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Differentiating Instruction inHigh School and Middle School

Presented by Steven Kahlskahl@earthlink.net

408-395-0002

Professional Biography• High school English teacher for twenty-four years:

fifteen at Independence High School in East San Josenine at Mountain View High School in Mountain View

• Professional development presenter for twelve years in fiftyschool districts: curriculum differentiation, gifted education,Socratic seminar, ethics education

• Mentor teacher for twenty years• CLAD certification• National Board Certification• Teacher Certification from California Assn. for the Gifted• Master of Arts Degree in Educational Leadership

OBJECTIVES

1. Participants will study pre-assessmenttools and formative assessment tools.

2. Participants will study tiered assignments.3. Participants will study project menus.4. Participants will discuss the ways flexible

grouping may be used to differentiateinstruction.

Operating Principles for the Workshop

• Please do what you need to do to remain physicallycomfortable, including moving around.

• Remain open minded and flexible, although I know it iseasier (and more fun) to shoot at passing balloons than it isto reach for them.

• Take risks; allow yourself some discomfort.• Use the pass option when an activity feels too

uncomfortable for you.• Stay engaged and professional.• Treat different opinions with respect.• Keep what’s best for kids foremost in your mind.• Break schedule

AGENDA

1. Why differentiate? (“A Tale of Five Students”)2. Pre-assessment activities (to begin each year and

each unit)3. Novelty and project menus4. Depth and tiered assignments5. Flexible grouping6. Complexity: making connections7. Designing assignments and pre-assessment tools8. How to evaluate differentiated product

What Is Differentiation?

Differentiation can be defined as a way ofteaching in which teachers proactivelymodify curriculum, teaching methods,resources, learning activities, and studentproducts to address the needs of individualstudents and/or small groups of students tomaximize the learning opportunity for eachstudent in the classroom. (C. Tomlinson)

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Differentiation means startingwhere kids are!

“The biggest mistake of past centuries in teaching has been to treatall children as if they were variants of the same individual and thusto feel justified in teaching them all the same subjects in the sameway.”

---Howard Gardner

“To learn a particular concept, some children need days; some, ten minutes, but the typical lockstep school schedule ignores this fundamental fact.”

---Marilyn Hughes

“There is nothing more unequal thanthe equal treatment of unequals.”

---Thomas Jefferson

Provocative Questions About the WayWe Educate Students “Fairly”

• Are all students ready for the same instruction just becausethey’re the same age, or it just convenient for the system topretend that that’s true?

• If our schools required students to wear uniforms, would werequire students in the same grade to wear the same size? (Whatif we got a discount for buying uniforms in bulk?)

• How would you feel if your physician never diagnosed anypatients but instead issued every patient the same prescriptionfor the sake of convenience?

• Should struggling students who learn a lot fail a course onlybecause they’ve not met “minimal proficiency” in that course?

• Should advanced kids who learn nothing new in a course stillearn A’s?

The Most Provocative Question

• To what degree are we engaging eachstudent in appropriate and meaningfullearning activities that lead to enduringunderstanding--and to what degree are wejust “doing school” by going through themotions?

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The true definition of educationalEQUITY: giving individual students

what they need.

Teachers with aLimited “JusticeMentality”

Teachers withFalse Notions ofEquity

“Teacher asSavior”Mentality

Students WhoAre Ready toGo Beyond

Students WhoAre Just Ready

Students WhoAre Not YetReady

Best Practice Teaching Linked withDifferentiation (Tomlinson)

At any time some students willthink more concretely and somemore abstractly, some moredependently and others moreindependently

What they learn is appropriate totheir developmental levels.

A task, text, or test that challengessome students will frustrate or boreothers.

What they learn is challenging andthey accept the challenge.

There’s no guarantee that studentswill find the same activitiesmeaningful.

What they learn is personallymeaningful.

DIFFERENTIATION(Differentiation supports students inthis way because…)

BEST PRACTICE(People learn best when…)

Best Practice Teaching Linked withDifferentiation (Continued)

What is helpful feedback for onestudent may not be for another.

They get helpful feedback.

Students will construct knowledgedifferently because they are atdifferent levels of readiness.

They use what they know toconstruct new knowledge.

Students won’t all opt to learn in thesame way or make the samechoices.

They can learn in their own ways,have choices, and feel in control.

DIFFERENTIATION(Differentiation supports students inthis way because…)

BEST PRACTICE(People learn best when…)

Pre-Assessment: the NecessaryPrecursor to Differentiation

Pre-assessment Activities toBegin the Year

• Letter to the Teacher• Learning Skill Inventory• Interest Circle• Personal Museums• Student Survey• Student Self-Assessment of Skills Chart• Parent Survey• Parent Letter to the Teacher• Annotated Portfolio of Work from Years Past• Standardized Test Scores

Self-Assessment of My Skills inEnglish/Language Arts

0102030405060708090

100

Skills Compared to Most People My Age

ComprehensionOral ReadingAnalysis of LiteratureEssay WritingPoetry WritingFiction WritingGrammarMechanicsDiscussionDebateSpeechCreative ThinkingCritical ThinkingProblem SolvingWork EthicCollaboration

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Dear Mr. Kahl,

A few things to know about me. Well, I’m a verycomplex person, but a few interesting personalitytraits to watch for could be my perfectionism. I tendto be very OCD (obsessive compulsive disorder) withmy work & little things like papers out of order ormessy rooms. It’s very under control but I tend toanalyze to death! I think they are pretty positiveaspects to my personality. Another plus is I’m 99%happy and friendly. I speak to everyone & I’ve lostthat middle school shy-syndrome. I’m anoverachiever by upbringing & self-values, which Ialso take as a positive. On the down side myeyesight isn’t the greatest & tests are getting betterbut I second guess and think I’m wrong. I’m stillworking on getting rid of that doubt. I’m verycreative and love to put that skill in presentations. Ido community work for fun and enrichment like SanJose’s City Year service projects. The last two yearsI’ve painted things for a school play to see how it’sdone & fixed up a community park. I’m up for newchallenges and love being pushed. That’s about all,but as I said, I’m a complex person. I hope to havefun and great learning experiences this year.

Debbie

Titles of Books I’ve Finished Reading(Debbie, 10th Grade)

• Three Little Pigs• Cinderella• Peter Pan• 101 Dalmatians• The Ugly Duckling• Chicken Licken• My Little Pony• Goldilocks & the Three

Bears• Peter & the Wolf

• Romeo and Juliet• To Kill a Mockingbird• Cujo• The Dead Lifeguard• Bad Dreams• The 1st Evil• The 2nd Evil• The 3rd Evil• Jurassic Park/The Lost

World

Categories of Identification for GiftedStudents in California

Consistently highfunctioning in oneacademic area

Specific AcademicAbility

Consistently highfunctioning in severalacademic areas

High Achievement

Markedly advancedgeneral intellectualdevelopment

Intellectual AbilityDESCRIPTORCATEGORY

Categories of Identification forTalented Students in California

Ability and readiness to inspire,guide, direct, or influence others

Leadership Ability

Perception of significantsimilarities/differences, challengingof assumptions, production ofunique alternatives

Creative Ability

Exceptional performance indrawing, painting, and/or sculpture

Visual Arts

Exceptional performance in dance,music, voice, and/or drama

Performing Arts

DESCRIPTORCATEGORY

Joseph Renzulli’s Definition of Successful GiftedStudents (University of Connecticut)

High Creativity High Level Task Commitment

Well Above Average Academic Readiness

Directions for Sorting Cards into TwoColumns: “A High Achiever” and

“A Gifted Learner”• Sort your cards into two columns of equal length:

“A High Achiever” and “A Gifted Learner.”• Then pair each card with its corresponding

contrasting card in the other column. Place eachcard adjacent to its partner card from the othercolumn.

• Once you have arranged the double column chartto everyone’s satisfaction, discuss the contrastingcharacteristics of the two groups. How will thisexercise help you to identify students who mightneed an additional challenge?

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Options for Pre-assessmentBefore a New Instructional Unit

• Pre-test students on unit concepts, skills, and facts.• Give the chapter test first.• Survey students about their experience & comfort

level with the material.• Survey students on areas of interest in unit.• Complete a KWL chart (know/want to

know/learned).• Use “find my partner” cards or match-up game.• Students create PSAs on what they know already.• Students write ironic statements on unit concepts.

Formative Assessment Methods• 3-2-1 Cards• Red/Yellow/Green “Traffic Lights” on Each Desk• Five Fingers in Front of Chest• Simultaneous Facial Expressions• White Board Challenges• Questions in the Box• Summary• Identifying Summaries and Differences• Defining Academic Vocabulary Terms

Management for DifferentiatedCurriculum and Instruction

The First Days• Meeting students at the door with a seating chart• Writing letters to the teacher: Everything I should know

about you given that I am going to be your _____ teacherthis year

• Reviewing course expectations and guidelines multiplechoice group “tests” with prizes

• Introducing class participation rubric• Collecting vital information on color coded index cards

and in surveys• Modeling and scoring a personal museum

Values to Transmit

• Respect for others• Respect for classroom• Respect for class time• Respect for academic

rigor• Respect for risk-taking

• Respect for differentiatedcurriculum and instruction

• Respect for collaboration• Respect for the student-

teacher relationship• Respect for self• Respect for hard work

over luck and talent

A Respectful Classroom forEveryone Regardless of…

Religious andPoliticalAffiliation

Ability andDisability

Looks and Size

SexualOrientation

Sex and GenderEconomicBackground

Race orEthnicity

Country ofOrigin

PrimaryLanguage

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Practicing Routines

Food and drinkpolicy

Restroom visitprocedure (andlog)

Format andprocedure forsubmitted work

Late work andextensionpolicies

Procedure forrandom reading“card” quizzes

Randomhomeworkcheck procedure

Obligations afterabsences

Roll takingprocedure

Tardy procedure(and tardy log)

Community Builders to Beginthe Year

Positive Tattlingand Bragging

“Board ofDirectors” GoalSetting Activity

Ten UnusualCommonalitiesWe Four Share

Line Ups byInterests andExperiences

PersonalTimelines

PersonalMuseums

“All About ____”Pages

Interest CircleActivity

Huddle Tag

Community Builders Throughoutthe Year

Shuffle YourBuns (and MoreLine Ups)

“Name ThatBaby” Contest

The “RiddleScale” Activity

“If you reallyknew me, youwould know…”

Heart TalkDay of Thanks

Respecting the“Home Court”Advantage

Circle ofRespect

“Lift SomeoneUp” Cards

Bad Ideas• Attempting to become your students’ “friend”• Seeing this as your second shot at having a great high

school experience• Letting students sit wherever they want• Being inconsistent about classroom and school policy

enforcement• Using sarcasm as a teaching tool• Permitting your students to say anything disrespectful

about any other students• Failing to make your daily course content rigorous and

relevant

Nine Management Tips

Be prepared toteach a rigorous,engaging class.

Call parentsearly to extolpositives.

Use “I think…Ifeel…I need” todirect a student.

Use positive andnegativereinforcers, notpunishment.

Regularlyrecognizestudents withgood conduct.

Call a student’sname politely toimproveconduct.

Award classparticipationgrades regularly.

Use proximityto improvestudent conduct.

Tell studentswhat you wantthem to do. NOVELTY

Using Project Menus and WholeClass Activities to Connect Students

to the Curriculum

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NOVELTY: Making LearningMeaningful

• Connecting the area of study to prior knowledge• Connecting the study to varied student interests• Connecting the study to events in students’ own

lives• Demonstrating to students the past, present, and

future value of what they’re learning• Connecting the curriculum to students’ varied

learning profiles• Fostering personal interpretations in the area of

study

Student Learning Profiles: 4-MATBernice McCarthy (University of Chicago)

TYPE 2 LEARNERSLearn from systematicpresentations of information.LECTURES, NOTETAKING,& READING!

TYPE 3 LEARNERSLearn from “hands on”practice. (Scientists, Athletes)LABS, PRACTICE, &ACTIVITIES!

TYPE 1 LEARNERSLearn when it’s personallymeaningful. (Philosophers)Relevant DISCUSSIONS!

TYPE 4 LEARNERSLearn by creating somethingnew. (Inventors, Artists)PROJECTS!

Gardner’s Eight Intelligences

• logical/mathematical• verbal• kinesthetic• musical• interpersonal• intrapersonal• spatial• naturalistic

Mathematics Learning Styles:mastery, understanding,

interpersonal, and self-expressiveRichard Strong, Ed Thomas, Matthew

Perini, and Harvey Silver

Imagine a mathematics test thatchallenges students to…

Compute with fractionsExplain how fractions work

Apply fractions to a real situationSolve a non-routine problem using

fractions

Novelty Oriented Activities

• Project Menus• Heart Talks and Other Affective Activities• Interest Centers• Personal Dictionaries• Varied Homework Assignment Choices• Real World Application Activities• Personally Meaningful Discussions• Options to Work with Others• Investigation into Ethics of the Subject Area

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…And We Cannot Forget theSocial Construct of Race

Honoring Students’ Varied Culturesto Help Narrow the Achievement Gapby Making Learning More Relevant

Why Are All the Black KidsSitting Together in the Cafeteria?

If you haven’t read Beverly Tatum’sbook yet, read it as soon as you can.

It serves as a powerful primer foranti-racist teachers.

Why we need to study students’ cultural needsas they pertain to public education…

• White cultural values dominate ourschools.

• Most California teachers are white,and most California students arenot.

• The equity gap for Blacks andLatinos has not narrowed.

• Many white folks do not seethemselves (or people in whiteculture) as privileged.

• Many whites avoid discussing and“seeing” race.

• Most educators are not aware of theneeds of students of color.

The Values of White MainstreamAmerican Culture

• competition• individuality• hard work• religion• equality• nationalism• success• material wealth• democracy• justice• efficiency

Culturally Appropriate InstructionalApproaches for Many Latinos

• Collaborative rather than independent activities• Cooperative rather than competitive tone• Opportunities to focus on family and friends (in assignments)• Explanations of how what is being learned is valuable now (not just in the

future)• Study of relevant Latinos, Latino art, Latino culture in every instructional unit• Spanish and English promoted as beautiful languages of equal value• Regard for working class families equivalent to that accorded white collar

families• Seating of Latinos together• Frequent and courageous discussions about race issues• Cognitive group activities like Reciprocal Teaching

Culturally Appropriate InstructionalApproaches for Many African-Americans

• Opportunities for students to demonstrate and earn academic credit foruse of oral language

• Cooperative rather than competitive tone• Allowing African-American students to sit together• Study of African-Americans and their history, art, and culture in every

instructional unit• Opportunities to move, talk, laugh, and enjoy one another• According as much respect for Black English as for standard English• Frequent and courageous discussions of race issues

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Be Aware of the Role of Culturein Discussions and Other

Classroom Activities

Mainstream AmericanDiscussions are Like Basketball

• The discussion is open to everyone.• One’s desire to participate leads to one’s level of

participation.• It is important to be respectful of others.• People take random turns with the “ball.”• Individual assertiveness is rewarded.• People shouldn’t speak simultaneously, as one person

holds the attention of the group until someone else takesthe attention from the first person, often by interruptingwhen the first person pauses for a breath.

Asian-American DiscussionsOften Resemble Bowling

• Speakers take turns and go in order.• There are pauses between turns.• To go out of turn is unthinkable.• To interrupt another player’s turn is also

unthinkable.• Individuals speak moderately.• Focus is more factual than opinion-oriented.

(No need for a referee.)

African-American, Latin-American, andMiddle Eastern-American Discussions Often

Resemble Rugby• Discussions are often emotional and noisy.• There is a variety of pitch and volume.• Socialization and camaraderie are also objectives.• Ideas are brought up and dropped quickly.• More than one person speaks at a time.• Folks sit more closely together, using touch and gesture

frequently.• Cooperation is used to advance a point.

The Elements of a Rigorous,Well Defined Assignment

• PROCESSING SKILLS (asking students to thinkhard--to build, create, invent, analyze, problemsolve, or evaluate--in order to make sense of thenew content)

• New and rigorous CONTENT to explore: facts,concepts, principles, attitudes, skills.

• Appropriate RESOURCES (and use of appropriateresearch skills)

• A well designed PRODUCT• A suitable project proposal and RUBRIC

Critical Thinking Skills• distinguish fact from

opinion• prove with evidence• note ambiguity• sequence• judge with criteria• compare and contrast• discover the concept

embedded within a novelproblem

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Problem Solving Skills• define the problem• ask and research relevant

questions• create a hypothesis• predict• gather and assess data• identify relevant decision-

making values• identify alternatives• verify a solution

Creative Thinking Skills• combine idea with other

understandings• transfer concept to other

appropriate settings• create analogies, models,

metaphors, symbols of theconcept

• pose and answerhypothetical questions

• redesign• generate new hypotheses

and ideas

PRODUCT POSSIBLITIES(Roger Taylor)

• a letter• a lesson• advertisement• animated movie• annotated bibliography• art gallery• block picture story• bulletin board• chart• choral reading• clay sculpture• collage• collection• comic strip computer program• costumes• crossword puzzle• dance• database• debate• demonstration• detailed illustration• diorama• diary• display• edibles• editorial

etchingexperimentfairy talefamily treefilmflip bookgame graphillustrated storyinterviewjournallabeled diagramlarge scale drawinglearning centerletter to the editormap with legendmazesmobile modelmosaicmuralmuseum exhibitmusical compositionneedleworknewspaper storyoral defenseoral reportplay

Heuristic for Creatinga Project Menu

• Decide on the enduring understanding and/or skill(s) youwant all students to develop from the projects.

• Review your pre-assessment data on individual students’learning styles, interests, and learning profiles.

• Create several standard projects typical for your gradelevel and subject area.

• Each project choice should contain a process activity, newcontent to be learned, a research component, and a productto demonstrate growth.

• Add several projects connecting your enduringunderstanding to other disciplines and talents.

Choreographing Student Learning:the Dance of Depth and Coverage

Using Tiered Assignments to ChallengeStudents at Varied Levels of Academic

Readiness and Preparation

DEPTH: Extending One’s Studyof Course Content

• Challenge advanced learners by directing them toextend their understanding of the area of study.

• Challenge struggling learners withoutoverwhelming them

• Provide students with tiered assignments, tieredlessons, and independent projects to make certainthat advanced students are challenged and thatstruggling students catch up to grade levelstandards.

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The Equalizer: Adjusting Assignments toCreate Appropriate Depth for Students

QuickerSlowerGreater IndependenceLess IndependenceFuzzy ProblemClearly Defined ProblemMore OpenMore StructuredGreater LeapSmaller LeapMany FacetsFew FacetsComplexSimpleAbstractConcreteTransformationalFoundational

Approaches to Greater Depth(Sandra Kaplan, USC)

• Language of the Discipline (experts’ nomenclature)• Details (parts, factors, attributes, variables)• Patterns (repetition, predictablility)• Trends (influence, forces, direction, course of action)• Unanswered Questions (discrepancies, missing parts)• Rules (structure, order, hierarchy, explanation)• Ethics (points of view, judgments, opinions)• Big Ideas (generalizations, principles, theories)

What Can Be Tiered?

• assignments• activities• homework• learning centers• experiments• materials• assessments• writing prompts

Heuristic for Creating aTiered Assignment

• Identify the essential understanding (concepts, principles,attitudes, knowledge base and/or skills) you want the students tocultivate as they complete the assignment.

• Write a typical standards based “grade level” assignment,containing the process, content, research, resources, andproducts the students will be using. Make certain that theactivity is interesting, challenging, and that it causes students touse key skills to understand the major idea or concept

• Study the pre-assessment data for the unit to identify the needsof struggling students and advanced students.

• Use the “Equalizer” to adjust at least one aspect of theassignment to make it even more challenging for some.

• Use the “Equalizer” to adjust at least one aspect of theassignment to make it more “do-able” for struggling students.Add scaffolding for support.

Tiered Activities in Summary

COMMONALITIES • Same concept or skill

• Whole class activity• Begin where studentsare.• Some activities in thetasks may be the same.• Challenge students withrespectful work that buildsunderstanding.

DIFFERENCES IN…• amount of structure• number of facets• complexity• pace• independence levels• complexity of resources• processing activities• product sophistication• clarity of the presentedproblem

US History Tiered Assignment

Journal of the IR’sEthics orroundtablediscussionw/ethicists,industrialists

ethics overviewsheets, primarydocuments, text

ethical dilemmasrelated to thecauses of the IR

Judge and provewith evidence

annotated causeand effect chart ora filmeddocumentary

text andbiographies ofCarnegie andWhitney

causes of theindustrialrevolution

Judge and provewith evidence

a dramatic sceneor a song

textcauses of theIndustrialRevolution

List and classify

PRODUCTSRESEARCH/RESOURCES

CONTENTPROCESSACTIVITY

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Middle School Language Arts

new or revisedpoem

lecture notes,poetry models

A poem to includeuse of three typesof irony

Rewrite orCompose

multi-paragraphessay OR largeand detailed Venndiagram

lecture notes, twopoems

Two poets’ uses ofthe three types ofirony

Compare andContrast

multi-paragraphessay OR detailedcomparison chart

lecture notesUses of three typesof irony (dramatic,verbal, situational)

Identify

PRODUCTSRESEARCH ANDRESOURCES

CONTENTPROCESSACTIVITY

Interest/Readiness Contest!With your group, create as many assignments as you can tofit in the empty slots in the grid. The x axis of the grid isGardner’s multiple intelligence learning styles. The y axisis Bloom’s Taxonomy of Higher Order Thinking Skills.

Each assignment must be respectful work (from anydiscipline) consisting of four elements: curricular content,a processing activity, research, and a product. Thepresenter will take from the grid any assignments not in theright place, not making sense, or not consisting of the fourelements noted above. Cards must be legible. The teamwith the most boxes filled wins!

FLEXIBLE GROUPING OPTIONS

• Project Menus (to extend the curriculum byconnecting it to students’ interests andlearning profiles)

• Pull Out Lessons (for enrichment, interest,or “catch up”)

Example: A teacher pulls aside five studentsfor a short lesson on using semi-colons, giventhat these students demonstrated an inabilityto use semi-colons correctly in their mostrecent essays.

MORE FLEXIBLE GROUPING OPTIONS

• Learning Centers (where students areassigned several stations related to theirparticular learning needs)

• Tiered Assignments (in which standardsbased assignments are adjusted into variouslevels of depth and complexity in order toproperly challenge struggling and advancedlearners as well as those at “grade level”)

MORE FLEXIBLE GROUPING OPTIONS

• Pair-Shares and Study Buddies (wherestudents are paired to make sense of a newconcept or skill, sometimes with a friend andsometimes with a lesser known classmate;sometimes the students are paired fromdisparate readiness levels, sometimes not.)

• Interest Centers (where students investigateseveral areas of interest related to the corecurriculum)

MORE FLEXIBLE GROUPING OPTIONS

• Comfort Zone Groupings• Example: A teacher may adjust the audience

of a student’s speech to include only her fourclosest friends and two classmates, allowingher to turn her speech into a duo event withanother hesitant speaker.

• Mixed Ability Groupings (Good oldfashioned cooperative learning, with rolesfleshed out to guide student conduct andproductivity)

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MORE FLEXIBLE GROUPING OPTIONS

• Learning Profile Groupings (assembled accordingto multiple intelligences, 4-MAT sectors,introversion/extraversion, personality type, orpreferred learning conditions)

• Motivational Level Groupings (It’s amazing howmuch previously unmotivated students can getmotivated when they’re placed into a group for amajor project and find themselves associated withother students who are also in the habit of allowingothers to do the work for them.)

MORE FLEXIBLE GROUPING OPTIONS

• Independent Work and Collaborative Work(Some students work best alone, while somework best in collaborative groups. It’s nice toget a choice sometimes.)

• Whole Class Instruction (Sometimes,grouping everyone together for a whole classactivity is the most sound approach tolearning.)

ONE LAST FLEXIBLE GROUPINGOPTION

• Oral Work and Written Work Groupings(Many students are most comfortabledemonstrating their learning through speech,yet most all of what we grade in school iswhat gets written down. Given that adultscommunicate most often in oral--not written--formats, it’s important to let students practiceoral language skills regularly.)

COMPLEXITY: Making Connections(Sandra Kaplan, USC)

• Relationships Over Time (between past, present,and future; within a time period)

• Points of View (multiple perspectives on the sameevent, opposing viewpoints, differing roles andknowledge)

• Interdisciplinary Relationships (within thediscipline, between disciplines, across thedisciplines: aesthetics, economics, history,philosophy, psychology, mathematics, science)

How Do We EvaluateDifferentiated Product?

• Provide differentiated rubrics for all assignments(or guide students in creating them).

• For a semester grade, you might wish half astudent’s grade to reflect standards basedachievement and the other half to reflect thatstudent’s growth in your subject area.

• Some districts give two marks: a letter (A-F)indicating the student’s grade based on individualprogress in the subject and a number indicatingwhether the student is working 1) above gradelevel 2) at grade level or 3) below grade level.

Stay in Touch With Steve Kahl forSupport on Curriculum Differentiation

• 408-395-0002 (phone)• skahl@earthlink.net (email)• Remember to take SMALL STEPS. Don’t

try to differentiate every assignment everyday!