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Strategies for Managing Differentiation. Peg Curtis Hall Memorial School Willington, CT. Differentiation because…. Thinking about who we teach and where we teach. Who we teach. How we teach. Where we teach. What we teach. Tomlinson ‘01. What is differentiated instruction?.

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strategies for managing differentiation

Strategies for Managing Differentiation

Peg Curtis

Hall Memorial School

Willington, CT

thinking about who we teach and where we teach
Thinking about who we teach and where we teach

Who we teach

How we teach

Where we teach

What we teach

Tomlinson ‘01

differentiated instruction means
Differentiated instruction means…
  • Changing the pace
  • Level
  • Kind of instruction

To

Meet the individual needs, styles and interests of learners.

essential question for differentiated instruction
Essential question for differentiated instruction…

How do I create a place that dignifies the possibilities of each student who shares it?

  • A place where it’s good to be who you are
  • A place where it’s possible to see who you can become
  • A place that casts each student as a worker, winner and contributor,
  • A place where there is always a journey and always support for the journey.
k u d o s
K U D o ‘S

What do you want your students to …

Know

Understand

Be able to DO

Heacox 2007

what can be differentiated
What can be differentiated?
  • Content
  • Process
  • Product
what you need to consider
What you need to consider…
  • Student readiness
  • Student interest
  • Student learning styles
content
Content

Start with: Pre-testing, KWL, self-assessment, brainstorming

Continue by : Compacting, providing mini lessons to re-teach or extend

Use: student interest to hook and build enthusiasm.

content example
Content example

Science night – Long term project whose purpose was to show understanding of scientific method

Brainstormed, researched ideas

Mini lessons to teach/extend scientific method ideas

Students chose individual project

process
Process

Start with: What you want students to know and understand

Continue with: Tiered activities/labs, independent studies, jigsaw, problem-based learning

Use: Continual assessment to monitor progress

process example
Process example…

Tiered Density Labs

Students solve same problem BUT

One lab requires students to identify exactly how they will solve the problem

Another version of the same lab asks questions to prompt students to solve the problem

product
Product

Start with: Instruction that helps students know and understand

Continue with: a menu of ways students can show understanding by doing

Use: a common rubric to access the understanding

product examples
Product examples:

What are atoms? Objective: show structure of an atom and how the subatomic particles interact

Project choices:

  • Create the atoms family album
  • “Who Am I” flip up book/poster
  • Atomic poetry
  • Fiction (write a story – model on “What is Smaller than a Pygmy Shrew)
  • Make a game – board or card game
  • Create word puzzles including vocabulary
  • Write and perform a skit
  • Make a quiz board
easy lo prep ideas for differentiation
Easy, Lo-prep ideas for differentiation…

Choices of books

Homework options

Reading buddies

Varied journal prompts

Student-teacher goal setting

Flexible seating

Varied supplemental materials

Design-a-day (students create goals, timeline and assess their own progress)

more…

more getting started activities
More getting started activities…

Negotiated criteria (Teachers set criteria, students add activities based upon interest)

Options for varied modes of expression

Think-pair-share by readiness, interest, learning profile

Open-ended activities

Mini workshops to re-teach or extend learning

Jigsaw

Explorations by interest

Multiple levels of questions

Tomlinson 2001

hi prep ideas
Hi-prep ideas…

Tiered activities/labs

Tiered products

Independent studies

Multiple texts

Alternative assignments

Learning Contracts

Multiple intelligence options

Compacting

Webquests

Entry points

more…

more high prep ideas
More high prep ideas

Community mentorships

Interest groups

Tiered centers

Interest centers

Personal agendas

Literature circles

Stations

Tape recorded materials

Teams, games, and tournaments

Choice boards

Tomlinson 2001

resources
Resources
  • Heacox, , Diane. Differentiating Instruction int the Regular Classroom. Minneapolis: Free Spirit Publishing Inc., 2002.
  • Tomlinson, Carol Ann . How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria: Association for Supervision and Curriculum Development, 2002.
  • Tomlinson, Carol Ann, dir. Best Practices Institute. <http://www.hhh.k12.ny.us/uploaded/PDFs/DI_Pdfs/Day_1/tomlinson.pdf>.