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Defining
Differentiationin the Classroom
This is part of GATE Training conducted by Marilyn Lane & Nora Ho, National Association of Gifted Children,
California
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California GATE Program Standards
Standard 3: Curriculum Instruction Districts develop differentiated curriculum,
instructional models and strategies that are aligned with and extend the state academic
content standards and curriculum frameworks. The differentiated curriculum is related
to theories, models and practices from the recognized literature in the field.
A differentiated curriculum is in place, responsive to the needs, interests, and abilities of gifted
students.
The differentiated curriculum for gifted students is supported by appropriate structures and
resources.
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Differentiation of Instruction
is a teachers response to learners needs
guided by general principles of
differentiationsuch as:
Respectful tasks flexible grouping ongoing assessment& adjustment
Teachers can differentiate
Content Process Product
according to students
Readiness Interests Learning Profile
Through a range of instructional and management strategies
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Depth: studyingsomething from the
concrete to the abstract
Elements of
Depth
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Defining Differentiation of
ContentApplication of Depth
Language of the disciplines Details Patterns
Trends Rules and Ethics Big Ideas
Unanswered questions
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Complexity: Making relationships betweenand among ideas
Connecting concepts
Bridging disciplines
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Over Time Connecting point in time
Within a time period
Predict based on timerelationships
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Perspective: relatinginformation from
Differing rolesand knowledge
Opposingviewpoints
Multipleperspectives
.
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Differentiation of Content Multiple texts Varied computer
programs
Varied timeallotments
Interest centers
Contracts
CompactingGroupinvestigation
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tiered assignment
STANDARD
Students will compare different cultures'
customs and mores practiced over time.
C Students will prove with evidencethat the customs of cultures are more alike
than different within any time period.
Differentiating the Standards
A Students will comparethe customs of the Ancient
Greeks to contemporary
Greeks.
B Students will define thecauses & effects of changes
in a cultures customs over
time.
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Differentiation of Product
Tiered productassignment
Independent study
Group investigation
Multiple intelligences-based orientations
Negotiated
criteria
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*Tomlinson, C.A. (2001). How toDifferentiate Instruction in Mixed AbilityClassrooms (2ndEd.). Alexandria, VA:
ASCD.
In the end, all learners need
your energy, your heart and
your mind. They have that
in common because theyare young humans. How
they need you however,
differs. Unless we
understand and respond tothose differences, we fail
many learners.*
