DIFFERENTIATION

Claire Gumunyu Takayo Kajino Sharon Pitney

IMPORTANT QUESTIONS What is differentiation? Why is it important? Where does collaboration fit in? How is it accomplished? How do we access the success

of our efforts to differentiate?

WHAT IS DIFFERENTIATIO

N

DIFFERENTIATION, A LA WIKIPEDIA, IS……

Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. Differentiating instruction involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability[1].

DIFFERENTIATION, A LA ABOUT.COM, IS……

Differentiated instruction is the practice of modifying and adapting instruction, materials, content, student projects and products, and assessment to meet the learning needs of individual students.

DIFFERENTIATION, A LA CAROL ANN TOMLINSON, IS……..

At its most basic level, differentiation consists of the

efforts ofteachers to respond to

variance among learners in theclassroom.

DIFFERENT STROKES FOR DIFFERENT FOLKS

DIFFERENT STROKES FOR DIFFERENT FOLKS

ONE SIZE DOES NOT FIT ALL!

WHY IS DIFFERENTIATION IMPORTANT?

OUR STUDENT POPULATIONS ARE BECOMING MORE & MORE ACADEMICALLY DIVERSE.

WHY THIS?WHY NOW?

NORMAL IS ONLY A

SETTING ON THE WASHING

MACHINE

GUIDING ASSUMPTIONS 

A ‘one size fits all’ classroom is less responsive to and less effective in

meeting the needs of the diverse populations in our classrooms

A differentiated classroom offers different approaches to what students

learn, how they learn it, and how they demonstrate what they have

learned

Flexible grouping enables teachers to match student with learning

experience

Developing a differentiated classroom takes time, support, and

commitment

DIFFERENTIATED INSTRUCTION

Students can differ in:

o Readiness levelo Prior knowledgeo Learning style preferenceo Learning rateo Cognitive abilityo Interests, strengths and talents

WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME,

1/3 ALREADY KNOW IT,1/3 GET IT, AND1/3 NEVER WILL.

S0 2/3 OF THE KIDS ARE WASTING THEIR TIME.

--Scott Willis

Student Readiness Level

COLLABORATION

Differentiation is not a license to eliminate specialists, but rather an opportunity for specialists and generalists to collaborate in ways that focus their combined skills on improving instruction in the regular classroom.

Differentiation will work best when time and support are provided for a team of educators – special educators, educators of the gifted, remediation experts, librarians, guidance counselors, and others – to collaborate in reconfiguring classrooms and redesigning curriculums in ways that draw on the expertise of each participant in the planning process.

Members of a core team will share responsibility for all students, and have shared goals for the class, and plan together to achieve those goals. Team members engage in an intentional process of “role release” to expand their knowledge and skills, to enable them to meet the diverse needs of students in the classroom community.

Research has led us to uncover five different, yet connected, themes that

teams reported needing in order to be effective which include:

1) creating a shared vision for collaboration 2) creating shared responsibility for all students and defining teaching roles of team members3) knowing and utilizing team members’ strengths and competencies4) having and prioritizing time for collaboration5) being focused, effective, and efficient while collaborating

It’s not so much about time – it’s more about our attention and focus during the time wehave to work together.

- Barbara Kane, 1999 -

COMPONENTSCONTENT

PROCESS

PRODUCT

LEARNING ENVIROMENT

 Several elements and materials are used to support instructional content.

Align tasks and objectives to learning goals

Instruction is concept focused and principle –driven.

CONTENT

Flexible grouping is consistently used. 

Classroom management benefits students and teachers.

PROCESS

Parents: Initial on-going assessment of student readiness and growth are essential.

Students are active and responsible explorers.Vary expectations and requirements for student responses. 

PRODUCT

The conditions under which learning takes place

LEARNING ENVIROMENT

Guidelines that makes the

differentiation possible for

teachers:

• Clarify key concepts and generalizations.

• Emphasis critical and creative thinking as a goal in lesson design.

• Use assessments as a teaching tool to extend versus merely measure instruction.

• Engaging all learners is essential.

• Provide a balance between teacher-assigned and student-selected tasks.

Some Strategies for Differentiation

First Consider:Content, Process, Product

Then Consider: Readiness/Ability, Interest, Learning Profiles

Some Strategies for Differentiation

Readiness/Ability

Skill level and background knowledge of the child. As ability changes students need to be permitted to move between different groups (flexible grouping).

Some Strategies for Differentiation

Interest

Topics the student may want to explore or motivate the student.

Some Strategies for Differentiation

Learning Profile

Learning styles, ranging from visual/ auditory/ kinesthetic skills, grouping preferences (solo/ group/ partner), and/or environmental preferences (space/quiet).

Some Strategies for Differentiation

Tiered Instruction

Primary Use: Readiness

Assignments and products are designed to instruct and assess students on essential skills at different levels of complexity, abstractness, and open-endedness. Curricular content/objectives are the same. Process and/or product are varied.

Interest Centers / Interest Groups

Primary Use: Readiness, Interest

Centers and groups created and directed toward a specific learner interest. Allow students to choose a topic. Readiness addressed when groups are differentiated by level of complexity and independence. Use interest surveys.

Flexible Grouping

Primary Use: Readiness, Interest, Learning Profile

Students work as part of many groups depending on task and/or content.

Peer TeachingPrimary Use: Readiness

Student may have personal needs requiring 1 on 1 instruction. After receiving extra instruction from the teacher, student could be “resident expert” for that concept/skill. The concept/skill is reinforced by re-teaching it to peers.

Anchoring Activities

Assignments and products a student can do during moments of transition. Activities should be related to knowledge, appeal to interest, range of options, accompanied with clear routines and expectations.

Writing• Reduce length and/or complexity• Allow more time for writing• Avoid penalizing for errors in spelling, grammar,

punctuation• Mark the number of items correct• Avoid returning handwritten work to be copied

over• Provide credit for late assignments or partial

completion• Simplify written directions by limiting words and

numbering steps• Allow students to dictate to peers, tape

recorder, parents, etc.

Reading Assignments• Provide stories and chapters on tape, ask for

help from other adults to make tapes• Recognize value of listening comprehension• Peer buddies• Extra practice at HOME• Use choral reading or volunteer bases • NO ROUND ROBIN• Highlight a passage to practice in advance

Is Differentiation for Everyone?

An analysis in research on ability grouping:

In “XYZ classes,” research team from the University of Michigan concluded that the strongest benefits from grouping were found in programs where a pull-out program for gifted/highly talented learners existed. Acceleration of instruction is possible in these classes.

Is Differentiation for Everyone?

Phasing out Learning Centers Across the States:

Learning Centers assists students with learning needs who benefit from “smaller class sizes, individualized instruction, case management, transition planning…etc.”

“With students with disabilities, it´s important to make and academic connection as well as an emotional connection.”

Loss of pastoral care?

Is Differentiation for Everyone?

Least Restrictive Environment

A little girl with Trisomy 21 attends a neighbourhood school, in a class with appropriate related services including 1 on 1 assistance.

A notion of “when kids fail inclusion placement, it is the fault of the school.”

Is Differentiation for Everyone?

Key to the classroom

Students with an IEP may have a paraprofessional come into a classroom to work with a student/group of students. Some may spend 1 or more class period receiving support, others only once a week.

HOWEVER. If the student's symptoms are so severe they can not benefit, or other students learning is disrupted – other options need to be considered.

One size does not fit all.

Is Differentiation for Everyone?

"Where is your differentiation?"

“Just another addition to the paper trail that dogs further education…Why do managers feel the need to put these pressures on teachers? To cover their own backs and respond to the pressures of funding bodies, which use such notions as a lever to increase productivity without paying for it - that's why.”http://www.guardian.co.uk/education/2003/feb/18/furthereducation.uk4

Leading for DifferentiationUnderstand it

Model it

Require itSupport it

Stick with it

Explain it

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