Differentiation

1

Differentiation
2
On the Road to Success

• Your curriculum guide can provide you with ideas
  as you work through these modules.

3
Learning About Differentiation

• This series of modules
• will guide you through
• the processes and strategies
• of differentiation.

4
As a result of this session, participants will

• Know the Concept Map of Differentiation.
• Extend differentiation experiences.
• Understand the educational responsibility to
  differentiate.

5
As a result of this session, participants will

• Consistently meet district expectations by using
  differentiation.
• Know legal, professional, and ethical
  responsibilities.
• Understand available options.

6
Differentiation is

• Providing options for students to
• Take in new information.
• Make sense of ideas.
• Demonstrate learning.

7
What is Differentiation?

• Differentiation is reacting responsively to the
  learners needs to maximize student growth and
  success.

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Concept Map for Differentiating Instruction
Click here to see entire Concept Map
9
Concept Map

• Select words in italics to see
• Definitions.
• Examples.
• Models of strategies.

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Strategies of Differentiation are . . .

• Used across grade levels.
• Used across disciplines.
• Modified for the age.

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Differentiation is the teachers response to the
learners needs.
Differentiation
12
Principles of Differentiation must always be
considered and never compromised!
Differentiation
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Principles of Differentiation Respectful Tasks

• Respecting readiness level.
• Expecting students to grow.
• Offering opportunities to explore.
• Offering engaging tasks.

14
Principles of Differentiation Flexible Grouping

• Individuals
• Small groups
• Classroom as
• a whole

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Principles of Differentiation Flexible Grouping
Entire class Same materials Finish together Teacher determined Placed by readiness Teacher help Small groups Multiple materials Need additional time Student choice Random assignment Student help
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Principles of Differentiation Flexible Grouping

• Goal is to link learners with the essential
  knowledge and skills at appropriate levels of
  challenge and interest.

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Principles of Differentiation Assess Adjust

• Formative assessment
• Understanding
• Performance
• Level of proficiency

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Assessment always has more to do with helping
students grow than with cataloging their mistakes.
Principles of Differentiation Assess Adjust
19
Elements Used in Differentiation

• Content
• Process
• Product

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Content is . . .

• The input, the TEKS, the concepts, the
  principles, the facts, and the skills.
• NON-Negotiable.

21
Process is . . .

• How the students make sense of the content.

22
An effective activity . . .

• Has a clearly defined instructional purpose.
• Focuses students on one key understanding.
• Ensures that students understand the idea.
• Helps students relate new understandings and
  skills to previous ones.
• Matches the students level of readiness.

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Product is . . .

• The demonstration of the learning.

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Effective assignments for a product will . . .

• Communicate clear objectives.
• Provide for modes of expression.
• Outline expectations.
• Provide support and scaffolding.
• Be flexible.

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Roots of Quality Within Elements

• Connectivity
• Depth
• Complexity

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Connectivity is

• The way in which the teacher connects the
  learning with real life utility and prior
  knowledge.

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Examples
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Examples
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Connectivity

• Connectivity provides
• Relevancy
• Interest
• Anticipation
• Positive feelings of success

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Depth

• Depth allows explorations of content.
• Depth provides opportunities to analyze key
  concepts and ideas.

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Complexity

• Complexity provides opportunities to examine
  relationships between and within disciplines.

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Assessment of Student Differences

• Readiness

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Readiness

• Less ready may need
• Help
• More opportunities
• Structured or concrete activities
• Deliberate pace learning

34
Readiness

• More advanced may need
• Skip practice
• Complex, open-ended, abstract, and multifaceted
  activities
• Brisk pace of work

35
Interest

• Interest refers to the childs affinity,
  curiosity, or passion.

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Learning Profile

• The learning profile has to do with how we learn.

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Strategy

• Adapt
• Content Process Product
• based upon
• Readiness Interest Learning Profile

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Strategies in Differentiating Sessions

• Module 2 Modifications
• Module 3 Compacting Curriculum
• Module 4 Acceleration
• Module 5 Independent Study
• Module 6 Assessment and Reflection

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More Strategies for Differentiation

• multiple intelligences literature circles
• jigsaw tiered lessons
• taped material tiered products
• anchor activities learning contracts
• varying organizers orbitals
• varied texts 4MAT
• varied supplementary materials interest
  centers
• learning contracts interest groups
• small group instruction varied homework
• group investigation varied journal prompts
• varied questioning strategies complex
  instruction

40
Remember the Basics

• It is a district expectation.
• It is a learning process.
• It is developmental.
• Go slowly.

41
Credits

• Director
• Kathryn Harwell Kee
• Former Director Staff Development, CFBISD,
  1982-1994
• Former Asst. Superintendent, GCISD, 1994-2002
• Assistant Director and Commentator
• Gerry Charlebois
• Lead Teacher Specialist, Advanced Academics
• Teacher Leader, Elementary and Middle School
• Special Thanks to . . . Support Staff
• Dr. Charles Cole, Assistant Superintendent
• Becky Pitzer, Coordinator of Staff Development
• Paula Morrow, Technology Specialist
• Dave Stephenson, Camera and Editor
• Vince Cowdrey, Georgeanne Villard, and AMAT
  students
• Suzy Hagar, Executive Director of Advanced
  Academic Services
• Chris Salerno, Director of Media Services

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Credits

• Schools and Teachers
• Creekview High School Matt Warnock, Kappi Helms,
  Mansoureh Tehrani
• Newman Smith High School Gerald Roulette
• Blalack Middle School Brittnie Bragg
• Long Middle School Tom Dowd and Dan Ford
• Furneaux Elementary Tara Lane
• McCoy Elementary Carol Schelp
• Farmers Branch Elementary Patry Marcum-Lerwick
• Staff Development Liaisons Stephanie Steele,
  Sharon Page, Christine Rowland

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Resources

• The Differentiated Classroom by Carol Ann
  Tomlinson.
• Leadership for Differentiating Schools and
  Classrooms by Carol Ann Tomlinson and Susan
  Demirsky Allan.
• Best Practice New Standards for Teaching and
  Learning in Americas Schools by Steven Zemelman,
  Harvey Daniels and Arthur Hyde.
• Teaching Kids with Learning Difficulties in the
  Regular Classroom by Susan Winebrenner.
• On the Road to Student Success, Curriculum
  Department of C-FB.
• Teaching Gifted Kids in the Regular Classroom by
  Susan Winebrenner.
• Administrative Issues Regarding Differentiation
  by Susan Winebrenner, Presentation handout.
• Preparing Teachers for Differentiated
  Instruction by John H. Holloway, Educational
  Leadership, September 2000.
• The Parallel Curriculum A Design to Develop High
  Potential and Challenge High-Ability Learners by
  Carol Ann Tomlinson, Sandra Kaplan, Joseph
  Renzulli, Jeanne Purcell, Jann Leppien, Deborah
  Burns.

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Resources

• Shifting into High Gear by Evelyn Schneider,
  Educational Leadership, September 2000.
• Differentiation Committee Report by Dr. Barbara
  Caffee, Carrollton-Farmers Branch Division of
  Instruction and Learning, February 2000.
• Reconcilable Differences? Standards-Based
  Teaching and Differentiation by Carol Ann
  Tomlinson, Educational Leadership, September
  2000.
• Teaching Gifted Kids and Kids with Learning
  Difficulties in Mixed-Ability Classes by Susan
  Winebrenner.
• Association for Supervision and Curriculum
  Development Differentiating Instruction, Video
  Series.
• On the Road to Differentiated Practice by Kim
  L. Pettig, Educational Leadership, September
  2000.
• Gifted Kids Need an Education, Too by Susan
  Winebrenner, Educational Leadership, September
  2000.
• When Changes for the Gifted Spur Differentiation
  for All by Sandra W. Page, Educational
  Leadership, September 2000.
• Teaching With the Brain in Mind, Eric Jensen,
  (1998) ASCD.
• Independent Study A Flexible Tool for
  Encouraging Academic and Personal Growth by
  Carol Ann Tomlinson, Middle School Journal,
  September 1993.