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Differentiating Instruction. K-W-L. This is what I know about Differentiating Instruction (DI) This is what I want to know about DI This is what I learned about DI. Differentiation is…. Creating different opportunities within the same curriculum

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K-W-L

  • This is what I know about Differentiating Instruction (DI)

  • This is what I want to know about DI

  • This is what I learned about DI


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Differentiation is….

  • Creating different opportunities within the same curriculum

  • Putting students in situations where they don’t know the answer – often

  • Differing the product from simple to complex

  • Differing the process from concrete to abstract


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Differentiation is……

  • Differing the content from below to above grade level

  • Differing the pace from slow to accelerated


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Differentiation isn’t…..

  • Creating more work (extra credit or “do this when you’re done.”)

  • Using higher standards when grading

  • Giving the same work, but expecting more

  • Providing free-time challenge activities


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Differentiation isn’t…..

  • Using capable students as tutors to classmates

  • Using individualized instruction exclusively


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Carol Tomlinson, Ph.D.

“Differentiation calls on us to make big leaps in the way we think about the classroom and curriculum. It takes a willingness to be a teacher who partners with kids in teaching and learning – who’s more of a facilitator than a dictator. It challenges the sense that curriculum is just coverage of facts.”


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How Do I Differentiate?

  • Keep the focus on concepts, emphasizing understanding and sense-making

  • Use ongoing assessments of readiness and interests – preassess to find students needing more support and those who can excel

  • Make grouping flexible. Move between whole-group, groups, and individuals.


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Why should I differentiate?

  • There is strong evidence that meeting students where they are and addressing their needs is more likely to make their learning efficient and effective.


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Why

  • Meet the diverse needs of ALL our learners

  • Multiple Intelligences, IEPs and 504 plans, learning styles, cultural and linguistic differences

  • Address the Standards (local, state, and national)


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When and How

  • Daily, weekly, monthly, yearly

  • Teachers move away from seeing themselves as keepers and dispensers of knowledge

  • Teachers move toward seeing themselves as organizers of learning opportunities

  • Teachers organize classes for effective activity with a concentration on exploration


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Rules of Thumb – How to differentiate

  • Be clear on the key concepts and generalizations

  • Every lesson should emphasize critical thinking

  • Every lesson should be engaging

  • Provide a balance between student-selected and teacher assigned tasks and working arrangements



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3 Aspects of Differentiating

  • Content: refers to concepts, principles, and skills that teachers want students to learn

  • Process: refers to the activities that help students make sense of, and come to own, the ideas and skills being taught

  • Products: refers to culminating projects that allow students to demonstrate and extend what they have learned


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What does a differentiated classroom look like?

  • Teachers begin where the students are

  • Teachers engage students in instruction through different learning modalities

  • A student competes more against him/herself than others

  • Teachers provide ways for each individual to learn

  • Teachers use classroom time flexibly


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Where do I go for help?

  • LessonPlanet.com

  • www.repidresources.com

  • Motherearthnews.com

  • www.everythingesl.net/


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Where do we go from here?

  • Set clear expectations for student-centered responsive instruction

  • Create mentoring opportunities between and among your colleagues

  • Look to teachers who practice DI to provide models

  • Start slowly and purposefully – don’t take on any more than you’re ready for!



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Differentiating Instruction:Something you can do to Meet All Your Students Needs


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Differentiating Curricular elements

  • Content: refers to “input” of the unit – ideas, concepts, information and facts

  • Process: refers to the ways students make their own sense of the content or input. Process is the how of teaching


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Product

  • Product is the output of the unit or the ways students demonstrate their understanding of the content: role-plays, multimedia presentations, brochures, plays, songs, graphic organizers, posters, research papers, essays, videos, etc.


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When organizing a differentiated lesson, ask these ?’s

  • What are the key concepts that every student must know, understand, and be able to do?

  • What is being differentiated? (content, process, product)

  • How is this lesson being differentiated? (readiness, interests, learning profiles)



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THINK/PAIR/SHARE access, efficiency)

  • 1. How can you create a learning environment that supports differentiation of instruction?

  • How can you prepare students for differentiation of instruction?

  • What can you do to help students understand their learning differences?


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DI Terms access, efficiency)

  • Anchoring Activities: These are done at the beginning of the class period. The teacher provides students with options of things they may work on as an initial exercise. Usually they are a series of tasks. Students move from task to the next as they are completed.


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DI Terms access, efficiency)

  • Adjusting Questions: These can be in the form of a daily quiz or question/answer period during which time the teacher determines comprehension of previous class work. The teacher can target interest, readiness, and level of complexity of students.


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DI Terms access, efficiency)

  • Tiered Assignments: Providing students a variety of choices, depending on degree of interest, readiness, and complexity.


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DI Terms access, efficiency)

  • Learning Contracts: Students are provided with a listing of which tasks are to be completed.

  • Flexible Grouping: Teachers group students according to mixed readiness and/or interest.


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K-W-L Differentiated Instruction access, efficiency)

  • This is what I know.

  • This is what I want to know.

  • This is what I learned.


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