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Is this differentiation

Why differentiate???.

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Is this differentiation

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    1. Is this differentiation? Making adjustments that consist of varying the level of difficulty of questions for certain students Grading some students harder than others Letting students who finish early play games for enrichment Requiring advanced learners to do more after completing the regular work Giving extension assignments after completing the assignment “regular work, plus”

    2. Why differentiate??? “When a teacher tries to teach something to the entire class at the same time chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t.”

    3. What is Rarely differentiated? Big Ideas Essential Questions Content Standards KUD (Know/Understand/Do) Results Desired – Clear Goals Worth remembering for 40 years (enduring) – “priorities” vs. 40 weeks or 40 days

    4. Differentiation …intelligent response to needs of learners and their ability to accomplish clear learning goals

    5. Differentiation is….. A way of thinking about teaching – not a formula or program A teacher’s response to learners’ needs guided by respectful tasks, flexible groups, ongoing assessments and adjustments What educators do to use, apply, and adapt differentiated strategies and tools with the goal of maximizing the knowledge, understanding, and skill of the full range of learners

    6. Differentiated Instruction is: Proactive (common learning goal) Rooted in assessment (evidence) Multiple approaches to content, process, product Student-Centered (growth) A blend of whole-class, group, and individual instruction Dynamic – ongoing (way up; not out)

    7. Key Principles Start with good curriculum (vehicle/framework/foundation) that can be adapted to meet varied student needs Start with essential questions (non-negotiable) Clarity (clear learning goals) about what students should Know Understand Do KUD (cohesive in nature)

    8. WHAT do we know about the learner? Lexiles? - NWEA RIT scores? – MCAs? Pre-tests? – Interest Surveys? Learning styles? Skill Levels? Language Proficiency? Learning Difficulties? Background experiences/knowledge? Motivation? Social/Emotional Development?

    9. Before we differentiate… We must consider: Student’s learning styles (Process) Visual, auditory, kinesthetic Achieved through learning style inventory Student’s Interests (Product/Content) Achieved through interest inventory and relationships Student’s Readiness Level (Content) Achieved through student data “Prior to differentiating we have to have a firm starting point…”

    10. Gathering info and data How will I assess what students know/do? Gathering evidence (prior knowledge, pre-test, interest level, skill level, readiness, motivation, traits, needs, etc.) Comprehensive “look” – “album” (“profile”) Given the goals, what evidence will I accept? (assessments – “compass” to the goals) Performance Tasks, Rubrics – “Levels” Other evidence (e.g., formative, student work, results of learning)

    11. Types of learners

    12. The Differentiated Classroom Redesign Classroom Practices

    13. Key Points – Foundational Beliefs All students can/should learn. Intelligence is not fixed. Students differ as learners – do not all learn in the same way. All students require respectful, engaging, and rigorous learning experiences. Learning should be about individual growth and progress.

    14. And…. It is all about what students learn. Effective teachers know their students’ profiles and act on this knowledge. The art of teaching is maximizing our students’ success in learning. Teachers need to help students accept responsibility for their growth and learning progress.

    15. A differentiated classroom Manipulates the externals through accommodating individual learning interests, profiles, styles In order to bring out the inner motivations, skills/talents of each individual student Is “student centered” – with a focus on student learning

    16. A differentiated classroom Offers students choices (seek balance) Matches students with tasks compatible with their individual learner profiles Challenges students at appropriate levels (“zone of proximal development”) Students matched with tasks in which they will be successful with EFFORT Rigor requires being out of comfort zone

    17. Difficulty vs. Complexity Difficulty - amount Refers to the amount of effort the learner expends within a level of complexity Great effort – at lowest level of thinking – more work not more learning Difficult - but not complex Complexity - level Thinking the brain uses to process the information Moves up the taxonomy What is? Tell me in your own words what is meant? Ability – not the same as time to learn/process

    18. CHOICE (Learning – Episode) Shows respect for the learner Ensures the learner is engaged Increases the student’s motivation Attaches emotions – learning is social Makes sense (#2) – connected to experience (builds the infrastructure) Has meaning (#1) – relevant to student’s life

    19. Support Learning with DI Create the social climate conducive for learning Emphasize the work of the individual and the work of the community (mixed groups, flexible groups) Make connections Find a way for all students to thrive, not just survive

    20. Connections – Best Practices READINESS INTEREST LEARNING PROFILE Data about the learner GROWTH MOTIVATION EFFICIENT & EFFECTIVE

    21. Defining Differentiated Instruction Teachers can differentiate in 3 ways Differentiate by Content What we teach Differentiate by Process How We teach Differentiate by Product How the students show what they’ve learned

    22. Content-Process-Product CONTENT: How do we modify our teaching strategies to help students acquire the knowledge and skills they need? PROCESS: How do we ensure all students achieve the learning goal? What evidence will we accept? PRODUCT: How do we adjust or modify the way we assess student learning and measure student growth?

    23. What can be differentiated? Content Learning Materials Texts (genres, lexiles, etc.) Substance (Depth, Length, etc.) Multi-faceted, Interdisciplinary Complexity vs. Difficulty Student Choice

    24. Teachers can differentiate…. Content Readiness Interests Learning Profile

    25. How? Varied text (leveled books) Varied tasks/assignments Learning Centers Tiered (leveled) Tasks Groups – Interest, Readiness, etc. Choice – Learning Contracts, Projects

    26. What can be differentiated? Process Respectful Tasks (readiness level, lexiles, interests, etc.) Learning Styles – preferences Small Group, Independent Tiered Lessons Choice

    27. Teachers can differentiate…. Process Readiness Interests Learning Profile

    28. Multiple paths…to KUD 1 – Describe it 2 – Draw it 3 – List words to tell about it 4 – Tell the +s and -s about it 5 – Compare it 6 – Connect it

    29. What can be differentiated? Product Play Photo Journal Literary Review Model Choice

    30. Teachers can differentiate…. Products Readiness Interests Learning Profile

    31. Product (Result of Learning) Presentation, project, report Cartoon, graph, diorama, collage Pamphlet, Survey, Script, Scrapbook Puppet show, Role-playing, Skit Puzzle, Index, Timeline, List Recipe, Map, Pińata, Lyrics, Poem Proverb, Legend, Letter, Memoir

    32. What is best differentiated? Learning Plan and Activities Quality Instruction (appropriate, purposeful, relevant, efficient, effective) Tailor content, process, product (e.g., tiered activity) Tasks - way up; not way out Tasks – some choice/options - respectful, engaging, challenging Flexible grouping (may not the same as “ability grouping”)

    33. Respectful tasks… Student’s readiness for a particular learning experience All versions of work lead to the same KUDs Provide choice when possible (increases engagement and relevancy) Provide appropriate scaffolding for all students Allow students to work in flexible groups – support each other; learning is social Engage in ongoing dialogue with students

    34. Finally… “Differentiation doesn’t suggest that a teacher can be all things to all individuals all of the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.” (Carol Ann Tomlinson)

    35. Differentiation Sources The Differentiated Classroom by Carol Ann Tomlison (1999) Differentiated Instructional Strategies by Gayle Gregory and Carolyn Chapman (2002) Differentiating Instruction in the Regular Classroom by Diane Heacox (2002) Differentiation in Action by Judith Dodge (2005) Integrating DI and Understanding by Design by Carol Ann Tomlison and Jay McTighe (2006) Making Differentiation a Habit by Diane Heacox (2009)

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