The document discusses different learning theories and strategies for differentiation. It covers constructivism, cognitivism, social development theory, discovery learning, experiential learning, and culturally responsive learning. It then discusses focusing on essentials, attending to student differences, assessment being connected to instruction, modifying content, process and products for students, collaboration and group work, and the teacher's role in differentiation.

1. hateandanger.wordpress.com

2.  Getting to the guts
› Constructivism: Learning by doing (simonlin).
› Cognitivism: Accessing prior knowledge
(simonline).
› Social Development: Learning through guidance
(Kolb, Boyatzis, and Mainemelis, 1999).
› Discovery Learning: Independent learning by
digging through materials (Alfieri, Brooks, Aldrich, &
Tenenbaum, 2011).
› Experiential learning: Forming ideas through new
experiences (Kolb, Boyatzis, and Mainemelis, 1999).
› Culturally Responsive Learning: Positive influences
through multiple areas (Culturally Responsive
Learning).
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3. It doesn’t matter HOW we get
there, as long as we get there.
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4.  Focus on the essentials
 Attend to student differences
 Assessment and instruction are inseparable.
 Modifies content, process, and products.
 Participate in respectful work.
 Student collaborate in learning
 Balanced group and individual norms.
 Students work together flexibly.

5.  The teacher appreciates each child as an
individual.
 …remembers to teach whole children.
 …continues to develop expertise.
 …links students and ideas.
 …strives for joyful learning.
 …offers high expectations and lots of ladders.
 …helps students make their own sense of ideas
 …shares the teaching with students.
 …clearly strives for student independence.
 …uses positive energy and humor.
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6.  Technology can be your friend when
differentiation lesson and assessments.
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7.  According to McTighe and Brown "Assessments
should require students' demonstrations of
understanding, not just recall of informative or
formulaic modeling. Understanding is best revealed
through multiple forms of understanding, including
real-world applications, explanations, involving the
construction of claims and arguments supported with
evidence: analysis of perspectives associated with
significant debates and controversial issues;
expressions of empathy, with students encouraged to
walk in the shoes of others, and self-reflection,
involving students' growing ability to reflect, revise,
rethink, and refine" (236).
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8. Role
 Parents
Communicate with teachers about the needs of their student (105). Parents can
volunteer in the classroom or be an expert. (106).
 Teachers
Communication with parents, students, colleagues, community, and administration
(104-105).
 Administration
Can be experts and class speakers. Then can encourage differentiated classrooms
and visit when something big is happening (105).
 Students
Encourage their parents, teachers, administrations, and peers to focus curriculum on
their needs.
 Community
Develop strategies/ materials to connect real world events with students. They can
provide volunteers or projects with students. (106)
 School Role
Develop and safe and controllable learning environment. Encourage growth of
students and staff.
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9.  Differentiate the:
› What
› How
› Why
 Don’t try to differentiate all at once: start
small and grow.
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10.  Definition: “Curricular element the teacher
has modified in response to learner needs”
(Tomlinson, 48).
› What it means:
 Content- “what the students will learn and the
materials that represent that”.
 Process- “activities through which students make
sense of key ideas using essential skills”.
 Product- “how students demonstrate and extend
what they understand and can do as a result of a
span of learning”.
 Learning environment- “the classroom conditions
that set the tone and expectations of learning”
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11.  Definition: “the response to student
readiness, interest, or learning profile”
(Tomlinson, 48).
› What this means: Finding the path for the
individual to achieve the ultimate goal
based on readiness, interest, or learning
profile.
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12.  Definition: “the teachers reasons for
modifying the learning experience”
(Tomlinson, 49).
› What this means:
 Teachers reasons why students need
differentiation.
 Access to learning
 Motivation to learn
 Efficiency of learning
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13.  Create stations/centers for rotating
 Defining centers
 Tiered activities
 Learning contracts
 Create a personal agenda to specify tasks and
instructions
 Compacting
 Problem-based learning
 Group investigation
 Choice boards
 Portfolios
 Independent Study
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14.  Take into account more of what the
students need and want.
 Listen to the students to develop future
lessons.
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15. 11.
Goals:
$ Continue to grow a healthy
environment and encourage others
to do the same.
$ Continue to research methods and
strategies for all learners.

16.  Ask administration into the classroom for
students to build a relationship with them
and interact with lessons.
 Continue professional development with
my colleagues to teach differentiated
strategies. 12

17.  Culturally Responsive Learning. Culturally Responsive Teaching,
SoniNieto: http://faculty.weber.edu/rwong/edu3200/articles
/TeachDivLearners.pdf
 Discovery Learning. Alfieri, L., Brooks, P. J., Aldrich, N. J., &
Tenenbaum, H. R. (2011). Does discovery-based instruction
enhance learning?. Journal Of Educational
Psychology, 103(1), 1-18.doi:10.1037/a0021017.
 Kolb, D., Boyatzis, R., and Mainemelis, C. (1999) Experiential
Learning Theory: Previous Research and New Directions In R.
J. Sternberg and L. F. Zhang (Eds.),Perspectives on cognitive,
learning, and thinking styles. NJ: Lawrence Erlbaum, 2000.
 http://simonlin.info/learningtheory/cognitivism.htm#5
 Tomlinson, C. (2005). The Differentiated Classroom. Upper
Saddle River, NJ: Pearson.

18.  Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s
analysis of learning and instruction (chapter in Kozulin, A., Gindis,
B., Ageyev, V., Miller, S. (2003). Vygotsky’s educational theory
and practice in cultural context. Cambridge: Cambridge
University Press.

 Sternberg, R (1997). What does it mean to be smart?. Educational
Leadership.
 The Use of the Zone of Proximal Development in Everyday and
School Contexts: A Vygotskian Critique. Zeuli, John P. 1986 23
pp. (ED271509http://www.eric.ed.gov/PDFS/ED271509.pdf
 McTighe, J., & Brown, J. L. (2005). Differentiated Instruction and
Educational Standards: Is Detente Possible?. Theory Into
Practice, 44(3), 234-244. doi:10.1207/s15430421tip4403_

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