DifferentiationMarysville Middle

SchoolJennifer Evans

Assistant Director ELA

St. Clair County RESA

Evans.jennifer@sccresa.org

http://www.protopage.com/evans.jennifer#Untitled/Home

Agenda

Define Differentiation

Why should we

differentiate?

How do we differentiate?

Practice

What is Differentiated Instruction?

Discussion of Article – What is Differentiated Instruction?m.socrative.comJoin room 980994Type response to question: What did you find was the most valuable piece of information for you in the article?

Differentiation is a philosophy, not a “Bag of Tricks.”

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. -- Tomlinson (2001)

Getting started on differentiation: http://www.youtube.com/watch?list=PLEFAFE68E0619FEC

6&v=LGYa6ZacUTM (Carol Ann Tomlinson 5 min.)

What is Differentiation?

Low level vs. high level work

Shooting straight down

the middle and hitting as

many as you can

Individualized instruction

with different lesson plans

for each student

Good Differentiation is not:

What Differentiated Instruction Is and Is Not

Using the Classroom Practices Inventory

handout, place an X on the line where you see

yourself today.

After beginning differentiation,

reevaluate yourself.

Classroom Practices Inventory

Why Do We Need Differentiated Instruction?

Our nation’s schools today are educating the

largest, most diverse student population ever,

to higher standards than ever before.

The most effective way to help students meet

standards is by differentiating your

instruction.

How Do I Differentiate?

Flexible use of student groups is the heart of

differentiated instruction.

Flexible Grouping

Discuss how you use the three kinds of

groups for differentiation. (see handout)

Three Kinds of Groups

Examples:

Student Need: Modification to Student Need:

Students in a 6th grade class vary in spelling from a 2nd grade level to a high school level.

Teacher uses procedure where all students are engaged in spelling at the same time but with different lists with varied levels of complexity (Modification of content based on student readiness)

Students finish their work at different times. Teacher establishes areas of the room where students may work if they have time. There are a variety of tasks available at each area based on what the student needs to work on and what they want to work on. (Modification of learning environment and process based on student readiness and interest.)

Students have great difficulty with writing. Teacher provides or posts lists of key words for each student. Teacher also supports students with webbing, discussing, and taping their ideas before writing. Students always have a place to go for help. ( Modification of process and learning environment based on student readiness.)

When learning goals are phrased as questions, they encourage inquiry rather than simply the

production of facts and memorized responses.

Use Essential Questions

https://www.teachingchannel.org/videos/differentiating-instruction-strategy (7th grade)

Differentiate Instruction Using Menus

http://foridahoteachers.org/instructional_strategies.htm#Orbitals

Instructional Strategies

Projects, Presentations, Performances Handout

End of Overview

Small Group Work

Handouts from Differentiated Instruction Book

Amountof Time Grouping Types of Activities

10- 15 minutes Whole group Mini- Lesson

10 minutes Individual Self- selected reading/ journaling/ writing

25 minutes Small groups Guided readingGuided writingRead to SelfWord workRead to PartnerWrite about ReadingDiscussionsConferring

5 minutes Sharing Share out what was learned

See handouts

http://larryferlazzo.edublogs.org/2012/01/09/the-best-resources-on-differentiating-instruction/ (Carol Ann Tomlinson – scroll down to video)

http://www.ascd.org/publications/books/105005/chapters/Setting-the-Stage-for-Change-Toward-Differentiation.aspx (Great resource with chart)

Differentiated Resources

Read article Mapping a Route Toward

Differentiated Instruction by Carol Ann Tomlinson

Discuss key points (Chips In)

Discuss how you will apply this in your own

classroomPlan the first step(s)

Educational Leadership

Group your students based on test results. (see report example)

Using lexile range, find suggested books based on student interest.http://www.lexile.com/fab/results/

Select book(s)

Select (focus) skill/strategy to teach for each group based on data and need

Use Core Progress learning progression (in STAR) to find additional information for each skill, teacher activities, and sample items or use your own materials to teach the skill/strategy. (See Mosaic of Thought handout)

Template Using STARS Data:

Skill Group Lesson Plan

Practice

The Reading Zone Discussion

Questions?