Climbing The Data Ladder: Differentiating Instruction

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Climbing The Data Ladder Differentiating
Instruction
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Why Differentiated Instruction?
Dealing with the reality of diverse learners
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One way to think about differentiation

• Differentiation is classroom practice that looks
  eyeball to eyeball with the reality that kids
  differ, and the most effective teachers do
  whatever it takes to hook the whole range of kids
  on learning.

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Mapping a Route Toward Differentiated Instruction

• Even though students may learn in many ways, the
  essential skills and content they learn can
  remain steady. Students can take different roads
  to the same destination.
• -Carol Ann Tomlinson

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Jigsaw Reading Activity
Mapping A Route Toward Differentiated
Instruction, C. Tomlinson, Educational
Leadership, 571, September 1999

• In your small groups, each participant selects a
  segment of the article to read (A,B,C,D)
• Each member then briefs the rest of the group on
  his/her segment
• Talk about any thoughts generated through the
  discussion of the article

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Differentiation of Instruction

• Is a teachers response to learners needs

Guided by general principles of differentiation,
such as
Respectful tasks
Ongoing assessment adjustment
Flexible grouping
Source The Differentiated Classroom, Tomlinson
1999
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Teachers can differentiate
according to students
Readiness
Interests
Learning Profile
through a range of instructional and management
strategies
Source The Differentiated Classroom, Tomlinson
1999
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Ask yourself about
CONTENT
PROCESS/ ACTIVITIES
PRODUCTS/ ASSESSMENTS
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Content
How do we adjust or modify the knowledge and
skills we expect students to learn?
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3-Minute Buzz
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Activities
How do we modify our teaching strategies to help
students acquire the knowledge and skills they
need?
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Think Pair - Share
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Products/Assessments
How do we adjust or modify the way we assess
student learning to better measure student
growth?
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Differentiation of Instruction
Is a teachers response to learners needs
Guided by general principles of differentiation,
such as
Respectful tasks
Ongoing assessment adjustment
Flexible grouping
Source The Differentiated Classroom, Tomlinson
1999
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What is meant by ongoing assessment and
adjustment?

• Assessment is organic!
• Quick, not always recorded for a grade
• Is a tool that directly affects ongoing plans for
  instruction
• Leads to increased yields in academic growth

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Differentiation of Instruction

• Is a teachers response to learners needs

Guided by general principles of differentiation,
such as
Respectful tasks
Ongoing assessment adjustment
Flexible grouping
Source The Differentiated Classroom, Tomlinson
1999
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What is meant by Flexible Grouping?

• Students move frequently between groups as
  learning objectives change, as their needs
  evolve, and as they gain proficiency
• Students sometimes work in groups defined by
  interests and/or learning styles
• Teachers sometimes move between groups to provide
  instruction

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Benefits of Flexible Grouping

• Teacher becomes more of a facilitator of
  knowledge and skills
• Removes the negatives and stigma of static
  groups, i.e. Once a buzzard, always a buzzard
  syndrome
• Students see that they can and will progress as
  they learn. Growth becomes a visible and
  expected part of the classroom culture

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Differentiation of Instruction
Is a teachers response to learners needs
Guided by general principles of differentiation,
such as
Respectful tasks
Ongoing assessment adjustment
Flexible grouping
Source The Differentiated Classroom, Tomlinson
1999
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Just a sampling of strategies that support
Differentiated Instruction
Multiple Intelligences Tiered Lessons 4-MAT
Jigsaw Tiered Centers Varied questioning strategies
Taped material Tiered Products Interest Centers
Anchor Activities Learning Contracts Interest Groups
Varying Organizers Small Group Instruction Varied Homework
Varied Texts Group Investigation Compacting
Varied Supplementary Materials Orbitals Varied Journal Prompts
Literature Circles Independent Study Complex Instruction
Cubing Tiered Assignments Reading Buddies
Source The Differentiated Classroom, Tomlinson
1999
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One Example
Cubing
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Im a secondary teacher. How can I
differentiate?
It can be done!
Anchoring Activities Adjusting Questions Tiered
Assignments
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What are Anchor Activities?
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Differentiated Instruction
How do I manage all these strategies?
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Just a Few Management Strategies for the
Differentiated Classroom . . .

• Appoint a class expert (student)
• Have clear, written directions for all activities
• Grade judiciously
• Schedule quiet days
• Post procedure list for early birds
• Have sponge/anchoring activities available at all
  times and well-known to your class

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Resources for discussions about differentiated
grading

• www.eyeoneducation.com/newsletters/639-x2.htm -
  article by Amy Benjamin
• How to Differentiate Instruction in the Mixed
  Ability Classroom Carol Ann Tomlinson
  (available at www.ascd.org) Chapter 14 offers a
  very succinct, yet thorough examination of
  options for grading that can work in the
  differentiated classroom 

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Purposes for grading

•  What is the grade are intended to communicate?
• Are those to whom the communication is directed
  are clear about the grade's meaning and intended
  purpose?
• The answers each district/school will arrive at
  may be different, but achieving clarity of
  purpose for grades is of the greatest importance 

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Principles of Grading in a Differentiated
Classroom Tomlinson

• Clearly communicates standards that are being
  used
• Clearly delineates separate grades
• for growth (changes in learning from the
  beginning to the end of the instructional
  component)
• for achievement relative to standards of
  performance
• for effort
• Provides full disclosure to all

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It can be done! Teachers who utilize D/I find
that

• They have fewer discipline issues
• Student growth is significantly increased
• Their interactions with students are more
  positive and productive
• Even most traditionally reluctant learners become
  focused and motivated when appropriately
  challenging tasks are assigned for them