Neligh-Oakdale Public Schools
October 20, 2014
ESU 8 Staff – Jill Bates, Corey Dahl,
Deb Wragge
Differentiated Instruction: A Review & Preview
One way to think about differentiation
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.
Mapping a Route Toward Differentiated Instruction
“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”
-Carol Ann Tomlinson
Differentiation of Instruction
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation, such as
Respectful tasks Flexible
grouping
Ongoing assessment &
adjustmentSource: The Differentiated Classroom, Tomlinson 1999
Teachers can differentiate:
ContentContent ProcessProcess ProductProduct
ReadinessReadiness InterestsInterests Learning Profile
Learning Profile
according to student’s
through a range of instructional and management strategies…
Source: The Differentiated Classroom, Tomlinson 1999
Activities:
How do we modify our teaching
strategies to help students acquire the
knowledge and skills they need?
Products/Assessments:
How do we adjust or modify the way we assess student learning to better measure student
growth?
Differentiation of Instruction
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation, such as
Respectful tasks Flexible
grouping
Ongoing assessment &
adjustment
Source: The Differentiated Classroom, Tomlinson 1999
What is meant by ongoing assessment and
adjustment?Assessment is organic!
Quick, not always recorded for a grade
Is a tool that directly affects ongoing plans for instruction
Leads to increased “yields” in academic growth
Differentiation of Instruction
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation, such as
Respectful tasks Flexible
grouping
Ongoing assessment &
adjustment
Source: The Differentiated Classroom, Tomlinson 1999
What is meant by “Flexible Grouping?”
Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency
Students sometimes work in groups defined by interests and/or learning styles
Teachers sometimes move between groups to provide instruction
Teacher becomes more of a “facilitator” of knowledge and skills
Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome
Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture
Benefits of Flexible Grouping
Differentiation of Instruction
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation, such as
Respectful tasks Flexible
grouping
Ongoing assessment &
adjustment
Source: The Differentiated Classroom, Tomlinson 1999
Source: The Differentiated Classroom, Tomlinson 1999
Just a sampling of strategies that support Differentiated Instruction Multiple Intelligences Tiered Lessons 4-MAT
Jigsaw Tiered Centers Varied questioning strategies
Taped material Tiered Products Interest Centers
Anchor Activities Learning Contracts Interest Groups
Varying Organizers Small Group Instruction Varied Homework
Varied Texts Group Investigation Compacting
Varied Supplementary Materials
Orbitals Varied Journal Prompts
Literature Circles Independent Study Complex Instruction
Cubing Tiered Assignments Reading Buddies
“I’m a secondary teacher. How can I differentiate?”
It can be done!
• Anchoring Activities
• Adjusting Questions
• Tiered Assignments
Just a Few Management Strategies for the Differentiated
Classroom . . .
Appoint a class expert (student)Have clear, written directions for all activitiesGrade judiciouslySchedule “quiet” daysPost procedure list for “early birds”Have sponge/anchoring activities available at
all times and well-known to your class
Clearly communicates standards that are being used
Clearly delineates separate grades for growth (changes in learning from the
beginning to the end of the instructional component)
for achievement relative to standards of performance
for effort
Provides full disclosure to all
Principles of Grading in a Differentiated Classroom:Tomlinson
It can be done! Teachers who utilize D/I find
that:
They have fewer discipline issues
Student growth is significantly increased
Their interactions with students are more positive and productive
Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them
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