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.
4
6. Technology can be your friend when
differentiation lesson and assessments.
5
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).
6
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.
7
9. Differentiate the:
› What
› How
› Why
Don’t try to differentiate all at once: start
small and grow.
8
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”
1
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.
1
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
1
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
9
14. Take into account more of what the
students need and want.
Listen to the students to develop future
lessons.
10
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_
Getting to the guts of that information is where each theory differs. Constructivism is learning by doing (simonlin). Cognitivism involves accessing prior knowledge (simonline). Social Development is learning through guidance (Kolb, Boyatzis, and Mainemelis, 1999). Discovery Learning is independent learning by digging through materials (Alfieri, Brooks, Aldrich, & Tenenbaum, 2011). Experiential learning involves forming ideas through new experiences (Kolb, Boyatzis, and Mainemelis, 1999). Culturally Responsive Learning is using positive influences through multiple areas (Culturally Responsive Learning). Each learning theory has its own unique structure but the end game is the same, students learning by making their own connections.
There are many paths to success and to learning. Every person needs to find the best way for them to achieve the most success.
Teachers need to prepare for differentiation. Many do not know how to differentiate. The first step is can a student “perform a certain number of tasks alone” (Chaiklin, 2). The teacher must find the ‘range of tasks’ that the student can perform to identify where a student can perform. There are several ways to find out this information. The first being surveys. The second and possibility the most effective is pre-tests. Teacher can then scaffold the material to meet the students needs (Zeuli, 6). According to Sternberg teachers must use the four ways of teaching: Recall, Analyze, Create and implement (Sternberg, 21). According to Tomlinson, “teachers may adapt one or more of the curricular elements (content, process, products) based on one or more of the student characteristics at any point in a lesson or unit” (11).
According to Tomlinson, the bullet points above are things teachers can do to make a healthy environment.
Having 1:1 computing helps in creating assessments and assignments for choice and differentiation.
This statement explains several ways to differentiate instruction in a differentiated classroom. These meet the needs of all learners as it relates to them. The student has the control and ability to achieve more than just a fact based test. It is that student that has control of his/ her education is the student that will succeed. Having different way to assess students focuses on the growth of what they are good at. The challenge for teachers is to encourage the students to go outside of their comfort zone and abilities to allows for further growth. Letting each student grow and explore new opportunities through choices allows for the student to take more control for their education. Giving the students an assessment on an assessment allows the students find out what worked for them and did not work out. This is also guiding for teachers as well.