Differentiation in Differentiation in the the

Classroom Classroom

• ““Every child is unique. Although we Every child is unique. Although we may rejoice in this fact, it poses a may rejoice in this fact, it poses a dilemma for educators. While dilemma for educators. While students are diverse, teachers can students are diverse, teachers can either ‘teach to the middle’ and hope either ‘teach to the middle’ and hope for the best, or they can face the for the best, or they can face the challenge of diversifying their challenge of diversifying their instruction.” instruction.”

(Willis & Mann, 2000)(Willis & Mann, 2000)

Differentiation is NOT:Differentiation is NOT:

• Individualized instruction, with a Individualized instruction, with a different test or quiz for each childdifferent test or quiz for each child

• ChaoticChaotic• Providing modificationsProviding modifications

How The Brain Learns, Sousa, How The Brain Learns, Sousa, 19951995

Type – Avg Retention Rate after 24 HoursType – Avg Retention Rate after 24 HoursLecture – 5%Lecture – 5%

Reading – 10%Reading – 10%Audio Visual – 20%Audio Visual – 20%

Demonstration – 30%Demonstration – 30%Discussion Group – 50%Discussion Group – 50%Practice by Doing – 75%Practice by Doing – 75%

Teach Others/Immediate Use of Learning – Teach Others/Immediate Use of Learning – 90%90%

You Can Differentiate the You Can Differentiate the ContentContent

• Content can be described Content can be described as the knowledge, skills as the knowledge, skills and attitudes we want and attitudes we want children to learn - what is children to learn - what is taught – accessibility to taught – accessibility to the information and ideas the information and ideas that matter that matter

• Use texts at varying Use texts at varying reading abilitiesreading abilities

• Reteach students having Reteach students having difficultydifficulty

• Use manipulativesUse manipulatives• Provide organizers and Provide organizers and

anticipation guidesanticipation guides for for note-takingnote-taking

• Use examples and Use examples and illustrations based on illustrations based on student interestsstudent interests

• Present material using Present material using visual, auditory and visual, auditory and kinesthetic modes, using kinesthetic modes, using applications, examples and applications, examples and illustrations from a wide illustrations from a wide range of intelligencesrange of intelligences

You Can Differentiate the You Can Differentiate the ProcessProcess

• Process - how students come to understand Process - how students come to understand and “own” the knowledge, skills, and and “own” the knowledge, skills, and understandingunderstanding

• Vary the pacing of student workVary the pacing of student work• Use cooperative groupingUse cooperative grouping• Use multiple representations in your examplesUse multiple representations in your examples• Develop activities that lead to a variety of Develop activities that lead to a variety of

perspectives on topicsperspectives on topics• Highlight critical content in the textHighlight critical content in the text• Segment and tier large assignments and Segment and tier large assignments and

projectsprojects• Graphic organizers, maps, diagrams, or chartsGraphic organizers, maps, diagrams, or charts

You Can Differentiate the You Can Differentiate the ProductProduct

• Product – student demonstration of what Product – student demonstration of what he or she has come to know, understand, he or she has come to know, understand, and be able to doand be able to do

• Provide bookmarked Internet sites at Provide bookmarked Internet sites at different levels of complexity for researchdifferent levels of complexity for research

• Develop rubrics for success based on Develop rubrics for success based on grade level expectations and individual grade level expectations and individual learning styleslearning styles

• Teach students to use a range of Teach students to use a range of presentation tools and products - presentation tools and products - technologytechnology

You Can Differentiate AffectYou Can Differentiate Affect

• Affect – student linking of thought and Affect – student linking of thought and feeling in the classroomfeeling in the classroom

• Model respectModel respect• Help students develop multiple Help students develop multiple

perspectives on topics and issuesperspectives on topics and issues• Encourage equitable (not necessarily Encourage equitable (not necessarily

equal) participation of each studentequal) participation of each student• Provide supported practiceProvide supported practice• Allow for choice and individualityAllow for choice and individuality

You Can Differentiate the You Can Differentiate the EnvironmentEnvironment

• Classroom environment – classroom Classroom environment – classroom function and feeling function and feeling

• Arrangement of furniture for Arrangement of furniture for individual, small group and whole individual, small group and whole groupgroup

• Availability of supplies and materialsAvailability of supplies and materials• Procedures and management Procedures and management

techniques for various arrangements techniques for various arrangements and tasksand tasks

Be Aware of Student Traits Be Aware of Student Traits

• ReadinessReadiness – a student’s knowledge, understanding, – a student’s knowledge, understanding, and skill related to a particular sequence of learning – and skill related to a particular sequence of learning – can be general cognitive proficiency, prior learning, can be general cognitive proficiency, prior learning, prior life experiences, attitudes about school, and prior life experiences, attitudes about school, and habits of mindhabits of mind

• InterestInterest – refers to those topics or pursuits that evoke – refers to those topics or pursuits that evoke curiosity and passion in a learner – developing and curiosity and passion in a learner – developing and undiscovered interestsundiscovered interests

• Learning profileLearning profile – how students learn best based on – how students learn best based on their learning style, intelligence preference, culture their learning style, intelligence preference, culture and genderand gender

• Affect Affect – how students feel about themselves, their – how students feel about themselves, their work, and the classroom as a whole – attend to student work, and the classroom as a whole – attend to student emotions and feelings emotions and feelings

Developmental NeedsDevelopmental Needs

• Incorporate movement every 15 to 20 minutes Incorporate movement every 15 to 20 minutes – allow students to get up to hand in – allow students to get up to hand in assignmentsassignments

• Use flexible grouping, allowing students to Use flexible grouping, allowing students to work with different partnerswork with different partners

• Allow choice in school projects for self-Allow choice in school projects for self-definitiondefinition

• Provide clear rules and enforce them calmlyProvide clear rules and enforce them calmly• Teenagers don’t know what they don’t know or Teenagers don’t know what they don’t know or

when they do know – give short assignments when they do know – give short assignments for prompt feedbackfor prompt feedback

Strategy – Tiered Strategy – Tiered assignmentsassignments

• Tiered assignments are Tiered assignments are designed to instruct designed to instruct students on essential students on essential skills that are provided at skills that are provided at different levels of different levels of complexity, abstractness, complexity, abstractness, and open-endedness. The and open-endedness. The curricular content and curricular content and objective(s) are the same, objective(s) are the same, but the process and/or but the process and/or product are varied product are varied according to the according to the student’s level of student’s level of readiness.readiness.

Strategy - CompactingStrategy - Compacting

• Compacting is the process of adjusting Compacting is the process of adjusting instruction to account for prior student mastery instruction to account for prior student mastery of learning objectives. Compacting involves a of learning objectives. Compacting involves a three-step process: (1) assess the student to three-step process: (1) assess the student to determine his/her level of knowledge on the determine his/her level of knowledge on the material to be studied and determine what material to be studied and determine what he/she still needs to master; (2) create plans for he/she still needs to master; (2) create plans for what the student needs to know, and excuse what the student needs to know, and excuse the student from studying what he/she already the student from studying what he/she already knows; and (3) create plans for freed-up time to knows; and (3) create plans for freed-up time to be spent in enriched or accelerated study. be spent in enriched or accelerated study.

Strategy – Interest Centers or Strategy – Interest Centers or Interest GroupsInterest Groups

• Interest centers (usually used with younger Interest centers (usually used with younger students) and interest groups (usually used students) and interest groups (usually used with older students) are set up so that learning with older students) are set up so that learning experiences are directed toward a specific experiences are directed toward a specific learner interest. Allowing students to choose a learner interest. Allowing students to choose a topic can be motivating to them.topic can be motivating to them.

• Example - Interest Centers - Centers can focus Example - Interest Centers - Centers can focus on specific math skills, such as solving on specific math skills, such as solving equations, and provide activities that are high equations, and provide activities that are high interest. interest.

• Example - Interest Groups - Students can work Example - Interest Groups - Students can work in small groups to research a math topic of in small groups to research a math topic of interest, such as how geometry applies to interest, such as how geometry applies to architecture or how math is used in art.architecture or how math is used in art.

Strategy – Flexible Strategy – Flexible GroupingGrouping

• Students work as part of many different groups Students work as part of many different groups depending on the task and/or content. Sometimes depending on the task and/or content. Sometimes students are placed in groups based on readiness, students are placed in groups based on readiness, other times they are placed based on interest and/or other times they are placed based on interest and/or learning profile. Groups can either be assigned by the learning profile. Groups can either be assigned by the teacher or chosen by the students. Students can be teacher or chosen by the students. Students can be assigned purposefully to a group or assigned assigned purposefully to a group or assigned randomly. This strategy allows students to work with randomly. This strategy allows students to work with a wide variety of peers and keeps them from being a wide variety of peers and keeps them from being labeled as advanced or struggling. labeled as advanced or struggling.

• Example - The teacher may assign groups based on Example - The teacher may assign groups based on readiness for direct instruction on algebraic concepts, readiness for direct instruction on algebraic concepts, and allow students to choose their own groups for and allow students to choose their own groups for projects that investigate famous mathematicians. projects that investigate famous mathematicians.

Grouping by Learning StyleGrouping by Learning StyleEquations of LinesEquations of Lines

• Visual – Visual – • Social – Social – • Physical – perform a skit that shows how to find Physical – perform a skit that shows how to find

the equation of a line given two pointsthe equation of a line given two points• Aural – prepare a rap that explains how to find the Aural – prepare a rap that explains how to find the

equation of a line given two pointsequation of a line given two points• Verbal – write a poem or short story about how to Verbal – write a poem or short story about how to

fnd the equation of a line given two pointsfnd the equation of a line given two points• Solitary – Solitary – • Logical – prepare a flow chart that shows the steps Logical – prepare a flow chart that shows the steps

in finding an equation of a line given 1) two points, in finding an equation of a line given 1) two points, 2) a point and a slope and 3) the graph of a line2) a point and a slope and 3) the graph of a line

Strategy – Learning Strategy – Learning ContractsContracts

• Learning contracts begin with an agreement between the Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary teacher and the student. The teacher specifies the necessary skills expected to be learned by the student and the skills expected to be learned by the student and the required components of the assignment, while the student required components of the assignment, while the student identifies methods for completing the tasks. This strategy identifies methods for completing the tasks. This strategy (1) allows students to work at an appropriate pace; (2) can (1) allows students to work at an appropriate pace; (2) can target learning styles; and (3) helps students work target learning styles; and (3) helps students work independently, learn planning skills, and eliminate independently, learn planning skills, and eliminate unnecessary skill practice.unnecessary skill practice.

• Example - A student decides to follow a football team over a Example - A student decides to follow a football team over a two-month period and make inferences about players’ two-month period and make inferences about players’ performances based on their scoring patterns and physical performances based on their scoring patterns and physical characteristics. The student, with the teacher’s guidance, characteristics. The student, with the teacher’s guidance, develops a plan for collecting and analyzing the data and develops a plan for collecting and analyzing the data and conducting research about football. The student decides to conducting research about football. The student decides to create a PowerPoint presentation to present his or her create a PowerPoint presentation to present his or her findings to the class.findings to the class.

Strategy – Choice BoardsStrategy – Choice Boards

• Choice boards are organizers that contain a variety of Choice boards are organizers that contain a variety of activities. Students can choose one or several activities activities. Students can choose one or several activities to complete as they learn a skill or develop a product. to complete as they learn a skill or develop a product. Choice boards can be organized so that students are Choice boards can be organized so that students are required to choose options that focus on several different required to choose options that focus on several different skills. skills.

• Example - Students are given a choice board that Example - Students are given a choice board that contains a list of possible activities they can complete to contains a list of possible activities they can complete to learn about volume. For example, students can choose to learn about volume. For example, students can choose to complete an inquiry lesson where they measure volume complete an inquiry lesson where they measure volume using various containers, use a textbook to read about using various containers, use a textbook to read about measuring volume, or watch a video in which the steps measuring volume, or watch a video in which the steps are explained. The activities are based on the following are explained. The activities are based on the following learning styles: visual, auditory, kinesthetic, and tactile. learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two activities from the board Students must complete two activities from the board and must choose these activities from two different and must choose these activities from two different learning styles. learning styles.

Other Instructional Other Instructional Strategies and TechniquesStrategies and Techniques

• Anchor ActivitiesAnchor Activities: are on-going assignments tied to the : are on-going assignments tied to the curriculum and for which students are accountable that can be curriculum and for which students are accountable that can be worked on independently throughout a grading period or worked on independently throughout a grading period or longer.longer.

• Allowing for multiple right answers: are Allowing for multiple right answers: are open-ended open-ended assignmentsassignments that focus on the process of solving the problem that focus on the process of solving the problem and/or critical thinking.and/or critical thinking.

• Attention to social issues, real world experiences, and Attention to social issues, real world experiences, and community projects: are performance assessment tasks, role-community projects: are performance assessment tasks, role-plays, simulations, etc. based on authentic situations of plays, simulations, etc. based on authentic situations of interest to students.interest to students.

• Chunking: is breaking assignments and activities into smaller, Chunking: is breaking assignments and activities into smaller, more manageable parts and providing more structured more manageable parts and providing more structured directions for each part.directions for each part.

More Instructional More Instructional Strategies and TechniquesStrategies and Techniques

• Emphasis on Thinking skills: giving students the Emphasis on Thinking skills: giving students the opportunity to think aloud, discuss their thinking with opportunity to think aloud, discuss their thinking with their peers, and reflect on their thinking in journals.their peers, and reflect on their thinking in journals.

• Developing student responsibility: giving the students Developing student responsibility: giving the students opportunity to help develop the evaluation rubrics, opportunity to help develop the evaluation rubrics, write project proposals, and complete self and group write project proposals, and complete self and group evaluations.evaluations.

• Flexible pacing: allowing for differences in the Flexible pacing: allowing for differences in the students' ability to master the curricula.students' ability to master the curricula.

• Goal setting and planning: involving students in their Goal setting and planning: involving students in their individual goal setting and the planning of learning individual goal setting and the planning of learning activities, one to one with the teacher.activities, one to one with the teacher.

Even More Instructional Even More Instructional Strategies and TechniquesStrategies and Techniques

• Group investigation: working in cooperative mixed-Group investigation: working in cooperative mixed-ability groups on open-ended tasks or in like-ability ability groups on open-ended tasks or in like-ability groups working on appropriately challenging tasks. groups working on appropriately challenging tasks. Usually the focus is on the process and thinking skills.Usually the focus is on the process and thinking skills.

• Hands-on projects/activities: using manipulative to Hands-on projects/activities: using manipulative to motivate instructions.motivate instructions.

• High-level questions: questioning that draw on High-level questions: questioning that draw on advanced levels of information, requiring leaps of advanced levels of information, requiring leaps of understanding and challenging thinking.understanding and challenging thinking.

• Independent study: providing students with the Independent study: providing students with the opportunity to work independently to investigate topics opportunity to work independently to investigate topics of interest to them.of interest to them.

More Instructional More Instructional Strategies and TechniquesStrategies and Techniques

• Interdisciplinary/integrated curricula around a Interdisciplinary/integrated curricula around a theme: thematic units, which make connections theme: thematic units, which make connections across multiple curricular areas.across multiple curricular areas.

• Learning centers: are classroom areas that contain Learning centers: are classroom areas that contain a collection of activities or materials designed to a collection of activities or materials designed to teach, reinforce, or extend a particular skill or teach, reinforce, or extend a particular skill or concept.concept.

• Portfolios: provide a means for helping teachers Portfolios: provide a means for helping teachers and parents reflect on student growth over time. and parents reflect on student growth over time. These are collections of student work are excellent These are collections of student work are excellent for helping children set appropriate learning goals for helping children set appropriate learning goals and evaluating their own growth.and evaluating their own growth.

The Last of Instructional The Last of Instructional Strategies and Strategies and Techniques????Techniques????

• Problem-Based learning: placing students in the active role Problem-Based learning: placing students in the active role of solving problems in much the same way adult of solving problems in much the same way adult professionals perform their jobs. The teacher presents professionals perform their jobs. The teacher presents students with an unclear, complex problem. Students must students with an unclear, complex problem. Students must seek additional information, define the problem, locate seek additional information, define the problem, locate resources, make decisions about solutions, pose solution, resources, make decisions about solutions, pose solution, communicate that solution to others, and assess the communicate that solution to others, and assess the solution's effectiveness.solution's effectiveness.

• Stations: are different spots in the classroom where students Stations: are different spots in the classroom where students work on various tasks simultaneously. Stations work in work on various tasks simultaneously. Stations work in concert with one another. Stations allow different students concert with one another. Stations allow different students to work with different tasks. They invite flexible grouping to work with different tasks. They invite flexible grouping because not all students need to go to all stations all the because not all students need to go to all stations all the time or spend the same amount of time in each station.time or spend the same amount of time in each station.

Think-Tac-ToeThink-Tac-Toe

• Think – Tac – Think – Tac –

Toe for Quadratic Toe for Quadratic FunctionsFunctions

Complete Complete activity on Real activity on Real Life Application Life Application

on football. on football.

Design a Design a PowerPoint PowerPoint

that explains that explains the major the major

concepts of the concepts of the chapter on chapter on quadratic quadratic functions. functions.

Complete page Complete page 945 # 1 – 93, 945 # 1 – 93,

evens. evens.

Make a poster Make a poster that illustrates that illustrates

the major the major components of components of the chapter on the chapter on

quadratic quadratic functions.functions.

Complete Complete activity on Real activity on Real Life Application Life Application on hearing loss.on hearing loss.

Complete page Complete page 945 # 1 – 93, 945 # 1 – 93,

evens.evens.

Complete page Complete page 945 # 1 – 93, 945 # 1 – 93,

evens. evens.

Create a Create a collage that collage that

illustrates the illustrates the major major

components of components of the chapter on the chapter on

quadratic quadratic functions.functions.

Complete Complete activity on activity on Math and Math and History History

Application on Application on liquid mirror liquid mirror telescopes.telescopes.

Exit Cards or Journal Exit Cards or Journal EntriesEntries

• One thing I learned today was…One thing I learned today was…• If we got a new student tomorrow, here is what If we got a new student tomorrow, here is what

I would tell the student we are learning in I would tell the student we are learning in Algebra I…Algebra I…

• Here is how I can use what we learned today…Here is how I can use what we learned today…• Here’s how what I’m learning relates to Here’s how what I’m learning relates to

something else I’ve learned…something else I’ve learned…• Write down two differences between parallel Write down two differences between parallel

lines and perpendicular lines and two lines and perpendicular lines and two similarities… (or between parabolas and similarities… (or between parabolas and ellipses, etc…)ellipses, etc…)

ReferencesReferences

• Ormrod, J. E. (2008). Human Learning. Ormrod, J. E. (2008). Human Learning. Upper Upper Saddle River, NJ. Pearson Prentice Saddle River, NJ. Pearson Prentice Hall.Hall.

• Sousa, D. (1995). How the Brain Learns: A Sousa, D. (1995). How the Brain Learns: A Classroom Teacher's Guide. National Classroom Teacher's Guide. National Association of Secondary School Association of Secondary School

Principals. Principals. • Willis, S. & Mann, L. (2000). Differentiating Willis, S. & Mann, L. (2000). Differentiating

Instruction: Finding Ways to Meet Instruction: Finding Ways to Meet Individual Individual Needs. Association for Needs. Association for Supervision and Supervision and Curriculum Development.Curriculum Development.