that the
teacher has good understanding
of her students.

15. ● The teacher can create a pyramid in her mind and allot children to different
layers based on the level of their understanding and complexity.The
teacher visualizes the lesson and tries to understand whether it will suit the
highly advanced students and be to complex to the less advanced.
● Create different versions of the lesson based on different group needs
ranging from highly advanced to average and less advanced.
● Sometimes 4-5 versions may have to be created.
Important - Here we make sure that students with different learning needs
learn the same essential ideas with different levels of understanding,
complexities and abstractedness.

16. ● When tiering is based on learner profile-include an activity student is
interested in while tiering.(Ashekas workshop).
● Tiered instructions do not mean a difference in quantity but quality.
● No group should be doing practising worksheets when another group is
doing hands on.
● The activities have to be continuously challenging and developmentally
progressive.
● Have anchoring activities ready.
● Example-Students need to research ‘Why organisms react to environmental change’.Teacher
will allot reading material based on students level of reading which includes understanding and
comprehension.

17. Example-
● Students need to research ‘Why organisms react to environmental change’.
Step 1-Teacher will allot reading material based on students level of reading which
includes understanding and comprehension.
Step 2- Students will then show their understanding by writing,role play,illustration,ppt.
Step 3- The teacher then has all her students sitting in a circle(eye ball activity),where she
asks students Questions (formative assessment)or like a quiz,class discussion etc.
The above is going to let the teacher know how each student has mastered the topic.

18. Centres-
● Essential agreements with the students-
● Teachers models activity at each centre before students start.
● The teacher usually walks arounds and scaffolds activities when required.
● Scaffolding is essential as students may not be able to accomplish without
teacher assistance.
● Variety of signals can be used to tell students that they have to change
centres.
● Have students academically engaged and they should be able to apply the
knowledge they have learnt.
● Teachers may create different centres example-science,maths,art etc

19. Continued-
● Tasks are more exploratory.
● Create interest centres,designed to motivate students to explore topics.
● Create learning centres which is an area that contains collections of
activities or materials designed to teach or extend a students learning.
● Teachers have clear goals and lead the students towards the same.
● Provide directions clearly and slowly.
● Include activities from simple to complex,concrete to abstract and open
ended.
● Use a recording system to monitor the task and the quality level.
● Be careful with transitions.

20. Stations-
● Both centres and stations are involved around arranging the environment,
as we know this can be very motivating.
● The main difference between centres and stations is that stations work in
concert with one another,while centres are distinct.
● Though all students do visit every station,the activities greatly vary on
which student will visit the station.
● Students can vary day to day based on who will rotate there.
● Not all students need to spend the same amount of time in each station.
● They can be created in different parts of the room,it can be distinguished
by signs,symbols or teachers.
● It can involve both formal and informal learning.
Cubing-why,what,where,when,which,why

21. Think-Pair-Share.
https://www.youtube.com/watch?v=-9AWNl-A-
34

22. Orbital Studies-
● It can be done individually or in small groups.
● This strategy is usually practised in Middle or High school.
● It is usually for a short term duration 3-6 weeks.
● Students are allowed to choose their own topic which orbits around the
curriculum.
● They further investigate or further learn about the topic.
● Usually done to extend their learning in area of interest.
● Teachers only act as mentors and do not help directly.
● After the investigation is completed they present it in the class for about
10-15 minutes.
● Students are always energised to work on it as it is an area of interest.

23. Learning contracts-
● Learning contracts work for a small group of students in a classroom.
● It helps students who requires challenges at the same time independence.
● It is teacher directed where she lists the goals and directions towards the
completion of the assignment.
● She emphasis on skills the student needs to master and ensures the
student applies the skills.
● The teacher and student work together to establish a contract.
● This can be used to teach goal setting and time-management too.
● Provide student with a blank calendar.
● Fill in day/classes when the student will work on the contract in order to
meet deadline,students work strictly according to the contract.

24. ● The student needs to be motivated.
● The student needs to be positively rewarded when meets the deadline and
vice -versa.

25. Entry Point-
In order to make students early experiences with a topic more engaging and
motivating,students are offered a variety of ways to enter into a study.
● Narrational entry point – read or tell a story or narrative
● Logical-quantitative entry point - provide data, use deductive reasoning
(example find out about the early life of Shakespeare till his death)
● Foundational entry point - Big questions about life, death and our place in
the world, philosophy,(Give 3 quotes from his drama-explain meaning).
● Esthetic entry point – emphasize sensory and/or surface features, activate
aesthetic sensitivities.(examples-describing different type of beauty
and art).
● Experimental entry point – a hands-on-approach, dealing directly with
materials, personal explanations(example-Play ,Drama).

26. Agenda-
● List of assignments or personalized tasks, activities, or projects a student
will work on during a set amount of time (ie. one class period, one week,
one unit). Students may choose the order which they complete the work.
● Students may choose 2-3 assignments from a list of options
● Optional items may be chosen for additional enrichment or practice
● Agenda format may be structured more loosely, such as the low-prep.
● While the student works on the agenda the teacher has the option to
monitor,tutor a group or individual students.

27. RECAP