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Differentiation Basics in the World Language Classroom
October 7, 2011
+
Curriculum Facilitator – Waukee Community Schools
Twitter: @StephWilson78
Differentiation Wiki:
http://differentiationwaukee.pbworks.com
+Objectives
To come to a common understanding of the basics of differentiation
To understand what differentiation is and is not
To understand the different ways/formats to differentiate
To understand our personal mindset related to differentiation
To relate this information to the World Language classroom
+Defining Differentiation
+Differentiation Is/Is Not
Discuss with table group the chart and text code: ! = I agree ? = I don’t understand/need more
information + = New idea for me * = I don’t agree Differentiatio
n
+
+Goals and Purposes
Two Goals of Differentiation
1. Do whatever it takes to maximize student learning.
2. Prepare students to handle anything in present and future lives.
Purpose of Differentiation
To push for all students to achieve mastery – not necessarily at the same time or pace.
+The Basics
A teaching theory and process
Instruction should be adapted to individual students to meet readiness level, interests, and learning styles
Allows students option when learning new ideas and concepts
Requires teachers to be flexible with time and groupings
+The Principles
Teacher should differentiate what students learn, how students learn, and when students learn
Teacher focuses on essential skills and concepts that match standards and benchmarks
Teacher knows students well and work with their differences
Teachers modify practices based on data
+The PrinciplesStudents do respectful, meaningful, and appropriate work
Teachers and students work together for successful learning
Assessment and instruction are used together
Teacher can modify content, process, or product
Discuss: How do these principles relate to the World Language classroom? How might they be different from a core subject area?
(is a teacher’s response to learner’s needs)
Principles of Differentiation
Quality Curriculum
FlexibleGrouping
Clearly defined what a student should know, understand, and be able to do
Tasks that challenge students and are relevant
Data is used to make instructional decisions
Respectful Tasks
Assessment for Instruction
Groups that change regularly based on data and needs of students
(is a teacher’s response to learner’s needs)
Teachers can differentiate
Content ProductProcess
what a student should know, understand, and be able to do as a result of the study
activities designed to help the student make sense of or “own” the content
how the student will demonstrate and extend what she has come to know, understand, and be able to do
What? How? Why?
(is a teacher’s response to a learner’s needs)
Teachers can differentiate
Content ProductProcess
•schema
•skill
•understanding
•passions
•hobbies
•learning style
•preferred intelligence
•grouping preferences
•environmental preferences
Readiness Interests Learning Profile
According to students’
Teachers can differentiate through
Content Product Process Learning Environment
According to students’
Readiness Interest Learning Profile
Differentiation Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Quality curriculum
Respectful tasks
Flexible grouping
Assessment to inform instruction
Building community
Through a variety of instructional strategies such as:
multiple intelligences varied supplementary materials small-group instruction learning interest centers jigsaw literature circles group investigation learning interest groups taped material tiered lessons orbitals varied homework anchor activities tiered centers independent study compacting varying organizers tiered products 4MAT varied journal prompts varied texts learning contracts varied questioning strategies complex instruction RAFTS graphic organizers scaffolding reading cubing Think-tac-toe intelligence preferences Web Quests & web inquiry independent studies
Affect
What’s the point of differentiating in these different ways?
Readiness
Growth
Interest
Motivation
Learning Profile
Efficiency
Affect
Engagement
DI Strategies
Tiered Assignments
Flexible GroupingCurriculum Compacting
Graphic Organizers
Learning Contracts
JigsawingAnchor Activities
LEARNING CENTERSTic-Tac-Toe
Web Quests
ScaffoldingLearning Menus
+What Is Your Mindset?
+ “Great teachers do what is fair (developmentally appropriate),
and what is fair isn’t always equal.”
Differentiation: From Planning to Practice, Grades 6-12. Copyright 2007. Rick Wormeli. Stenhouse
Publishers