Clear Learning Targets, Ongoing Checks for Understanding, Assessment for Progress….. A Differentiated Classroom

A Working Definition

differentiation may be defined as an teaching philosophy, belief system, or approach to teaching and learning wherein a teacher

anticipates student differences,

seeks to know and measure those differences in order to

honor those differences by

designing the experiences that individual students or like groups need,

despite an inherited idea of school as a place where students are given identical content, work, and assessments.

Differentiation requires a teacher:

a) to be more attune b) to be more flexible

c) to be more intentional

d) to be more resourcefule) to be more transparent

f) to be more tolerant of multiple enterprises

Vital Components of Differentiation:a) ongoing, accurate assessment/ checks for understanding

b) effective teacher feedback/commentary

c) purposeful planning informed by unique conditions

d) documentation of progress toward standard mastery

Instruction and assessment are inseparable

“Consider everything an assessment.”

Differences DO happen.Every day. Every time.

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And there are already teacher responses to those differences . The question is, do those responses address the differences or ignore the differences?

“Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.”

--Facilitator’s Guide, At Work in the Differentiated Classroom, 103, 113.

An essential part of what makes a classroom a “standards-based classroom.”

An expected part of Tier 1 RTI, in other words, an expectation of teaching and learning conditions for all students in all classrooms.

Addressing misconceptionsDifferentiation is NOT….

a) leaving students without a teacher to engage in complete self-discovery of concepts, facts, and/or essential questionsb) simply increasing or decreasing the quantity of work for somec) allowing students to always choose a favored activity and avoid others d) reserving high quality resources for high performerse) tracking students in static performance groupsf) pairing/grouping students to ensure gifted learners lead the work or teach others the workg) shielding some students from the challenges of theupper limits of rigorous work and higher order thinkingh) abandoning full group, teacher-led instructioni) and definitely not a complete individualization of instruction with a different lesson for each kid, each day!

The WHAT and the WHY?

To achieve differentiation, teachers strategically

change FOUR things because of FOUR things.

THE WHAT?

THE WHY?

*An important distinction…

Strategically altering content does not mean to change the standard. Instead, you may change the level of expectation and required experience and thinking involved in assigned work.

Accelerate or compact.Add more complex considerations.Add more depth to exploration.

College of Willito and Mary, Dr. Sandra Kaplan

While teaching the regular curriculum to

those who need it, allow those who qualify to work at alternative

activities INSTEAD OFthe regular curriculum,NEVER in addition to it.

*What compels the changes?

Individual student differences in:

READINESS

INTEREST

LEARNING PREFERENCE

LEARNING GOAL

Change Learning Environment because of Learning Preference.

X

Change Content because of Readiness.

X

Change Product because of Interest.

X

How does the TKES Rubric Describe Proficiency of Practice for Standard #4 Differentiation?

Planning Tiered Assignments

Concept to be Understoodor

Skill to be Mastered

Below-LevelTask

On-LevelTask

Above-LevelTask

Create on-level task first then adjust up and/or down.

“Adjusting theTask”

The Optimal Zone

Flow of

Instr

uction

Too DifficultCauses Frustration

Too EasyCan Cause Boredom

or ResentmentTA

SK

DIF

FIC

UL

TY

READINESS LEVEL

Source: Mihaly Csikszentmihalyi. (1990). Flow: The Psychology of Optimal Experience.

Planning a Tiered Activity ASCD

Frames of ReferenceThe idea of a frame of reference will come easily to teachers and school leaders who have implemented Thinking Maps.

However, the idea of a frame of reference as a differentiation tool can apply in all grade levels and subjects, with or without implementation of Thinking Maps.

frame of referencenoun, plural frames of reference.

1.a structure of concepts, values, customs, views, etc., by means of which  an individual or group prceives or evaluates data, communicates ideas, and regulates behavior.

A given perspective

Changing or adding frames of reference will alter the content and provide a means for differentiation without the need for extensive teacher planning.

The Implied Frame of ReferenceAll teaching and learning activities, content, and discussions have a frame of reference. That frame of reference might remain implied, or it might be stated.

For example, when 1st grader Brooke is given this reading response assignment, the teacher expects that BROOKE will write BROOKE’s response. The frame of reference is understood as Brooke.

An Assigned Frame of ReferenceHowever, the teacher may opt to differentiate for learners by assigning an alternative perspective that requires additional insight or inferences.

Even young students can be presented with a new and unique reference for the same content. As students get older, they can be taught that a frame of reference can be indicated by a complete square around content.

Hunk of Cheese

________________________________________________________________________________________________________________________________________________________________________

Multiple Frames of Reference

Student would provide framing perspective/how do I know information

Using Reading Purpose as a Frame of Reference

Reading Purpose: Annotate for evidence of Sherman Alexie’s intelligence.

Reading Purpose: Annotate for evidence of Sherman Alexie’s socio-economic status as a young child.

Differentiated Vocabulary

One option for differentiating vocabulary is to customize word lists from pre-assessments or outright student self-report. Generic word charts may be used over and over again, by simply changing the words to align with the unit of study. Here’s an example appropriate for older learners:

Characteristics of Effective Vocabulary Instruction (Marzano)

• Does not rely on definitions.• Students must represent their knowledge of words in linguistic and nonlinguistic ways.• Involves the gradual shaping of word meanings through multiple exposures.• Teaching word parts enhances students’ understanding of terms.

Vocabulary Acquisition

Stages of word knowledge (Dale 1965)

I. Never saw it before

II. Heard it—no knowledge of meaning

III. Recognizes in context

IV. Knows it well: uses in conversation and or writing

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“Differentiation doesn’t suggest that a teacher can be all things to all individuals all 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.” ~ Marcia Imbeau

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