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Differentiation: A Self-Guided Presentation Jennifer Frisch Patrice Jones CCSD Lead Teachers
Differentiation:A Self-Guided PresentationDifferentiation:
A Self-Guided Presentation
Jennifer Frisch
Patrice Jones
CCSD Lead Teachers
Jennifer Frisch
Patrice Jones
CCSD Lead Teachers
Link to the sections which meet your needs:
Link to the sections which meet your needs:
Basic Principles of Differentiation
Methodology
Classroom Practices
Strategies and Sample Lessons
References and Resources
SECTION 1SECTION 1
BASIC PRINCIPLES OF DIFFERENTIATION
BASIC PRINCIPLES OF DIFFERENTIATION
Elements of DifferentiationElements of Differentiation
• The teacher focuses on the essentials• The teacher attends to student differences• Assessment and instruction are inseparable• The teacher modifies content, process, and
products• All students participate in respectful work
• The teacher focuses on the essentials• The teacher attends to student differences• Assessment and instruction are inseparable• The teacher modifies content, process, and
products• All students participate in respectful work
Elements of Differentiation (continued)
Elements of Differentiation (continued)
• The teacher and students collaborate in learning
• The teacher balances group and individual norms
• The teacher and students work together flexibly
From:
Tomlinson, Carol Ann The Differentiated Classroom
• The teacher and students collaborate in learning
• The teacher balances group and individual norms
• The teacher and students work together flexibly
From:
Tomlinson, Carol Ann The Differentiated Classroom
Comparing ClassroomsComparing Classrooms
TRADITIONAL• Student differences are
masked• Assessment comes at
the end of learning• Narrow sense of
intelligence• Learning styles not
considered
TRADITIONAL• Student differences are
masked• Assessment comes at
the end of learning• Narrow sense of
intelligence• Learning styles not
considered
DIFFERENTIATED• Student differences used
as basis for planning• Assessment ongoing
and diagnostic• Multiple forms of
intelligence• Multiple forms of
intelligence are considered
DIFFERENTIATED• Student differences used
as basis for planning• Assessment ongoing
and diagnostic• Multiple forms of
intelligence• Multiple forms of
intelligence are considered
Comparing ClassroomsComparing Classrooms
TRADITIONAL• Student interest
infrequently tapped• Few learning profiles
taken into account• Whole-class instruction
dominates• Coverage of curriculum
drives instruction
TRADITIONAL• Student interest
infrequently tapped• Few learning profiles
taken into account• Whole-class instruction
dominates• Coverage of curriculum
drives instruction
DIFFERENTIATED• Students make interest-
based learning choices• Many learning profiles
provided for• Many instructional
arrangements used• Student readiness,
interest, and learning profile shape instruction
DIFFERENTIATED• Students make interest-
based learning choices• Many learning profiles
provided for• Many instructional
arrangements used• Student readiness,
interest, and learning profile shape instruction
Comparing ClassroomsComparing Classrooms
TRADITIONAL• Few assignment options
• Time is inflexible• Teacher uses single text• Teacher directs student
learning• Single form of
assessment used
TRADITIONAL• Few assignment options
• Time is inflexible• Teacher uses single text• Teacher directs student
learning• Single form of
assessment used
DIFFERENTIATED• Multi-optioned
assignments frequently used
• Time is used flexibly according to student need
• Many materials used• Teacher facilitates student
learning• Students assessed
multiple ways
DIFFERENTIATED• Multi-optioned
assignments frequently used
• Time is used flexibly according to student need
• Many materials used• Teacher facilitates student
learning• Students assessed
multiple ways
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SECTION 2SECTION 2
METHODOLOGYMETHODOLOGY
Differentiation is a teacher’s response to learners’ needs
guided by :
Differentiation is a teacher’s response to learners’ needs
guided by :
Respectful Tasks
Flexible Grouping
Ongoing Assessment Main
Menu
Respectful Tasks AreRespectful Tasks Are
• Clearly understood by students• Relevant to students, and connected to the world
they know.• Authentic, offering real connections, not just paper
and pencil exercises• Conceptual by nature• Challenging but not overwhelming to the learners• Adjusted to student readiness, interest, and learning
profile
• Clearly understood by students• Relevant to students, and connected to the world
they know.• Authentic, offering real connections, not just paper
and pencil exercises• Conceptual by nature• Challenging but not overwhelming to the learners• Adjusted to student readiness, interest, and learning
profile
Flexible GroupingFlexible Grouping
• Whole group instruction has a place in a differentiated classroom, albeit small. The majority of times students should work independently or in small groups. The groups should vary depending on the task.
• Whole group instruction has a place in a differentiated classroom, albeit small. The majority of times students should work independently or in small groups. The groups should vary depending on the task.
Assessment Assessment
Formative Summative
Return
Formative Assessment:Formative Assessment:
Formative assessment is ongoing and diagnostic. Its goal is to provide teachers with day-to-day data on students readiness and skills, as well as their interests and styles of learning. Assessment is used to modify instruction. It may come from a myriad of sources such as whole class discussion, small group discussion, skill inventories, pretests, and homework assignments.
Formative assessment is ongoing and diagnostic. Its goal is to provide teachers with day-to-day data on students readiness and skills, as well as their interests and styles of learning. Assessment is used to modify instruction. It may come from a myriad of sources such as whole class discussion, small group discussion, skill inventories, pretests, and homework assignments.
Summative Assessment – Performance Based
Summative Assessment – Performance Based
At benchmark points in learning such as the end of a unit, teachers may use assessment to formally record student learning growth. Again, a variety of types of assessment may be used. Summative assessment should require specific performance objectives of which students are informed well in advance.
At benchmark points in learning such as the end of a unit, teachers may use assessment to formally record student learning growth. Again, a variety of types of assessment may be used. Summative assessment should require specific performance objectives of which students are informed well in advance.
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Section 3Section 3
PUTTING DIFFERENTIATION INTO PRACTICE
PUTTING DIFFERENTIATION INTO PRACTICE
Teachers Can Differentiate by:Teachers Can Differentiate by:
Content Process Product
Main Menu
ContentContent
Content is what a student should know, understand, or be able to do as a result of the study.
All students should be held accountable for the basic standards, but teachers direct students who show mastery of the content toward deeper understandings or alternative curriculum connections.
Content is what a student should know, understand, or be able to do as a result of the study.
All students should be held accountable for the basic standards, but teachers direct students who show mastery of the content toward deeper understandings or alternative curriculum connections.
Examples of Content Differentiation:
Examples of Content Differentiation:
• Providing supplemental resources on a reading level more appropriate for students
• Breaking down understandings into simpler concepts
• Adding depth to a student’s learning by providing online resources
• Providing supplemental resources on a reading level more appropriate for students
• Breaking down understandings into simpler concepts
• Adding depth to a student’s learning by providing online resources
ProcessProcess
Process means the activities or strategies used in class to help the student make sense of or “own” the content. Processes may vary according to student learning styles and interests. For example, kinesthetic learners may find making a clay model or building a three dimensional representation a more interesting way of learning content.
Process means the activities or strategies used in class to help the student make sense of or “own” the content. Processes may vary according to student learning styles and interests. For example, kinesthetic learners may find making a clay model or building a three dimensional representation a more interesting way of learning content.
Examples of Process Differentiation
Examples of Process Differentiation
• Tiered Assignments• Learning centers• Multiple intelligences assignments• Graphic organizers• Learning logs• Concept attainment
• Tiered Assignments• Learning centers• Multiple intelligences assignments• Graphic organizers• Learning logs• Concept attainment
ProductProduct
A product is a vehicle through which a student shows what he or she has come to understand and can do as a result of a unit of learning. It is not about pieces of work students produce from day to day. This could be a test or a performance-based assessment which requires applying information in a different context.
A product is a vehicle through which a student shows what he or she has come to understand and can do as a result of a unit of learning. It is not about pieces of work students produce from day to day. This could be a test or a performance-based assessment which requires applying information in a different context.
Types of ProductsTypes of Products
• Unit tests
• Visual displays
• Narrated Power Points
• Plays
• Research projects
• And many more
• Unit tests
• Visual displays
• Narrated Power Points
• Plays
• Research projects
• And many more
Teachers Can Differentiate by:Teachers Can Differentiate by:
Readiness InterestsLearning
Profile
ReadinessReadiness
Assessing a student’s understanding prior to instruction is vital to differentiating based on readiness or prior knowledge. Instruction and learning activities must be structured then to be more suitable to the students’ current understandings. Students with less-developed readiness may need help identifying and making up the gaps in their learning, more opportunities for direct instruction, more structured activities, and a more deliberate pace of learning. Students with advanced skills and understandings may need to skip practice with previously mastered skills, more complex activities, and the pace of work may need to be more brisk or slowed to allow for greater exploration of a topic.
Assessing a student’s understanding prior to instruction is vital to differentiating based on readiness or prior knowledge. Instruction and learning activities must be structured then to be more suitable to the students’ current understandings. Students with less-developed readiness may need help identifying and making up the gaps in their learning, more opportunities for direct instruction, more structured activities, and a more deliberate pace of learning. Students with advanced skills and understandings may need to skip practice with previously mastered skills, more complex activities, and the pace of work may need to be more brisk or slowed to allow for greater exploration of a topic.
InterestsInterests
Interest refers to a child’s curiosity or passion for a topic. If a student has had a prior learning experience or life activity that relates to what is being learned in the classroom, then he/she may be more interested in a topic. If teachers focus on students’ interests from time to time and make an effort include them in instruction, then students will be more open to new topics in which they are not particularly interested.
Interest refers to a child’s curiosity or passion for a topic. If a student has had a prior learning experience or life activity that relates to what is being learned in the classroom, then he/she may be more interested in a topic. If teachers focus on students’ interests from time to time and make an effort include them in instruction, then students will be more open to new topics in which they are not particularly interested.
Learning ProfileLearning Profile
Learning profile has to do with how a person learns. There are many measures such as learning style and multiple intelligence profiles which tell teachers about student learning preferences. A student’s culture and gender also affect how they learn and should be considered when planning appropriate instruction. For example, some students might prefer to work alone and write about their learning while others would learn better by being able to talk about what they are learning and voice their understandings.
Learning profile has to do with how a person learns. There are many measures such as learning style and multiple intelligence profiles which tell teachers about student learning preferences. A student’s culture and gender also affect how they learn and should be considered when planning appropriate instruction. For example, some students might prefer to work alone and write about their learning while others would learn better by being able to talk about what they are learning and voice their understandings.
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Section 4Section 4
Differentiation Strategies and Sample Lessons
Differentiation Strategies and Sample Lessons
Differentiation StrategiesDifferentiation Strategies
Beginning classroom differentiation requires sharing the ideas with students and explaining the reasoning behind the changes you are making. There are simple, day-to-day strategies which help differentiate lessons and also methods of differentiating entire lessons. Beginners may want to start with the less complex differentiation techniques.
Day to Day Strategies
Unit StrategiesAssessment
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Assessment StrategiesAssessment Strategies
There are two basic types of assessment. Most teachers are very familiar with summative assessment, measuring learning at the end of a unit. However, for differentiated classrooms, the formative or ongoing assessment of student learning throughout the teaching and learning process is likely the most critical.
There are two basic types of assessment. Most teachers are very familiar with summative assessment, measuring learning at the end of a unit. However, for differentiated classrooms, the formative or ongoing assessment of student learning throughout the teaching and learning process is likely the most critical.
Formative Summative
Types of Formative Assessment
Types of Formative Assessment
PreAssessements:• Vocabulary Exposure• Scavenger Hunts• Anticipation Guides• Tickets out of the Door
PreAssessements:• Vocabulary Exposure• Scavenger Hunts• Anticipation Guides• Tickets out of the Door
Checklists:• Teacher• Student• Frame of Reference
Consensus:• Four corners• Consensogram• Facts in Five• 1-3-6
Checklists:• Teacher• Student• Frame of Reference
Consensus:• Four corners• Consensogram• Facts in Five• 1-3-6
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Assessment Strategies
Vocabulary ExposureVocabulary Exposure• Six Levels of Vocabulary Development:• Learning to read words already in oral vocabulary• Learning new meanings (content specific) for
known words• Learning new words for known concepts• Learning new words representing new concepts• Clarifying and enriching meanings of known words• Using words currently in the students’ receptive
vocabulary in their expressive or productive vocabulary.
• Six Levels of Vocabulary Development:• Learning to read words already in oral vocabulary• Learning new meanings (content specific) for
known words• Learning new words for known concepts• Learning new words representing new concepts• Clarifying and enriching meanings of known words• Using words currently in the students’ receptive
vocabulary in their expressive or productive vocabulary.
Types of Formative
Assessment
Scavenger HuntScavenger Hunt• Prepare a set of questions on a topic• Group students• Each student read the questions and chooses
one to be the expert on.• Answer the question on their sheet• Students then use other students and
resources to get answers to other questions• When time is called students return to groups
to verify answers and complete
• Prepare a set of questions on a topic• Group students• Each student read the questions and chooses
one to be the expert on.• Answer the question on their sheet• Students then use other students and
resources to get answers to other questions• When time is called students return to groups
to verify answers and complete Types of Formative
Assessment
Anticipation GuideAnticipation Guide• Prepare a series of statements related to the
reading or other input source• Have students indicate whether they think the
statement is true or false before reading.• Students then read selection, watch video or
demonstration.• Students then answer same questions again
after material is given.• They discuss any information that made them
change their thinking.
• Prepare a series of statements related to the reading or other input source
• Have students indicate whether they think the statement is true or false before reading.
• Students then read selection, watch video or demonstration.
• Students then answer same questions again after material is given.
• They discuss any information that made them change their thinking.
Types of Formative
Assessment
Ticket out the DoorTicket out the Door• Used at the end of period, have student
write response to stem on index cards• Select an appropriate stem for students
to response to• Stand at the door and collect the “tickets”
as they leave.– Example of Stem: List the most interesting
thing you learned today and tell why you chose it.
• Used at the end of period, have student write response to stem on index cards
• Select an appropriate stem for students to response to
• Stand at the door and collect the “tickets” as they leave.– Example of Stem: List the most interesting
thing you learned today and tell why you chose it.
Types of Formative
Assessment
Teacher ChecklistsTeacher Checklists• Developing a checklist in advance of
assigning a task helps the teacher determine exactly what his/her objectives for that task will be. This minimizes subjectivity in grading and can easily be used to develop an assessment rubric. Checklists eliminate the mystery of assessment criteria.
Note: See link in resource section
• Developing a checklist in advance of assigning a task helps the teacher determine exactly what his/her objectives for that task will be. This minimizes subjectivity in grading and can easily be used to develop an assessment rubric. Checklists eliminate the mystery of assessment criteria.
Note: See link in resource section
Types of Formative
Assessment
Student ChecklistsStudent Checklists
• Students can develop checklists of the requirements to complete tasks. They encourage students to self-monitor their progress which affects their learning.
• Students can develop checklists of the requirements to complete tasks. They encourage students to self-monitor their progress which affects their learning.
Sample Student ChecklistSample Student Checklist
Name____________________ Totally Terrific Teeth Checklist Designed 1/ 31/ 06 asl
Yes No Do I have these items in my book?
I have a title page that has a title, author and illustrator listed.
I have a Table of Contents that includes the topics of Going to the dentist, Brushing and flossing, Healthy f oods, Healthy teeth and pages listed.
I have a glossary with 5 words.
My glossary words are in bold print in the book.
I have captions f or pictures, and I have headings and labels.
I have at least 2 sentences per table of contents topic.
I have all of my pages numbered.
I have a variety of sentences to make my book interesting.
I have checked my pages f or capitals and punctuation.
Types of Formative
Assessment
Frame of ReferenceFrame of Reference• Topic or Subject is placed in the center of the
frame where a picture would be.• Words or phrases are written by students in
“mat” area to tell what comes to mind when they think about at the topic
• In the “frame” area, students write down how they know what they know: sources, people, events that influenced their thinking
• Topic or Subject is placed in the center of the frame where a picture would be.
• Words or phrases are written by students in “mat” area to tell what comes to mind when they think about at the topic
• In the “frame” area, students write down how they know what they know: sources, people, events that influenced their thinking
Types of Formative
Assessment
Sample Frame
Sample Frame
Four CornersFour Corners• Pose a question that has multiple
answers or asks to rank order options• After thinking about their answers,
student move to the corner of the room that is designed for that response.
• Students in their corners why they chose the answer
• Volunteers from each corner share the groups consensus
• Pose a question that has multiple answers or asks to rank order options
• After thinking about their answers, student move to the corner of the room that is designed for that response.
• Students in their corners why they chose the answer
• Volunteers from each corner share the groups consensus Types of
Formative Assessment
ConsensogramConsensogram
• Write the list of percentages 0-100 in increments of ten on the board.
• Students place a post-it-note next to the percentage that represents how much they think they currently know about the subject or topic
• Write the list of percentages 0-100 in increments of ten on the board.
• Students place a post-it-note next to the percentage that represents how much they think they currently know about the subject or topic
Types of Formative
Assessment
Facts in FiveFacts in Five
• Student write what they think are the five most important concepts or facts on topic
• Group student in fives and groups generate a consensus of five concepts
• Share with class
• Student write what they think are the five most important concepts or facts on topic
• Group student in fives and groups generate a consensus of five concepts
• Share with classTypes of
Formative Assessment
1-3-61-3-6
• Follow as format of facts in five, they work individually first, then group students in threes then sixes
• Follow as format of facts in five, they work individually first, then group students in threes then sixes
Types of Formative
Assessment
Types of Summative Assessment
Types of Summative Assessment
Performance Tasks
Unit Tests
Learning Contracts
Extended EssaysTo
Strategies
Performance TasksPerformance Tasks Performance tasks are complex challenges which
range in length from short-term to long-termed projects, and require a production or performance. They should feature a real-world setting that is real or simulated. Typically performance tasks require the student to address a particular audience and are based on a specific purpose. These tasks allow the student greater opportunity to personalize the learning. An understanding of the learning should be essential to performing the task. Criteria and standards should be given to students in advance to guide the student's work.
Performance tasks are complex challenges which range in length from short-term to long-termed projects, and require a production or performance. They should feature a real-world setting that is real or simulated. Typically performance tasks require the student to address a particular audience and are based on a specific purpose. These tasks allow the student greater opportunity to personalize the learning. An understanding of the learning should be essential to performing the task. Criteria and standards should be given to students in advance to guide the student's work.
Day-to-Day StrategiesDay-to-Day Strategies
• Anchor Boxes• Five Hardest First• Two by Two• Adjusted Questioning • Graphic organizers for s
tudents who need structure
• RAFT
• Anchor Boxes• Five Hardest First• Two by Two• Adjusted Questioning • Graphic organizers for s
tudents who need structure
• RAFT
• Numbered Heads Together
• Tiered Assignments• Scaffolding by providing
necessary vocabulary in advance of lesson
• Using web resources for practice or extension activities
• Numbered Heads Together
• Tiered Assignments• Scaffolding by providing
necessary vocabulary in advance of lesson
• Using web resources for practice or extension activities
Main Menu
To Strategies
Anchor BoxesAnchor BoxesThe Purpose of an Anchor Activity is to:• Provide meaningful work for students when they finish an
assignment or project, when they first enter the class or when they are "stumped".
• Provide ongoing tasks that tie to the content and instruction.• Free up the classroom teacher to work with other groups of
students or individuals.
Anchor boxes are places in the classroom where extension activities are kept. Advance students who finish work regular classroom can go to an anchor box for extension activities. Students struggling with class work can go to an anchor box to get scaffolding activities which would help them understand concepts better. Teacher prepare these activities in advance of the lesson, based on what they think the students might need.
The Purpose of an Anchor Activity is to:• Provide meaningful work for students when they finish an
assignment or project, when they first enter the class or when they are "stumped".
• Provide ongoing tasks that tie to the content and instruction.• Free up the classroom teacher to work with other groups of
students or individuals.
Anchor boxes are places in the classroom where extension activities are kept. Advance students who finish work regular classroom can go to an anchor box for extension activities. Students struggling with class work can go to an anchor box to get scaffolding activities which would help them understand concepts better. Teacher prepare these activities in advance of the lesson, based on what they think the students might need.
Vocabulary StrategiesVocabulary Strategies
• Word Splash• Word Walls• Frayer Model• Word Sorts• Graphic Organizers• Inside-Outside Circles• Three Column Charts
• Word Splash• Word Walls• Frayer Model• Word Sorts• Graphic Organizers• Inside-Outside Circles• Three Column Charts
Five Hardest FirstFive Hardest First
Five Hardest First is a simple method of finding out which students understand the depth of a concept. The teacher simply tells the students to do the five hardest problems or answer the five hardest questions first. Students who can answer these quickly and easily obviously have mastered the material and can go on to an extension activity. Those who cannot will work on other less difficult problems or questions that will scaffold their learning.
Five Hardest First is a simple method of finding out which students understand the depth of a concept. The teacher simply tells the students to do the five hardest problems or answer the five hardest questions first. Students who can answer these quickly and easily obviously have mastered the material and can go on to an extension activity. Those who cannot will work on other less difficult problems or questions that will scaffold their learning.
Two by TwoTwo by Two
• Correct two papers simultaneously. • Mark only those questions that both students
answered correctly. • Return the papers for the two students to go over. • They have to discover if they are both incorrect or
which one is correct and submit new consensus answers to the unmarked problems.
• Decide in advance what resources they will be allowed to use.
• Student groupings may vary, but pairing students with those whose skills are similar is recommended.
• Correct two papers simultaneously. • Mark only those questions that both students
answered correctly. • Return the papers for the two students to go over. • They have to discover if they are both incorrect or
which one is correct and submit new consensus answers to the unmarked problems.
• Decide in advance what resources they will be allowed to use.
• Student groupings may vary, but pairing students with those whose skills are similar is recommended.
R.A.F.T.R.A.F.T.• Role of the Writer - Who are you as the writer? Are you
a Trojan warrior? A proton? An integer? The endangered bald eagle?
• Audience - To whom are you writing? Is your audience the American people? A friend? The nucleus? An equation? Readers of a newspaper? A local bank?
• Format - What form will the writing take? Is it a letter? An advertisement? A speech? A poem? A song?
• Topic + strong Verb - What's the subject or the point of this piece? Is it to persuade the jury to spare your life? To describe your relationship to electrons? To call for stricter logging laws?
• Role of the Writer - Who are you as the writer? Are you a Trojan warrior? A proton? An integer? The endangered bald eagle?
• Audience - To whom are you writing? Is your audience the American people? A friend? The nucleus? An equation? Readers of a newspaper? A local bank?
• Format - What form will the writing take? Is it a letter? An advertisement? A speech? A poem? A song?
• Topic + strong Verb - What's the subject or the point of this piece? Is it to persuade the jury to spare your life? To describe your relationship to electrons? To call for stricter logging laws?
Why RAFT Works:Why RAFT Works:• Integrates reading and writing in a non-traditional
way• Asks that students take what they have read and
create a new product that illustrates their depth of understanding
• Incredibly flexible and offers limitless opportunities for creativity for both you and your students
• Easy differentiation; teachers can develop any number of possible RAFTs based on the same text that can be adjusted for skill level and rigor.
• Integrates reading and writing in a non-traditional way
• Asks that students take what they have read and create a new product that illustrates their depth of understanding
• Incredibly flexible and offers limitless opportunities for creativity for both you and your students
• Easy differentiation; teachers can develop any number of possible RAFTs based on the same text that can be adjusted for skill level and rigor.
Numbered Heads TogetherNumbered Heads Together
• Have students form teams of 4 or 5.• Have students within each team count off from 1-4 or 5. • The teacher asks a question.• Students put their heads together and collaboratively generate an
answer.• Members of the team make sure each member can answer the
question.• The teacher calls a number at random. All students assigned that
number stand and supply an answer to the question. • When a student gives a partially correct answer, another person with
that number can supply the missing or incorrect information.• You may want to try this as a team competition activity
• Have students form teams of 4 or 5.• Have students within each team count off from 1-4 or 5. • The teacher asks a question.• Students put their heads together and collaboratively generate an
answer.• Members of the team make sure each member can answer the
question.• The teacher calls a number at random. All students assigned that
number stand and supply an answer to the question. • When a student gives a partially correct answer, another person with
that number can supply the missing or incorrect information.• You may want to try this as a team competition activity
Tiered AssignmentsTiered Assignments• A tiered assignment should focus on a key concept.
Student learning tasks are adjusted to the students ability levels. The adjustment may be according to learning style, readiness, or interest. To develop a tiered assignment, the teacher has to know the ability range of the students and keep all activities focused on the expected outcomes.
• Sample Lesson
• A tiered assignment should focus on a key concept. Student learning tasks are adjusted to the students ability levels. The adjustment may be according to learning style, readiness, or interest. To develop a tiered assignment, the teacher has to know the ability range of the students and keep all activities focused on the expected outcomes.
• Sample Lesson
Adjusted QuestioningAdjusted QuestioningDuring discussion and written activities, teachers direct the higher level questions to the students who can handle them and adjust questions accordingly for student with greater needs. All students are answering important questions that require them to think about the standards, but the questions are targeted towards the student’s ability or readiness level. Teachers are cautioned not to use only comprehension/knowledge level questions. With written quizzes the teacher may assign specific questions for each group of students. They all answer the same number of questions but the complexity required varies from group to group. Students should have the option of answering more questions if they would like.
During discussion and written activities, teachers direct the higher level questions to the students who can handle them and adjust questions accordingly for student with greater needs. All students are answering important questions that require them to think about the standards, but the questions are targeted towards the student’s ability or readiness level. Teachers are cautioned not to use only comprehension/knowledge level questions. With written quizzes the teacher may assign specific questions for each group of students. They all answer the same number of questions but the complexity required varies from group to group. Students should have the option of answering more questions if they would like.
Unit or Procedural Strategies
Unit or Procedural Strategies
Cooperative Grouping
In cooperative grouping, students are placed in groups of varying ability and each student is given a separate assignment. The group members are dependent on each other to complete their individual tasks in order for the entire group to get all the necessary information. Students work both independently and in the group. Students are given specific tasks. There are many ways that cooperative grouping can be set up in a differentiated classroom. It is advised that behavior norms and processes be taught in advance in order for cooperative grouping to be effective.
Cooperative Grouping
In cooperative grouping, students are placed in groups of varying ability and each student is given a separate assignment. The group members are dependent on each other to complete their individual tasks in order for the entire group to get all the necessary information. Students work both independently and in the group. Students are given specific tasks. There are many ways that cooperative grouping can be set up in a differentiated classroom. It is advised that behavior norms and processes be taught in advance in order for cooperative grouping to be effective.
Anchor Boxes
Although anchor boxes can be used for day-to-day supplemental activities, they can also be used as a process of covering an entire unit. Activities are grouped by box, or set of skills. Each box should contain activities of varying levels. When students are pretested and skill levels and weaknesses are determined, then students are assigned work in only those anchor boxes that pertain to the gaps in their knowledge. The teacher serves as a facilitator during class, answering questions and guiding students. Students complete and check their own work.
Anchor Boxes
Although anchor boxes can be used for day-to-day supplemental activities, they can also be used as a process of covering an entire unit. Activities are grouped by box, or set of skills. Each box should contain activities of varying levels. When students are pretested and skill levels and weaknesses are determined, then students are assigned work in only those anchor boxes that pertain to the gaps in their knowledge. The teacher serves as a facilitator during class, answering questions and guiding students. Students complete and check their own work.
Main Menu Main MenuNote: See Resources for
Anchor Boxes linkNote: See Resources for Anchor Boxes link
Cooperative GroupsCooperative Groups
For effective cooperative grouping teachers must:1. Establish behavior norms2. Create interdependent high-challenge tasks3. Expand student thinking through discussion and learning from
others4. Build power lessons which suit student learning needs5. Keep students thinking by challenging them appropriately6. Promote transfer of knowledge and self-direction
Excellent Resource: Blueprints for Achievement in the Cooperative Classroom, by Robin Fogarty and James A. Bellanca
For effective cooperative grouping teachers must:1. Establish behavior norms2. Create interdependent high-challenge tasks3. Expand student thinking through discussion and learning from
others4. Build power lessons which suit student learning needs5. Keep students thinking by challenging them appropriately6. Promote transfer of knowledge and self-direction
Excellent Resource: Blueprints for Achievement in the Cooperative Classroom, by Robin Fogarty and James A. Bellanca
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Section 5Section 5
References and Resources for Further Study
References and Resources for Further Study
ReferencesReferences
• The Differentiated Classroom – Carol Ann Tomlinson
• Why Didn’t I Learn This in College? – Paula Rutherford
• The Differentiated Classroom – Carol Ann Tomlinson
• Why Didn’t I Learn This in College? – Paula Rutherford
• Cobb County Schools website – PICASSO
• Blueprints for Achievement in the Cooperative Classroom, by Robin Fogarty and James A. Bellanca
• Cobb County Schools website – PICASSO
• Blueprints for Achievement in the Cooperative Classroom, by Robin Fogarty and James A. Bellanca
Differentiation Resources for Teachers
Differentiation Resources for Teachers
• Learner’s Link on Differentiation http://www.learnerslink.com/curriculum.htm
• Learning Style Inventories http://www.ldpride.net/learningstyles.MI.htm
• Albemarle Public Schools Differentiation Information http://k12.albemarle.org/Technology/DI/
• Technology on Differentiation http://www.teachnology.com/tutorialhttp://www.teachnology.com/tutorials/teaching/differentiate/planning/s/teaching/differentiate/planning/
• RAFT ConstructionRAFT Constructionhttp://www.writingfix.com/WAC/http://www.writingfix.com/WAC/Writing_Across_Curriculum_RAFTSWriting_Across_Curriculum_RAFTS_Math.htm_Math.htm
• Learner’s Link on Differentiation http://www.learnerslink.com/curriculum.htm
• Learning Style Inventories http://www.ldpride.net/learningstyles.MI.htm
• Albemarle Public Schools Differentiation Information http://k12.albemarle.org/Technology/DI/
• Technology on Differentiation http://www.teachnology.com/tutorialhttp://www.teachnology.com/tutorials/teaching/differentiate/planning/s/teaching/differentiate/planning/
• RAFT ConstructionRAFT Constructionhttp://www.writingfix.com/WAC/http://www.writingfix.com/WAC/Writing_Across_Curriculum_RAFTSWriting_Across_Curriculum_RAFTS_Math.htm_Math.htm
• General links for Differentiation http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm
• Florida State University Differentiation Information http://tst1160-35.k12.fsu.edu/mainpage.html
• Anchor Boxes http://www.mcps.k12.md.us/curriculhttp://www.mcps.k12.md.us/curriculum/enriched/giftedprograms/docs/um/enriched/giftedprograms/docs/anchor.pptanchor.ppt
• AssessmentAssessmenthttp://teacher.scholastic.com/http://teacher.scholastic.com/professional/assessment/professional/assessment/indexbk.htmindexbk.htm
• ChecklistChecklisthttp://www.cobbk12.org/sites/ALT/http://www.cobbk12.org/sites/ALT/training/checklists.htm training/checklists.htm
• General links for Differentiation http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm
• Florida State University Differentiation Information http://tst1160-35.k12.fsu.edu/mainpage.html
• Anchor Boxes http://www.mcps.k12.md.us/curriculhttp://www.mcps.k12.md.us/curriculum/enriched/giftedprograms/docs/um/enriched/giftedprograms/docs/anchor.pptanchor.ppt
• AssessmentAssessmenthttp://teacher.scholastic.com/http://teacher.scholastic.com/professional/assessment/professional/assessment/indexbk.htmindexbk.htm
• ChecklistChecklisthttp://www.cobbk12.org/sites/ALT/http://www.cobbk12.org/sites/ALT/training/checklists.htm training/checklists.htm
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