Architecting the Promise of Differentiated Instruction ...
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Architecting the Promise of Differentiated Instruction Carol Tomlinson Media The Differentiated Classroom: Responding to the Needs of Elementary Learners. http://tinyurl.com/ya8j2c5f The Differentiated Classroom: Responding to the Needs of Secondary Learners. http://tinyurl.com/y7983fl8 Books The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. Carol Tomlinson. http://tinyurl.com/y8859ao7 The Differentiated School: Making Revolutionary Changes in Teaching and Learning. Carol Tomlinson, et al. http://tinyurl.com/yd43ycas Leading for Differentiation: Growing Teachers Who Grow the Kids. Carol Tomlinson and Michael Murphy. http://tinyurl.com/y74kj7th Differentiation Central. www.differentiationcentral.com Websites Understanding Differentiated Instruction: A Quick Reference Guide. Carol Tomlinson. https://tinyurl.com/ydxqvmya Other Resources http://plearn.co/sped-ahead new realities new choices Presenter: Dr. Carol Tomlinson [email protected] The information listed is shared with the permission of the presenter and/or the publisher(s) Webinar series sponsored by: Resource Handout
Transcript of Architecting the Promise of Differentiated Instruction ...
Architecting the Promise of Differentiated Instruction
Carol Tomlinson
Media
The Differentiated Classroom: Responding to the Needs of Elementary Learners. http://tinyurl.com/ya8j2c5f
The Differentiated Classroom: Responding to the Needs of Secondary Learners. http://tinyurl.com/y7983fl8
Books
The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. Carol Tomlinson. http://tinyurl.com/y8859ao7
The Differentiated School: Making Revolutionary Changes in Teaching and Learning. Carol Tomlinson, et al. http://tinyurl.com/yd43ycas
Leading for Differentiation: Growing Teachers Who Grow the Kids. Carol Tomlinson and Michael Murphy. http://tinyurl.com/y74kj7th
Differentiation Central. www.differentiationcentral.com
Websi tes
Understanding Differentiated Instruction: A Quick Reference Guide. Carol Tomlinson. https://tinyurl.com/ydxqvmya
Other Resources
http://plearn.co/sped-ahead
new realities
new choices
Presenter: Dr. Carol Tomlinson [email protected]
The information listed is shared with the permission of the presenter and/or the publisher(s)
Webinar series sponsored by:
Resource Handout
Belief Implications for Environment
Implications for Curriculum
Implications forInstruction
Implications for Assessment
Teaching isTelling
Students are passiveClass is teacher-centered
Fact-orientedLow emphasis on meaning-making
Emphasis on teaching vs. learning
Low-level,single right answerassessments
Learning is Giving Back
Low on collaboration& problem solving
Shallow, low-level, concretecontent
Drill, skill, data orientation
No need for authentic assessment
Students are LargelyDependent
Little emphasis on community of learners
No trust of independent work, thought, ownership
Open-endedness, student choice,student not seen as viable
Perceive that students can’t do authentic/perf. assessments
Management is about Control
Emphasis on compliance
Little opportunity for student sense-making
Group work , small group instruction, varied tasks too risky
Assessment of learning vs. for or as learning
Fair Means Treating Everyone Alike
Student differences largely irrelevant
Connecting content w/ individuals not necessary
Not acceptable to vary materials, pace, support, environment, etc.
One-size fits all assessments necessary
Tomlinson
Some Implications of Deep Structure Beliefs About Teaching
What Teachers Should Know, Understand, & Be Able to Do to Differentiate Well
KNOW UNDERSTAND BE ABLE TO DO5 key elements of differentiationMindsetKnow/Understand/Do (KUDs)EngagementUnderstandingAlignmentOn-going assessment (pre-,
formative, summative)Readiness, interest, learning profileFlexible groupingRespectful tasksCultural responsivenessTeaching UpInstructional strategies for differentiationEquity & excellence
Differentiation is a philosophy (vs. aset of strategies).
Differentiation aims to maximize the growth of each learner.
Mindset predicts teaching & learning.Strong connections with a teacher
opens students to risk learning.Community multiplies teacher &
student effectiveness.On-going assessment is the compassfor effective instructional planning.
The quality of what we teach shapes how we teach & the quality of outcomes.
Flexible classroom routines allow usto balance group & individual needs.
Reflect on beliefs & practice.Create & maintain an invitational
learning environmentDevelop KUDs beginning with
standardsDevelop formative assessments
aligned with KUDsInterpret assessment results to plan
for students’ learning needsDevelop differentiated assignments
in response to student readiness, interest, and learning profile
Work with students to understand differentiation & to develop & useflexible instructional routines
K U D
Professional Learning Element
Effects on Knowledge
Effects on Short-Term
Use (%)
Effects on Long-Term
Use (%)
Theory, readings, discussions, lectures, trainings
Positive 5-10% 5-10%
All + demonstrations Positive 5-20% 5-20%
All + demonstrations + collaborative planning of units or lessons
Positive 80-90% 5-10%
All + demonstrations + planning of units + peer/collegial coaching
Positive 90%+ 90%+
