Differentiated Instruction

1. Differentiated Instruction The philosophical underpinning of best practices Richard Cash, Ed.D. www.nrichconsulting.com

2. Differentiated Instruction • The proactive planning of curriculum and instruction so that each student learns effectively. • NOT just a “gifted” thing • Many current practices are “differentiation”- objective is to move forward. R. Cash, Ed.D.

3. Differentiated instructionallows students multiple options for: • taking in information, • making sense of ideas, and • expressing what they learn. R. Cash, Ed.D.

4. A Differentiated Classroom Learning contracts focuses on being student centered andprovides different avenues to • acquiring content (what students learn), • processing (making sense of ideas), and • developing products that demonstrate real learning. Interest groups Group investigations Learning centers Independent Projects Varying questions Compacting Flexible grouping Rubrics R. Cash, Ed.D.

5. Teachers who differentiate: • Provide students real choices in what they learn, how they learn and how they demonstrate learning (flexible and varied), • Offer real-worldchallenges that are directly connected to the students’ lives – i.e. home culture, language, background and experiences (rigorous and relevant), • Present the curriculum through interdisciplinary “big ideas” versus disconnected small facts (complex), • Utilize active, hands-on learning, • Make use of higher level thinking and questioning strategies, • Focus on students’ learning styles, • Incorporate creativity, • Emphasize brain-compatible instruction, • Use multi-media/technology, • Develop a sense of community, • Plan before, during and after instruction, • Create an environment of respect, • Have high expectations for ALL. R. Cash, Ed.D.

6. Learning centers Interest groups Group investigations Compacting Learning contracts Tiered activities/assignments/products Rubrics Alternative forms of assessment Independent Projects Flexible grouping Varying questions Mentorships/ apprenticeships Study buddies Use of varied text and resources Multi-age classrooms or groups Interdisciplinary Instruction production Multiple intelligence instruction Higher level thinking skills Creative and critical thinking skills Concept based instruction Open ended questioning Use of metacognition Whole class anchoring activity Content & activities balanced between student and teacher selected Mixed ability groups Homogeneous groups EXAMPLES OR STUDENT CENTERED INSTRUCTIONAL STRATEGIES: R. Cash, Ed.D.

7. Teaching for Successful Intelligence By Sternberg & Grigorenko Differentiating Instruction in the Regular Classroom: How to Reach And Teach All Learners, Grades 3-12 By Diane Heacox Brain-Based Learning & Teaching with the Brain in Mind By Eric Jensen The Complete MI Book By Kagan & Kagan Eight Ways of Knowing & Eight Ways of Teaching By David Lazear Developing the Gifted & Talents of All Students By Joseph Renzulli How to Differentiate Instruction In Mixed-Ability Classrooms By Carol Ann Tomlinson Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented By Susan Winebrenner Brain Matters: Translating Research into Classroom Practice By Patricia Wolfe Resources on Differentiation: R. Cash, Ed.D.