A P R O F E S S I O N A L D E V E LO P M E N T T RA I N I N G

DIFFERENTIATED INSTRUCTION

INTRODUCTION

“When we differentiate, we do whatever it takes to help students learn by providing individual accommodations and making adjustments to our general lesson plans” (Wormeli, 2007, pg. 3).

OBJECTIVES

1) Trainees will be able to decide if they want to differentiate what they are teaching (content), how they are teaching it (process), or the way in which they will assess the students’ understanding (product).

OBJECTIVES CONTINUED…

2) Trainees will be able to decide if they want to differentiate based on the interests of their students, based on the various abilities/prior knowledge of their students (readiness), or based on the different ways in which their students learn (learning profile).

OBJECTIVES CONTINUED…

3) Trainees will be able to develop at least two differentiated lessons/activities/assessments that they can use in their classroom.

WHY DO I NEED TO DIFFERENTIATE?

A video by Carol A. Tomlinson on why we need to differentiate

WHY DO I NEED TO DIFFERENTIATE?

• “Students are more diverse than ever – culturally, emotionally, economically, physically, and intellectually” (Wormeli, 2007, pg. 3)

• “Students come to our classrooms with preparation ranging from early exposure to vast amounts of information to limited access to reading materials. Student learning differences are developing and being identified earlier and more wide-ranging…Such disparities require us to think differently about how we design our curriculum and deliver instruction” (Cash, 2011, pg. 1)

WHAT DO I DIFFERENTIATE?

• Content: what a student should know, understand, and be able to do, along with the materials that represent that

• Process: the activities designed to help the student understand the content

• Product: how the student will demonstrate what he or she has come to know, understand, and be able to do

HOW DO I DIFFERENTIATE?

• Student readiness: “a student’s entry point relative to a particular understanding or skill” (Tomlinson, pg. 11)

• Student interest: “refers to a child’s affinity, curiosity, or passion for a particular topic or skill” (Tomlinson, pg. 11)

• Student learning profile: “how we learn” (Tomlinson, pg. 11); refers to a student’s type of intelligence, learning preferences, etc.

SMALL-GROUP ACTIVITY #1

• Each group will be given two examples of classroom lessons• Decide WHAT was differentiated• Content• Process• Product

• Decide HOW it was differentiated• Student readiness• Student interests• Learning Profiles

• Be sure to justify each selection

SMALL-GROUP ACTIVITY #2

• In groups by content (math with math, English with English, etc.)

• Choose two of the lessons that you brought• Decide WHAT should be differentiated• Content• Process• Product

• Decide HOW it should be differentiated• Student readiness• Student interests• Learning Profiles

• Be sure to justify each selection

WHOLE-GROUP SHARING

• Each group will choose one of their newly differentiated lessons/activities/assessments to present to the whole group.

INDEPENDENT PRACTICE

• Each trainee will work independently to design at least two differentiated lessons to be used in their own classroom.

ALMOST DONE!

• Please check your e-mail and click on the surveymonkey link that was sent to you.• The survey is anonymous so please be honest in

your responses.

FINAL EVALUATION

• I will be observing a differentiated lesson in each of your classrooms.

REFERENCES

• Cash, R. M. (2011). Advancing differentiation: Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing Inc.

• Hilary. (2012). Learning. [Online image]. Retrieved from http://www.billionclicks.org/blog/2012-06-20/learning-increases-happiness/

• Mariam. (2012). Differentiation2. [Online image]. Retrieved from http://parentingforhighpotential.com/category/differentiation/

• McEnulty, A. (2009). Differentiation. WebQuest: Equity and the differentiated classroom. [Online image]. Retrieved from http://imet.csus.edu/imet12/portfolio/mcenulty_ana/edte251_284/WebQuestProject/index.html.

• Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

• Tomlinson, C. A. (Creator). Roxana Castaneda (Poster). (2012, July 10). Why differentiated instructions? [Video]. Retrieved from http://www.youtube.com/watch?v=lcQ8shR37yg

• Wormeli, R. (2007). Differentiation: From planning to practice, grades 6-12. Portland, MA: Stenhouse Publishers.