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Differentiation. On the Road to Success. Your curriculum guide can provide you with ideas as you work through these modules. Learning About Differentiation. This series of modules will guide you through the processes and strategies of differentiation.

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On the Road to Success

Your curriculum guide can provide you with ideas as you work through these modules.


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Learning About Differentiation

This series of modules

will guide you through

the processes and strategies

of differentiation.


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As a result of this session, participants will:

  • Know the Concept Map of Differentiation.

  • Extend differentiation experiences.

  • Understand the educational responsibility to differentiate.


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As a result of this session, participants will:

  • Consistently meet district expectations by using differentiation.

  • Know legal, professional, and ethical responsibilities.

  • Understand available options.


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Differentiation is

Providing options for students to

  • Take in new information.

  • Make sense of ideas.

  • Demonstrate learning.


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What is Differentiation?

Differentiation is reacting responsively to the learner’s needs to maximize student growth and success.


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Concept Map for Differentiating Instruction

Click here to see entire Concept Map


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Concept Map

Select words in italics to see

  • Definitions.

  • Examples.

  • Models of strategies.


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Strategies of Differentiation are . . .

  • Used across grade levels.

  • Used across disciplines.

  • Modified for the age.


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Differentiation is the teacher’s response to the learner’s needs.

Differentiation


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Principles of Differentiation must always be considered and never compromised!

Differentiation


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Principles of Differentiation: Respectful Tasks

  • Respecting readiness level.

  • Expecting students to grow.

  • Offering opportunities to explore.

  • Offering engaging tasks.


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Principles of Differentiation: Flexible Grouping

  • Individuals

  • Small groups

  • Classroom as

    a whole



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Principles of Differentiation: Flexible Grouping

Goal is to link learners with the essential knowledge and skills at appropriate levels of challenge and interest.


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Principles of Differentiation: Assess & Adjust

Formative assessment

  • Understanding

  • Performance

  • Level of proficiency


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Assessment always has more to do with helping students grow than with cataloging their mistakes.

Principles of Differentiation: Assess & Adjust


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Elements Used in Differentiation than with cataloging their mistakes.

  • Content

  • Process

  • Product


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Content is . . . than with cataloging their mistakes.

  • The input, the TEKS, the concepts, the principles, the facts, and the skills.

  • NON-Negotiable.


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Process is . . . than with cataloging their mistakes.

How the students make sense of the content.


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An effective activity . . . than with cataloging their mistakes.

  • Has a clearly defined instructional purpose.

  • Focuses students on one key understanding.

  • Ensures that students understand the idea.

  • Helps students relate new understandings and skills to previous ones.

  • Matches the student’s level of readiness.


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Product is . . . than with cataloging their mistakes.

The demonstration of the learning.


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Effective assignments for a product will . . . than with cataloging their mistakes.

  • Communicate clear objectives.

  • Provide for modes of expression.

  • Outline expectations.

  • Provide support and scaffolding.

  • Be flexible.


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Connectivity than with cataloging their mistakes.

Depth

Complexity

Roots of Quality Within Elements


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Connectivity is … than with cataloging their mistakes.

The way in which the teacher connects the learning with real life utility and prior knowledge.


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Examples than with cataloging their mistakes.


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Sentence 1 than with cataloging their mistakes.

Examples


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Connectivity than with cataloging their mistakes.

Connectivity provides

  • Relevancy

  • Interest

  • Anticipation

  • Positive feelings of success


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Depth than with cataloging their mistakes.

  • Depth allows explorations of content.

  • Depth provides opportunities to analyze key concepts and ideas.


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Complexity than with cataloging their mistakes.

Complexity provides opportunities to examine relationships between and within disciplines.


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Readiness than with cataloging their mistakes.

Assessment of Student Differences


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Readiness than with cataloging their mistakes.

Less ready may need

  • Help

  • More opportunities

  • Structured or concrete activities

  • Deliberate pace learning


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Readiness than with cataloging their mistakes.

More advanced may need

  • Skip practice

  • Complex, open-ended, abstract, and multifaceted activities

  • Brisk pace of work


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Interest than with cataloging their mistakes.

Interest refers to the child’s affinity, curiosity, or passion.


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Learning Profile than with cataloging their mistakes.

The learning profile has to do with how we learn.


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Strategy than with cataloging their mistakes.

Adapt

Content – Process – Product

based upon

Readiness – Interest – Learning Profile


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Strategies in Differentiating Sessions than with cataloging their mistakes.

Module 2: Modifications

Module 3: Compacting Curriculum

Module 4: Acceleration

Module 5: Independent Study

Module 6: Assessment and Reflection


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More Strategies for Differentiation than with cataloging their mistakes.

* multiple intelligences * literature circles

* jigsaw * tiered lessons

* taped material * tiered products

* anchor activities * learning contracts

* varying organizers * orbitals

* varied texts * 4MAT

* varied supplementary materials * interest centers

* learning contracts * interest groups

* small group instruction * varied homework

* group investigation * varied journal prompts

* varied questioning strategies *complex instruction


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Remember the Basics than with cataloging their mistakes.

  • It is a district expectation.

  • It is a learning process.

  • It is developmental.

  • Go slowly.


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Credits than with cataloging their mistakes.

Director

  • Kathryn Harwell Kee

    Former Director Staff Development, CFBISD, 1982-1994

    Former Asst. Superintendent, GCISD, 1994-2002

    Assistant Director and Commentator

  • Gerry Charlebois

    Lead Teacher Specialist, Advanced Academics

    Teacher Leader, Elementary and Middle School

    Special Thanks to . . . Support Staff

  • Dr. Charles Cole, Assistant Superintendent

  • Becky Pitzer, Coordinator of Staff Development

  • Paula Morrow, Technology Specialist

  • Dave Stephenson, Camera and Editor

  • Vince Cowdrey, Georgeanne Villard, and AMAT students

  • Suzy Hagar, Executive Director of Advanced Academic Services

  • Chris Salerno, Director of Media Services


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Credits than with cataloging their mistakes.

Schools and Teachers

  • Creekview High School: Matt Warnock, Kappi Helms, Mansoureh Tehrani

  • Newman Smith High School: Gerald Roulette

  • Blalack Middle School: Brittnie Bragg

  • Long Middle School: Tom Dowd and Dan Ford

  • Furneaux Elementary: Tara Lane

  • McCoy Elementary: Carol Schelp

  • Farmers Branch Elementary: Patry Marcum-Lerwick

  • Staff Development Liaisons: Stephanie Steele, Sharon Page, Christine Rowland


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Resources than with cataloging their mistakes.

  • The Differentiated Classroom by Carol Ann Tomlinson.

  • Leadership for Differentiating Schools and Classrooms by Carol Ann Tomlinson and Susan Demirsky Allan.

  • Best Practice: New Standards for Teaching and Learning in America’s Schools by Steven Zemelman, Harvey Daniels and Arthur Hyde.

  • Teaching Kids with Learning Difficulties in the Regular Classroom by Susan Winebrenner.

  • On the Road to Student Success, Curriculum Department of C-FB.

  • Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner.

  • “Administrative Issues Regarding Differentiation” by Susan Winebrenner, Presentation handout.

  • “Preparing Teachers for Differentiated Instruction” by John H. Holloway, Educational Leadership, September 2000.

  • The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners by Carol Ann Tomlinson, Sandra Kaplan, Joseph Renzulli, Jeanne Purcell, Jann Leppien, Deborah Burns.


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Resources than with cataloging their mistakes.

  • “Shifting into High Gear” by Evelyn Schneider, Educational Leadership, September 2000.

  • “Differentiation Committee Report” by Dr. Barbara Caffee, Carrollton-Farmers Branch Division of Instruction and Learning, February 2000.

  • “Reconcilable Differences? Standards-Based Teaching and Differentiation” by Carol Ann Tomlinson, Educational Leadership, September 2000.

  • Teaching Gifted Kids and Kids with Learning Difficulties in Mixed-Ability Classes by Susan Winebrenner.

  • Association for Supervision and Curriculum Development: Differentiating Instruction, Video Series.

  • “On the Road to Differentiated Practice” by Kim L. Pettig, Educational Leadership, September 2000.

  • “Gifted Kids Need an Education, Too” by Susan Winebrenner, Educational Leadership, September 2000.

  • “When Changes for the Gifted Spur Differentiation for All” by Sandra W. Page, Educational Leadership, September 2000.

  • Teaching With the Brain in Mind, Eric Jensen, (1998) ASCD.

  • “Independent Study: A Flexible Tool for Encouraging Academic and Personal Growth” by Carol Ann Tomlinson, Middle School Journal, September 1993.


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