WHAT DO YOU KNOW?1. LIST THE THREE AREAS A TEACHER CAN DIFFERENTIATE. (3 PTS)

2.DIFFERENTIATION IS DEVELOPED ACCORDING TO A STUDENTS’ (THREE THINGS)? (3 PTS)

3.WHICH OF THE FOLLOWING IS CONSIDERED AN EXPERT IN THE FIELD OF DIFFERENTIATED

INSTRUCTION? (1 PT)a.ROBERT MARZANO

b.JOHN HATTIE

c. CAROL TOMLINSON

d.RICK SCOTT

4.WHEN DESIGNING A DIFFERENTIATED LESSON, THE LEARNING GOAL WILL ______________? (1 PT)

5.____________ IS A TERM THAT DESCRIBES HOW STUDENTS ARE GROUP FOR DELIVERY OF

INSTRUCTION. (1 PT)

6. LIST ONE OF THE THREE TYPES OF ASSESSMENT USED WHEN IMPLEMENTING DIFFERENTIATED

INSTRUCTION. (1 PT)

Differentiation Basics

• Pre-assessment• Flexible Grouping

(leveling)• Instruction• Formative Assessment• Adjusting Instruction• Flexible Grouping• Summative Assessment

Assessments Pre-assessment Flexible Grouping

(leveling) Instruction Formative Assessment Adjusting Instruction Flexible Grouping Summative Assessment

Pre-Assessment Formative Assessment Summative Assessment

BEFORE

(finding out)

DURING

(keeping track & checking up)

AFTER

(making sure)

Pre-test

KWL

Discussions

Work/writing Samples

Standardized Tests

Teacher Observation

Checklist

Conference

Peer Evaluation

Observation

Discussion

Questioning

Exit Cards

Note Check

Quiz

Journal Entry

Summary

Self Evaluation

Unit Test

Performance Task

Product

Demonstration

Portfolio

Flexible GroupingTEACHER-LED GROUPS (Valentino, 2000)

Grouping Options Teacher's Role Activities

Whole Class/

Small Groups

Explains procedures

Provides instructional scaffold

Facilitates discussion

Provides explicit instruction

Affirms student diversity

Outlining day's agenda/schedule

Giving an overview of concepts

Sharing student work

Presenting strategies

Developing background knowledge

Individual Guides individual development

Encourages individual student interests

Applying key concepts, strategies and skills

Composing written responses

Completing understanding

Creating own investigations

STUDENT-LED GROUPS (Valentino, 2000)

Collaborative

Describes students' roles

Describes students' interpersonal skills

Encourages student interaction

Monitors group effectiveness

Guides understanding

Affirms student diversity

Organizing collaborative project

Collaborating on projects

Sharing group projects

Discussing students' evaluation of group's success

Applying key strategies and concepts

Discussing different perspectives

Performance-

Based

Identifies students' needs

Provides instructional scaffold

Provides explicit instruction

Organizing short-term groups

Introducing new concepts

Teaching specific concepts, strategies and skills

Dyad (Pairs)

Identifies students' interests or needs

Models instructional strategies

Guides understanding

Assisting partners

Tutoring peers

Responding to peer writing

Collaborating

Pre-assessment Flexible Grouping

(leveling) Instruction Formative Assessment Adjusting Instruction Flexible Grouping Summative Assessment

TEACHERS CAN DIFFERENTIATE

CONTENT

WHAT ARE YOU TEACHING?

"what" the student needs to learn or how the

student will get access to the information

PROCESS

BY WHAT METHODS / ACTIVITIES YOU TEACH?

"activities" in which the student engages in order

to make sense of or master the content

PRODUCT

HOW WILL STUDENT LEARNING BE ASSESSED?

"how" students demonstrate what they know,

understand, and can do; culminating projects that

ask the student to rehearse, apply, and extend what

he or she has learned in a unit

ACCORDING TO STUDENT

READINESS

SKILL LEVEL

ABILITY

BACKGROUND KNOWLEDGE

INTEREST

STUDENT REQUEST

OUTSIDE INTERESTS

MOTIVATIONAL TOPICS

LEARNING PROFILE

LEARNING STYLE

GROUPING PREFERENCE

ENVIRONMENTAL PREFERENCE

Content Process Product

Readiness Leveled Text

Enrichment Clusters

Learning Centers

Learning Contracts

Tiered Lessons

Tiered Assignments

Questioning Techniques

Jigsaw

Compacting

Anchor Activities

Enrichment Clusters

Compacting

Alternative Assessment

Graduated Rubrics

Interest Independent Study

I-Search Reports

Open-ended activities

Interest Stations / Centers

Surveys of Interest

Materials

Interest Group/Station

Choice Boards

Interest Centers

Independent Study

Tic-Tac-Toe

RAFT

Learning

Profile

Entry Points

Problem Based

Project Based

Note Taking Organizers

Varied Approach

Flexible Learning Environment

Multiple Intelligence

Graphic Organizers

Menu

Alternative assessment

RAFT

Tic-Tac-Toe

GROUPS

BELOW 0%-20%

ON 30%-90%

ABOVE 100%

ELL

LEARNING CONTRACTan agreement made between the teacher and the student in

which the student agrees to accomplish certain assignments.

MENUProvides students Provides students with some choice

Can be tiered by readiness, learning style or interest

TIERED ACTIVITYbeginning where they are, students will work at a level that

builds on their prior knowledge but still provides for individual

growth.

TIC TAC TOEcan be a great motivator for students to participate. It allows for

student choice.