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Differentiation in the Classroom. Connie Papineau UNE 610 July 28, 2009. A little bit of instructions first!. To access all underlined hyperlinks throughout this presentation; Highlight link, right click then select “open hyperlink.” Please Enjoy!.

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differentiation in the classroom

Differentiation in the Classroom

Connie Papineau

UNE 610

July 28, 2009

a little bit of instructions first
A little bit of instructions first!

To access all


hyperlinks throughout this presentation; Highlight link, right click then select

“open hyperlink.”

Please Enjoy!

differentiated instruction basics
Differentiated Instruction Basics
  • Student centered instruction
  • Teaching strategies focus on students multiple learning styles
  • A way of cognitively approaching teaching and assisting learning for all students in the multi- ability classroom

Carol Tomlinson defines differentiated instruction as---

      • The process of ensuring that what a student learns, how the student learns, and how the student demonstrates what he/she has learned matches that particular student’s interests, readiness level and preferred mode of learning.

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what we have done
What We Have Done
  • Most schools have cookie cutter students
  • Creating cookie cutter assignments
  • Taking cookie cutter assessments

(Tomlinson, 2001)

multiple intelligences and learning styles
Multiple Intelligences and Learning Styles

“An intelligence is the ability to solve problems, or create product’s that are valued in one or more cultural settings.”

  • Frames of Mind, 1983 Howard Gardner

Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences:

what does the theory of multiple intelligences m i mean to the student
What does the Theory of Multiple Intelligences (M.I.) Mean to the Student?
  • Verbal-Linguistic Intelligence – reading, seeing, hearing words, speaking, writing, discussing, & debating
  • Mathematical-Logical Intelligence – working with patterns and relationships, classifying, categorizing, working with the abstract

Musical Intelligence – melody, singing, listening to music and melodies

  • Visual-Spatial Intelligence – working with pictures, colors, visualizing, drawing

Bodily-KinestheticIntelligence – toucing, moving, processing knowledge through bodily sensations

  • Interpersonal Intelligence – sharing, comparing, interviewing, cooperating.

Intrapersonal Intelligence – working alone, doing self paced projects, having space, reflecting

  • Naturalist Intelligence – working in nature, exploring things, learning about plants and natural events

Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here

      • *http://www.thirteen.org/edonline/concept2class/mi/index.html

Highlight all hyperlinks, right click. Go to open hyperlink to explore web sites


How can I include numbers, classifications, critical-thinking and calculations in my lessons?

When can I include reading, writing, and speaking in my lesson?

How can I include visuals, colors, art, graphs, and pictures in my lessons?

Can I put music, sounds, and rhythms into a lesson?


Where can I put movement, exercise, drama, and crafts into a lesson?

Where can I include private learning into a lesson?

How can I include group work, peer sharing, and discussion into a lesson?

Where can mother nature fit into a lesson?

ok so you know your student s learning styles now what
Ok, so you know your student’s learning styles, now what?
  • Tomlinson (Tomlinson, 2001)

suggests that you begin by incorporating a few different learning styles that you are comfortable with and you will hit many of your students preferred styles.




Whole to part

Part to whole


Focus on one thing at a time to change in your curriculum

    • Lesson Design- team teaching, lessons incorporating several MI theories, student opinions valuable
    • Interdisciplinary Units-
    • Projects created with differentiation in mind with something for all with the end learning results the same
    • Assessments that allow students to “show” what they have learned
    • Mastery- gaining mastery of a skill or concept allows the student to “own "it

*(Guignon, 1998)


Use student centered lessons and student choices in your lesson when giving choices (these are just a few)

    • Incorporate web quests
    • I-searches
    • Design-a-day
    • Group investigation

Use multiple assessments before, during, and after lessons

    • Pre-assessments: this is essential for planning and diagnosis of student needs (Chapman 2005)
      • What does that student know?
      • Do the students have any experiences in the area?
      • What skill level is the student?
      • What is the student’s overall readiness?
pre assessment strategies
Pre- assessment strategies
  • Informal
    • Response cards
    • High to low cards
    • Agree/disagree charts
    • Survey
  • Formal
    • Open ended questions
    • Multiple choice
    • True false
    • Matching
a few on going assessment strategies
A Few On Going Assessment Strategies
  • Post it notes on various answers in text
  • Game pieces placed on boards
  • Cash in- students write three words on cash register tape and pass it on
  • Note taking
  • Highlighting
  • Graphic organizers
  • Label it
  • Concrete shape fill ins
final assessments
Final Assessments

Rick Sciggins Assessment linked to standards

This will link you to a podcast transcript that defines standards based final assessments

. Tomlinson believes that traditional testing is a system that can be changed if everyone (parents, students, and staff) are on the same page. Tomlinson 2001

  • Highlight all hyperlinks, right click. Go to open hyperlink to explore web sites
differentiated final assessments
Differentiated Final Assessments
  • Travel Brochures
  • Puppet Shows
  • Newspaper Article
  • Interviews
  • Letters to the editor
  • Poem writing
  • Authentic Recipes
  • Teach a class
  • Design a web page
  • Complete a web quest

The Possibilities are Endless

now what
Now What?
  • Great, you have now taken the first steps toward differentiated instruction in the classroom!
  • But wait; there are some great sources to help you along the way.
learning styles inventory resources
Learning Styles Inventory Resources
  • learning-styleonline.com/inventory/questions
  • learning Styles Quiz
  • Printable Learning Styles Inventory
  • These are just a few. You can also find many that you can copy for your students.
  • Highlight the hyperlinks, right click, open hyperlink.
student interest inventory
Student Interest Inventory
  • Getting to know your students is very important. What do they like? What do they do in their free time? Here is a very user friendly Student Inventory that you can print and keep handy all school year long

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  • Adapted from: Holzschuher (1997).How to Handle Your Classroom.
  • Name______________________ Date______________________
  • 1. My favorite school subject is _______________________________.
  • 2. My friends are __________________________________________.
  • 3. I like to read books about __________________________________.
  • 4. Things I like are _________________________________________.
  • 5. My favorite color is _______________________________________.
  • 6. I would like to take a vacation to ____________________________.
  • 7. In my free time I like to ____________________________________.
  • 8. My favorite food is _______________________________________.
  • 9. My favorite song or movie is _______________________________.
  • 10. What I liked least about school is ____________________________.
  • 11. If I had 50 dollars, I would _________________________________.
  • 12. In the future, I would like to be a ____________________________.
  • 13. If I could invent something to make the world a better place it would
  • be _______________________________________________________.
  • 14. The person I most admire is ___________________________. The
  • reason I admire this person is because__________________________.
  • _________________________________________________________.
  • 15. Things I dislike are ______________________________________.
  • 16. My favorite sport is _______________________________________.
  • 17. My hobbies are __________________________________________.

Differentiated Lesson Plan TemplateGrade Level_______________ Developed by__________________Subject___________________ Concept_______________________Planning: What Students will: KNOW UNDERSTAND DO Standards, content Principles, Generalizations Objectives, Outcomes1 1 12. 2. 23. 3 34. 4 4 Essential Questions:Pre-Assessment:Assessment:Number of StudentsLevel oneLevel twoLevel ThreeLevel FourRe-teaching Concepts:

  • Subject / Name of Activity or idea:(Grade levels):
  • Rationale:
  • (Include Benchmarks, if applicable)
  • DI Strategy: (i.e., Cubing, contracts, tiered lesson)
  • Differentiate What? (Content, Process, and/or Product)
  • Differentiate How? (i.e., Readiness, interest and/or learning profile)
  • Resources Needed:
  • Teacher Preparation:
  • Explanation:  (Include approximate time to complete project, grading rubric and any forms or worksheets, if applicable.)

Available at http://www.tandl.leon.k12.fl.us/lang/Lessontemplate.html

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differentiated instruction very helpful web sites to explore
Differentiated Instruction Very helpful web sites to explore
  • Differentiated Instruction Scavenger Hunt
  • Can Novice Teachers Differentiate? Yes!
  • DI extras
  • Differentiate: Why Bother
  • Classroom example of Differentiation
  • Differentiation in the classroom example 2
  • Guignon, A. (1998). Multiple Intelligences: A theory for Everyone. Retrieved July 21, 2009, from Education World: http://www.education-world.com/a_curr054.shtml
  • Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (second ed.). 2001: ASCD Publications.