Differentiated Instruction Overview

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Differentiated Instruction Overview
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Introduction to Differentiated Instruction
Part 1 OneDay1 One
FDLRS/FIN/Project CENTRAL Collaborative Initiative
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Participant Responsibilities

• Honor the quiet signal
• Turn off phones/computers
• Listen respectfully
• Participate actively

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Facilitator Responsibilities Providing a Brain
Based Environment
Absence of threat
Collaboration
Enriched environment
Choice
Adequate time
Meaningful content
Feedback
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Expectations

• Know
• Understand
• Do

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Who Benefits from a Differentiated Environment?
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• Video

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Framework for Differentiated Instruction
Differentiated Instruction is a teachers
response to a learners needs
Respectful Tasks
Ongoing Assessment Adjustment
guided by general principles of differentiation,
such as
Flexible Grouping
Clarity of Learning Goals
Positive Learning Environment
teachers can differentiate
Content
Process
Product
based on a students
Readiness
Interest
Learning Profile
Adapted from the work of Carol Ann Tomlinson ASCD
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Idea Exchange
Give One Get One
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Preparing Students for Differentiated Instruction
High expectations for all
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Preparing Students for Differentiated Instruction
Fair isnt always equal.
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Fairness

• Fairness does not mean everyone gets the same.
• Fairness means everyone gets what he or she needs.

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The Role of the Teacher in the Differentiated
Classroom
Teacher Self Assessment Tool
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Exit Card

• Write one thing that you heard or saw today that
  grabbed or connected with you.
• Write down a question that you still have in
  rolling around in your head.

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Priming Background Knowledge
Stand Up Hands Up 4 UP
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Assumptions of Differentiated Instruction

• Differentiating
• instruction
• is not
• a new idea.

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Assumptions of Differentiated Instruction

• One-size-fits-all instruction is
  not a good fit for many learners in
• academically diverse classrooms.

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Assumptions of Differentiated Instruction

• Teachers in appropriately differentiated
  classrooms continually study
• their students.

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Assumptions of Differentiated Instruction

• Good teaching is based on a teachers clarity
  about what a learner should know, understand, and
  be able to do as a result of a given learning
  experience.

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Assumptions of Differentiated Instruction

• In an appropriately differentiated classroom,
  all learners focus much of their time and
  attention on the key concepts, principles, and
  skills identified by the teacher as essential to
  growth and development in the subject
• but at varying degrees of abstractness,
  complexity, open-endedness,
• problem clarity, and structure.

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Assumptions of Differentiated Instruction

• In an appropriately differentiated classroom,
  all learners should work with respectful tasks.

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Assumptions of Differentiated Instruction

• An appropriately differentiated classroom
  offers different routes to content, activities,
  and products in response to differing learner
  needs.

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Assumptions of Differentiated Instruction

• Flexible grouping of students
• enables all learners to work
• in a wide variety of configurations
• and with the full range of peers,
• while targeting specific
• learning needs.

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Assumptions of Differentiated Instruction

• Learning to effectively differentiate
  instruction in academically diverse classrooms is
  complex and requires support for teachers over
  extended periods of time.

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Assumptions of Differentiated Instruction

• Differentiation is not a license to eliminate
  specialists, but rather an opportunity for
  specialists and generalists to collaborate in
  ways that focus their combined skills on
  improving instruction in the general education
  classroom.

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Differentiated Instruction
Teaching with a single approach then making
individual accommodations once a student is
struggling is often not enough for a student to
reach his or her potential. Differentiated
instruction is proactively creating an
environment where a student can maximize his or
her capacity as a learner.
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Differentiated Instruction

• There is no such thing as I have finished
  differentiating my classroom.

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Creating a differentiated classroom is not a
yes/no proposition but rather a continuum along
which teachers move as they develop skills of
responsive teaching.Carol Ann Tomlinson
Differentiated Instruction
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Framework for Differentiated Instruction
Differentiated Instruction is a teachers
response to a learners needs
Respectful Tasks
Ongoing Assessment Adjustment
guided by general principles of differentiation,
such as
Flexible Grouping
Clarity of Learning Goals
Positive Learning Environment
teachers can differentiate
Content
Process
Product
based on a students
Readiness
Interest
Learning Profile
Adapted from the work of Carol Ann Tomlinson ASCD
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Planning for Meaningful Differentiation
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Important and Focused
Clarity of Learning Goal
Identify Desired Results
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Determine Acceptable Evidence
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Ongoing Assessment
Plan Learning Experiences
Adjusting Lessons Flexible Grouping Respectful
Work Positive Learning Environment
Engaging Rigorous Scaffolded
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Planning for Meaningful Differentiation

• Identify Desired Results
• (clarity of the learning goal)
• What do I want my students to know, understand
  and do (KUD)?
• Determine Acceptable Evidence
• (on-going assessment)
• How will I recognize when the students
  understand, know and are able to do?
• Plan Learning Experiences
• (flexible and respectful)
• What learning experiences am I going to use so my
  students will understand, know and be able to do?

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Identify Desired Results-Clarity of Learning Goals
Standards
Big Ideas
1 or 2 words, concept that is timeless,
universal, abstract
Topic
UNDERSTAND
KNOW
DO
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Identify Desired Results-Clarity of Learning Goals
Standards
1 or 2 words, concept that is timeless,
universal, abstract
Big Ideas
Topic
UNDERSTAND
Students will understand that
It shouldnt be obvious. It should be something
that needs to be uncovered.
How, Why, So What
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If students have only facts and skills to learn,
differentiating how those are learned may be a
trivial change in the classroom.
Meaningful differentiation occurs when the
teacher first has clarity about the most
essential understandings then relates facts and
skills to those essential understandings.
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Identify Desired Results-Clarity of Learning Goals
Standards
Topic
1 or 2 words, concept that is timeless,
universal, abstract
Big Ideas
UNDERSTAND
Vocabulary
Students will understand that
Definitions
Facts
It shouldnt be obvious. It should be something
that needs to be uncovered.
Formulas
Critical Details
Important People
Important Events
How, Why, So What
Timelines
Terminology
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Identify Desired Results-Clarity of Learning Goals
Standards
Topic
1 or 2 words, concept that is timeless,
universal, abstract
Big Ideas
UNDERSTAND
KNOW
DO
Vocabulary
Basic Skills Decoding, Computation
Students will understand that
Definitions
Communication Skills Listening, Speaking,
Writing
Facts
Formulas
Thinking Skills Compare, Infer, Analyze
It should be something that needs to be
uncovered.
Critical Details
Research, Inquiry Investigation Skills
Important People
Important Events
How, Why, So What
Study Skills Notetaking, Outlining
Timelines
Terminology
Interpersonal, Group Skills
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Identify Desired Results-Clarity of Learning Goals
Standards
Topic
1 or 2 words, concept that is timeless,
universal, abstract
Big Ideas
UNDERSTAND
Students will understand that
It shouldnt be obvious. It should be something
that needs to be uncovered.
How, Why, So What
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Identifying Desired Results-Clarity of the
Learning Goal
Activity
Identifying the big ideas, what students will
know, what students will understand and what
students will be able to do.
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Journal Prompt

• Think of a lesson or unit you are going to teach
  soon or a lesson that you have just taught.

Did you identify the desired results and have
clarity about your learning goals before you
planned the learning experiences for the lesson
and unit?
Write down what you wanted the students to know,
understand and be able to do.
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Planning for Meaningful Differentiation
1
Identify Desired Results
Clarity of Learning Goal
2
Determine Acceptable Evidence
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Ongoing Assessment
Plan Learning Experiences
Adjusting Lessons Flexible Grouping Respectful
Work Positive Learning Environment
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What Is a Tiered Assignment?

• A tiered assignment is a differentiation strategy
  that addresses the knowledge, understandings and
  skills (KUDs) the teacher has identified as being
  important.
• By using assessment information, the teacher
  develops several pathways (learning experiences)
  for students to gain knowledge, understandings
  and skills.
• When planning learning experiences, the teacher
  can use tiers based on the students readiness,
  interest and/or learning profile.

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Why Use Tiered Assignments?
Allows a student to begin learning from where they are Allows a student to work with appropriately challenging tasks
Avoids work that is anxiety producing (too hard) or boredom producing (too easy) Is motivating because it respects a students needs and promotes success
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The Equalizer (Readiness)

• Concrete
  Abstract
• Simple
  Complex
• More Structured
  More Open
• Few Steps Many Steps
• Less Independence
  Greater
  Independence

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Adapted from The Differentiated Classroom
Responding to the Needs of All Learners, Carol
Ann Tomlinson, ASCD, 1999.
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Differentiating Instruction A Sample Tiered
Assignment
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Planning for a Differentiated Unit

1. Identify the Standard
2. Identify Know-Understand-Able to Do
3. Plan Pre-Assessment, Ongoing Assessment, and
   Post-Assessment based on KUDs
4. Determine number of lessons needed
5. Use Pre-Assessment to determine readiness,
   interest, learner profile

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Planning for a Differentiated Unit

1. Develop whole group common experiences
2. Designate which lessons to differentiate and how
   (Interest? Readiness? Learner profile?)
3. Identify Lesson KUDs which is a subset of Unit
   KUDs

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Classroom Management in the Differentiated
Classroom

• Video clips

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Students are extraordinary teachers. They speak.
They constantly tell us how our expectations,
objectives, curriculums, and instructional
strategies affect them. We need to look to our
students to tell us why learning takes place-and
why it doesnt. Our students are key sources for
helping us identify what needs to be doneOften
we forget to ask them, and we forget to listen to
the important messages they bring. Anthony
Gregorc
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Assessment and Grading in the Differentiated
Classroom
Foundations of Differentiated Instruction Part Two
FDLRS and FIN Collaborative Initiative
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Framework Discussion
Share one thing from the framework that you are
using to differentiate your instruction.
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Assessment SurveyLine-Up
Some educators would continue to teach their unit
on navigation while the ship is going down.
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Determine Acceptable Evidence 2
Components of the Assessment Process
Pre-assessmentAssessment beFORe Instruction
Guides initial planning Used to determine
readiness What knowledge, understanding and
skills (KUD) do the students already have? This
can be used to determine interest and learning
preference.
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On-Going (Formative) Assessment Assessment FOR
learning
Determine Acceptable Evidence 2
Components of the Assessment Process
Used regularly and frequently to guide and adjust
instruction and to provide feedback to students
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Determine Acceptable Evidence 2
Components of the Assessment Process
Pre-assessment Pre-assessment
Purpose To determine what students already know, understand and are able to do.
When Before instruction and during initial planning
How students use the results As a preview of what they need to know, understand and be able to do
How teachers use the results To guide initial instruction, to make grouping decisions, and to differentiate learning experiences
What Products, conversations, observations to assess readiness, interest and/or learning preference
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Determine Acceptable Evidence 2
Components of the Assessment Process
On-going (Formative) Assessment On-going (Formative) Assessment
Purpose To guide and adjust instruction and provide student feedback To provide evidence of progress and learning over time
When Regularly and frequently during lessons and units
How students use the results To self-monitor understanding and progress
How teachers Use the results To check for understanding in order to adjust and differentiate instruction
What Products, conversations, observations to assess readiness, interest, and/or learning preference)
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Determine Acceptable Evidence 2
Components of the Assessment Process
Summative Assessment Summative Assessment
Purpose To determine if students have mastered what they should know, understand and be able to do
When End of a lesson, unit, course, year
How students use the results To gauge their progress towards course or grade-level expectations
How teachers use the results To provide feedback, to indicate progress and to inform future instructional decisions To determine a grade that represents what the student knows, understands, and is able to do
What Products, conversations, observations for evidence of mastery
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Determine Acceptable Evidence 2
The Assessment Process from the Lens of a Rose
Grower
Silent - Solo Read The Rose Grower
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Pre-assessment From the Lens of a Rose Grower
Determine Acceptable Evidence 2
Pre-assessment is the process that Mr. Green uses
to determine the soils readiness for planting.
Using a test kit, he collects and analyzes data,
then adjusts his soil accordingly. By checking
the soil first, he knows what and how to prepare
for the different types of roses he plans to
grow.
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On-Going (Formative) Assessment From the Lens of
a Rose Grower
Determine Acceptable Evidence 2
On-going (Formative) assessment is the process
Mr. Green uses to feed and water the rose bushes
appropriate to their needs- directly affecting
their growth. He may base these needs on
continued testing of the soil as well as
observation and conversations with the
representative from the local cooperative
extension service.
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Summative Assessment From the Lens of a Rose
Grower
Determine Acceptable Evidence 2
Summative assessment is the process Mr. Green
uses to simply measure his roses to determine if
they have met the industry standard. He finds it
interesting to compare measurements among the
different roses however, this information does
not affect the growth or beauty of the plants.
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Determine Acceptable Evidence 2
The Assessment Process from the Lens of a Rose
Grower

• Reflect on your current assessment practices.
• How are your assessment practices similar to or
  different than Mr. Greens assessment process?

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An educator should think of a child as a gardener
thinks of a plant, as something to be made to
grow by having the right soil and the right kind
and amount of water. If your roses fail to
bloom, it does not occur to you to whip them, but
you should try to find out what has been amiss in
your treatment of them The important thing is
what the children do, and not what they do not
do. And what they do, if it is to have value,
must be spontaneous expression of their own vital
energy. Bertrand Russell
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Determine Acceptable Evidence 2
Components of the Assessment Process
Assessment AS Learning
Students personally monitor what they are
learning and use the feedback from this
monitoring to make adjustments, adaptations, and
even major changes in what they understand.
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Planning for Meaningful DifferentiationExamining
the Assessment Sequence
1
Identify Desired Results (KUD)
2
Determine Acceptable Evidence
2.
Pre-Assessment On-going (Formative)
Assessment Summative Assessment
3.
1.
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Sources of Assessment InformationWhat should I
use to assess my students?
Conversations Student-teacher conferences, oral
presentations, peer conferences, group work
Observations Cooperative learning teams, working
with manipulatives, role-plays, demonstrations,
experiments
Products Journals, worksheets, quizzes, tests,
projects, self-assessments, reports, stories
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Differentiation of Instruction
Differentiated Instruction is A teachers
response to a learners needs
respectful tasks
ongoing assessment and adjustment
guided by general principles of differentiation,
such as
flexible grouping
clear learning goals
positive learning environment
teachers can differentiate
Content
Process
Product
based on students
Interest
Readiness
Learning profile
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Tomlinson, The Common Sense of Differentiation,
ASCD, 2005 OPTIONS, FDLRS Action Resource Center
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3 ideas that made sense to you today 2 things you
plan to use right away 1 question that you have
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Graphing Me Chart
I am excellent at this
I am very good at this
I am fairly good at this
I can do this if I work hard
I am not very good at this-but I want to learn
I am really not good at this
1 2 3 4 5 6 7 8 9 10
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In a differentiated classroom.
.a grade should represent a clear and accurate
indicator of what a student knows, understands
and is able to do.
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Teachers must have clarity about what students
should know, understand, and be able to do
Students can hit any target they can clearly see
and which stands still for them. --Rick Stiggins,
educator and assessment expert
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