DIFFERENTIATION

TIES TO THE OHIO TEACHER

EVALUATION SYSTEMJudy Chaffins,

judy.chaffins@allencountyesc.org

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Why Is It Important to Understand

Differentiation?•It is a part of the Ohio Teacher Evaluation System (OTES) and you will be measured by it.

•It is part of the Ohio Report Card in the form of value-added.

•It is a part of 21st Century Learning and Teaching.

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Definition•Differentiation is simply planning to meet the needs of all learners in your classroom more often, with more success.

• It is creating a classroom in which teaching and learning can proceed predictably and productively.

• It is to support the maximum development of each individual and the group as a whole.

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Teachers’ Goal

To help each learner take the next appropriate step in learning

 

Ineffective Developing Skilled Accomplished

DIFFERENTIATION(Standard 1:

Students;Standard 4: Instruction)

 Sources of Evidence:

Pre-ConferenceClassroom

Walkthroughs/Informal Observations

  

The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate.

The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through some students may not be able to access certain parts of the lesson and/or some may not be challenged.

The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group.

The teacher matches strategies , materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. The teacher effectively uses independent, collaborative and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery.

  

  

Evidence 

   

       

OTES Rubric – Differentiation Domain

 

Ineffective Developing Skilled Accomplished

DIFFERENTIATION(Standard 1:

Students;Standard 4: Instruction)

 Sources of Evidence:

Pre-ConferenceClassroom

Walkthroughs/Informal Observations

  

The teacher does not attempt to make the lesson accessible and challenging for most students, or attempts are developmentally inappropriate.

The teacher relies on a single strategy or alternate set of materials to make the lesson accessible to most students through some students may not be able to access certain parts of the lesson and/or some may not be challenged.

The teacher supports the learning needs of students through a variety of strategies, materials, and/or pacing that make learning accessible and challenging for the group.

The teacher matches strategies , materials, and/or pacing to students’ individual needs, to make learning accessible and challenging for all students in the classroom. The teacher effectively uses independent, collaborative and whole-class instruction to support individual learning goals and provides varied options for how students will demonstrate mastery.

  

Evidence 

   

       

OTES Rubric – Differentiation Domain

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Pre-Conference Sample Questions - Differentiation•How will the instructional strategies address all students’ learning needs?

•How will the lesson engage and challenge students of all levels?

•How will developmental gaps be addressed?

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Post-Conference Sample Questions - Differentiation•How did the instructional strategies address all students’ learning needs?

•How did the lesson engage and challenge students of all levels?

•How were developmental gaps addressed?

•Why is it important to provide varied options for student mastery?

  Ineffective Developing Skilled Accomplished

FOCUS FOR LEARNING

(Standard 4: Instruction)

  

Sources of Evidence:

Pre-Conference  

The teacher does not demonstrate a clear focus for student learning. Learning objectives are too general to guide lesson planning & are inappropriate for the students, and/or do not reference the Ohio standards.

The teacher communicates focus for student learning, develops learning objectives that are appropriate for students & reference the Ohio standards but do not include measureable goals.

The teacher demonstrates a focus for student learning, with appropriate learning objectives that include measurable goal(s) for students learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal & its appropriateness for students.

The teacher establishes challenging & measurable goal(s) for student learning that aligns with the Ohio standards & reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course, & school goals for content learning & skills.

 Evidence

  

       

OTES Rubric – Focus for Learning

  Ineffective Developing Skilled Accomplished

FOCUS FOR LEARNING

(Standard 4: Instruction)

  

Sources of Evidence:

Pre-Conference  

The teacher does not demonstrate a clear focus for student learning. Learning objectives are too general to guide lesson planning & are inappropriate for the students, and/or do not reference the Ohio standards.

The teacher communicates focus for student learning, develops learning objectives that are appropriate for students & reference the Ohio standards but do not include measureable goals.

The teacher demonstrates a focus for student learning, with appropriate learning objectives that include measurable goal(s) for students learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal & its appropriateness for students.

The teacher establishes challenging & measurable goal(s) for student learning that aligns with the Ohio standards & reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course, & school goals for content learning & skills.

 Evidence

  

       

OTES Rubric – Focus for Learning

  Ineffective Developing Skilled Accomplished

ASSESSMENT DATA(Standard 3: Assessment)

 Sources of Evidence:

Pre-Conference  

The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher does not use or only uses one measure of student performance.

The teacher explains the characteristics, uses, & limitations of various diagnostic, formative, & summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning & delivery.

The teacher demonstrates an understanding that assessment is a means of evaluating & supporting student learning routines effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher employs a variety of formal & informal assessment techniques to collect evidence of students’ knowledge & skills & analyzes data to effectively inform instructional planning & delivery.

The teacher purposely plans assessments & differentiates assessment choices to match the full range of student needs, abilities, & learning styles, incorporating a range of appropriate diagnostic, formative, & summative assessments into lesson plans. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths & areas for student growth.

 Evidence

 

       

OTES Rubric – Assessment Data

  Ineffective Developing Skilled Accomplished

ASSESSMENT DATA(Standard 3: Assessment)

 Sources of Evidence:

Pre-Conference  

The teacher does not plan for the assessment of student learning or does not analyze student learning data to inform lesson plans. The teacher does not use or only uses one measure of student performance.

The teacher explains the characteristics, uses, & limitations of various diagnostic, formative, & summative assessments but does not consistently incorporate this knowledge into lesson planning. The teacher uses more than one measure of student performance but does not appropriately vary assessment approaches, or the teacher may have difficulty analyzing data to effectively inform instructional planning & delivery.

The teacher demonstrates an understanding that assessment is a means of evaluating & supporting student learning routines effectively incorporating diagnostic, formative, and/or summative assessments into lesson planning. The teacher employs a variety of formal & informal assessment techniques to collect evidence of students’ knowledge & skills & analyzes data to effectively inform instructional planning & delivery.

The teacher purposely plans assessments & differentiates assessment choices to match the full range of student needs, abilities, & learning styles, incorporating a range of appropriate diagnostic, formative, & summative assessments into lesson plans. Student learning needs are accurately identified through an analysis of student data; the teacher uses assessment data to identify student strengths & areas for student growth.

 Evidence

 

       

OTES Rubric – Assessment Data

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Assessment• Assessment for – teachers use to measure achievement (formative from teacher viewpoint)

• Assessment of – teachers use to plan instruction (summative)

• Assessment as – students use to become more aware of their own growth relative to important learning targets, develop skills to enhance their own success, and to help their peers (formative-from student viewpoint)

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Classroom Assessment• The process of collecting, synthesizing,

and interpreting information in a classroom for the purpose of aiding a teacher’s decision making.

• Formative – ongoing (guide, mentor, direct & encourage student growth – the cook tastes the soup: adjustment)

• Summative – point in time snapshot (measure & evaluate student outcomes-the guests taste the soup: finality and judgment)

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Pre-Assessment Finding the right “entry” point for each learning experience (flexible grouping)

Is the child a novice, skilled or a master?

• Can he/she swim? … shallow end of the pool, putting his/her face in the water;

• Does he/she need instruction? …learning strokes;

• Does he/she need advanced instruction? …learning how to improve his/her strokes

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Professional Comparisons

• A doctor needs to make an accurate diagnosis in order to help the patient.

• A lawyer needs to make an accurate assessment of a client’s needs in order to create the appropriate legal step for the client.

• An engineer needs the appropriate measurements and data to develop an appropriate plan for a project.

Rubric – Prior Content Knowledge/Sequence/Connections

  Ineffective

Developing

Skilled Accomplished

PRIOR CONTENT KNOWLEDGE/SEQUENCE/CONNECTI

ONS(Standard 1:

Students;Standard 2:

Content; Standard 4: Instruction)

 Sources of Evidence:

Pre-Conference  

The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning.

The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful.

The teacher makes clear & coherent connections with students’ prior knowledge and future learning—both explicitly to students & within the lesson. The teacher plans & sequences instruction to include the important content, concepts, & processes in school & district curriculum priorities & in state standards.

The teacher uses the input & contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge & supporting their development. The teacher makes meaningful & relevant connections between lesson content & other disciplines & real-world experiences & careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The teacher plans & sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, & processes in school & district curriculum priorities & in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline.

Evidence  

       

Rubric – Prior Content Knowledge/Sequence/Connections

  Ineffective

Developing Skilled Accomplished

PRIOR CONTENT KNOWLEDGE/SEQUENCE/CONNECTI

ONS(Standard 1:

Students;Standard 2:

Content; Standard 4: Instruction)

 Sources of Evidence:

Pre-Conference  

The teacher’s lesson does not build on or connect to students’ prior knowledge, or the teacher may give an explanation that is illogical or inaccurate as to how the content connects to previous and future learning.

The teacher makes an attempt to connect the lesson to students’ prior knowledge, to previous lessons or future learning but is not completely successful.

The teacher makes clear & coherent connections with students’ prior knowledge and future learning—both explicitly to students & within the lesson. The teacher plans & sequences instruction to include the important content, concepts, & processes in school & district curriculum priorities & in state standards.

The teacher uses the input & contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge & supporting their development. The teacher makes meaningful & relevant connections between lesson content & other disciplines & real-world experiences & careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The teacher plans & sequences instruction that reflects an understanding of the prerequisite relationships among the important content, concepts, & processes in school & district curriculum priorities & in state standards as well as multiple pathways for learning depending on student needs. The teacher accurately explains how the lesson fits within the structure of the discipline.

Evidence  

       

 

Ineffective Developing

Skilled Accomplished

KNOWLEDGE OF STUDENTS

(Standard 1: Students)

  

Sources of Evidence:

Analysis of Students DataPre-Conference

  

The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. 

The teachers’ plan for instruction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences.

The teacher demonstrates some familiarity with students’ background knowledge & experiences & describes one procedure used to obtain this information. The teachers’ instructional plan draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds & prior experiences and/or the plan is inappropriately tailored to the specific population of students in the classroom.

The teacher demonstrates familiarity with students’ background knowledge & experiences & describes multiple procedures used to obtain this information. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, & backgrounds & prior experiences.

The teacher demonstrates an understanding of with the purpose & value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge & experiences, & describes multiple procedures used to obtain this information. The teacher’s analysis of student data (student development, students learning & preferred learning styles, & student backgrounds/prior experiences) accurately connect the data to specific instructional strategies & plans. The teacher plans for & can articulate specific strategies, content, & delivery that will meet the needs of individual students & groups of students.

  

Evidence  

       

OTES Rubric – Knowledge of Students

 

Ineffective Developing

Skilled Accomplished

KNOWLEDGE OF STUDENTS

(Standard 1: Students)

  

Sources of Evidence:

Analysis of Students DataPre-Conference

  

The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. 

The teachers’ plan for instruction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences.

The teacher demonstrates some familiarity with students’ background knowledge & experiences & describes one procedure used to obtain this information. The teachers’ instructional plan draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds & prior experiences and/or the plan is inappropriately tailored to the specific population of students in the classroom.

The teacher demonstrates familiarity with students’ background knowledge & experiences & describes multiple procedures used to obtain this information. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, & backgrounds & prior experiences.

The teacher demonstrates an understanding of with the purpose & value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge & experiences, & describes multiple procedures used to obtain this information. The teacher’s analysis of student data (student development, students learning & preferred learning styles, & student backgrounds/prior experiences) accurately connect the data to specific instructional strategies & plans. The teacher plans for & can articulate specific strategies, content, & delivery that will meet the needs of individual students & groups of students.

  

Evidence  

       

OTES Rubric – Knowledge of Students

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Differentiation is based upon three main areas:

• Content

• Process

• Product

Via

• Readiness

• Interest

• Learning Style

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Non-Negotiables of Differentiated Instruction• Provide respectful work for students,

grounded in high-quality curriculum (not MOTS: more of the same)

• Create community and connections in the classroom with attention to student readiness, interests, and learner profiles

• Use flexible grouping and flexible pacing

• Engage in on-going assessment and use the results to adjust instruction

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Obstacles in Leading a Differentiated Classroom

• Grouping students smoothly

• Helping groups work effectively

• Directions for multiple tasks

• Minimizing stray movements

• Starting or stopping a class or lesson

• Productive use of “ragged time”

• Promoting on-task behavior

• Needing to finish-up and move-on

• Re-arranging the furniture smoothly

• Curbing noise

• Keeping track of who is learning what

• Grading daily tasks

• Turning in work

• Keeping up with on-going papers

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• Webb’s Depth of Knowledge

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Evidence of Differentiation Via Strategies

• Multiple Intelligences

• “Jigsaw” Activities

• Taped Material• Anchor Activities• Varying

Organizers• Varied Texts• Varied

Supplemental Materials

• Literature Circles

• Tiered Lessons• Tiered Centers• Tiered Products• Learning

Contracts• Small Group

Instruction• Group

Investigation Orbitals

• Independent Study

• 4-MAT• Varied

Questioning• Strategies• Interest Centers• Interest Groups• Varied

Homework• Compacting• Varied Journal

Prompts• Complex

Instruction

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Evidence of Differentiation Via Materials

• Materials for advanced learners are more than busy work – they accelerate conceptually or go into greater depth

• Materials provide pathways to accelerate student learning, where appropriate

• Materials to support struggling learners are more than busy work – they provide scaffolding for the grade-level curriculum, including auditory support materials and/or language-simplified or non-English versions

• Materials to support struggling learners are specific to the student’s particular stumbling blocks

• Materials provide for a variety of learning styles within whole class instruction and plans for how to use them

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Evidence of Differentiation Via PacingActual and Good Example:

Everyday Math (McGraw Hill/The Wright Group)

provides teachers

with a chart at the beginning of each unit

that shows companion lessons for the units

from the grade level before and the one

following.

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Let’s Take a Quick LookSeventh Grade Social Studies Textbook Example:

For several units, the option for advanced students is to create a short children’s book about the information presented in the text.

Is this an example of good differentiation?

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Let’s Take a Quick LookThis is unlikely to challenge an advanced learner, particularly since the vocabulary used in a children’s book is likely to be

simpler. It may appeal to some students learning style, but not others, and doesn’t increase an

advanced student’s knowledge or understanding.

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Let’s Take A Quick Look

A section on the history of trade in East Africa differentiates for advanced learners by asking students to divide into small groups, choose one event described in the section, and write a short skit depicting the event.

Is this good differentiation?

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Let’s Take A Quick Look

This activity could be suitable for any student in

the class and addresses learning style,

not advanced learning.

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Better Assignment: (Student Choice)Students adopt the roles of

representatives of different populations involved in the historical events (Christian missionaries, Arabs, slaves, Europeans, etc.) and hold a discussion comparing their points of view about the historical event. Students should prepare by doing additional research through teacher selected articles and/or internet sites.

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Materials for Struggling Learners

Good: Some textbook series provide CDs, DVDs, or online support that gives directions orally and/or translated into other languages – most frequently Spanish. Quality: A 5th grade unit on American History is supplemented by a variety of leveled readers (pub. by Scott Foresman) on topics such as the development of the U. S. Constitution and the role of women during the Civil War. (Leveled readers are parallel books written at varied levels of challenge.) Each booklet has two levels – one for on-grade level/advanced readers and one for students who need simplified language and writing tasks

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Instructional ProcessesProvides options for within-class learning groups – based upon readiness

Provides options for within-class learning groups – based upon learning style

Provides options for within-class learning groups – based upon interest

Provides work that is “respectful of all learners” – activities are interesting, engaging and challenging. It is not: MOTS (More Of The Same)

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Critical in Differentiation Planning•For advanced learners, will the

activity or product required advance the student’s learning on the continuum or will it just expand what the student already knows?

•For struggling learners, will the activity or product required provide another way to access the content or develop the skill?

•For all: It focuses on the quality of activities versus the quantity of work assigned.

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Lo-Prep Differentiation

Choice of books Homework options Use of reading buddies Varied journal prompts Orbitals Varied pacing w/anchor options Student-teacher goal setting Work alone/together Whole to part and part to whole explanations Flexible seating Varied computer programs Design-A-Day Varied supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let's Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Miniworkshops to re-teach or extend skills Jigsaw Negotiated Criteria Exploration by interest Games to practice mastery of information and skill Multiple levels of questions

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Hi-Prep Differentiation

Tiered activities/labs Tiered products Independent studies Multiple tests Alternative assessments Learning contracts 4-MAT Multiple Intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape recorded materials Teams, Games and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics

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Eliminate lengthy lessons-change topics frequently and make use of all technology. Do not present material in only one modality. Allow projects to involve creativity of video, electronic tools, digital media, etc. Do not limit projects to one format, as today’s learners are “content creators.” Generation believes in “product” over “process”. Give them assignment and set them free to complete. Generation thrives on feedback and constant positive reinforcement. More concrete examples before abstract thinking can develop. CHOICES, CHOICES, CHOICES!

-Larry Rosen, Ph.D. Rewired ( 2010)

RECOMMENDATIONS for DELIVERING INSTRUCTION for STUDENTS in the DIGITAL AGE

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DIFFERENTIATION CHECKLIST Lesson uses a variety of strategies to make learning

accessible or challenging.(depth and breadth)

Lesson uses a variety of materials to make learning accessible or challenging.

(from manipulatives or technological accommodations to more abstract, complex ideas) Lesson uses appropriate pacing to make learning

accessible or challenging. Evidence is shown of independent, collaborative, and

whole-class instruction to support individual learning goals.

Evidence is shown of a variety of options to show how students will demonstrate mastery of content.

Evidence is provided to illustrate challenging and measurable goals aligned to Ohio’s learning standards.

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DIFFERENTIATION CHECKLIST Evidence is provided of diagnostic, pre-assessments,

formative and summative assessments that measure a range of learner needs in lesson plans.

Evidence is provided to illustrate that a variety of learner needs along with strengths and weaknesses has been identified by an analysis of student and assessment data (the “entry points” for learning experiences).

Lesson can demonstrate connections made between prior learning and future learning.

Teacher can document how input was gathered from families or colleagues to understand students’ prior development and learning.

Teacher can document how connections were made from the lesson to real-world experiences, career options, or how other content areas were addressed.

Teacher can document how multiple pathways for learning were provided based upon student needs.

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DIFFERENTIATION CHECKLIST Evidence is provided to document the teacher’s

familiarity of students’ background knowledge & experiences.

Evidence is provided to document the teacher uses multiple procedures to obtain students’ background knowledge & experiences.

Teacher can accurately explain how the lesson fits within the structure of the discipline.

Evidence is provided to document the teacher has drawn upon an accurate analysis of students’ development, readiness for learning, preferred learning styles & backgrounds & prior experiences.

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DIFFERENTIATION CHECKLIST Evidence is provided that demonstrates an

analysis of student data was used to accurately connect the data to specific instructional strategies & plans.

Evidence is provided that shows the teacher planned for & can articulate specific strategies, content, & delivery that will meet the needs of individual students & groups of students.

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Novice Differentiation Practitioner Can plan for individual, small group & large

group experiences Understands & can plan for readiness groups –

making lessons minimally accessible for handicapped or developmentally disabled students & challenging for more advanced students

Understands & can plan for interest groups – using a minimal variety of strategies to address each group in either the process or product of the lesson

Understands & can plan for different learning styles of students – using a minimal variety of strategies to address each group in either the process or product

Allows students some freedom of choice in interacting with the lesson and/or evidence of mastery of the concept

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Skilled Differentiation Practitioner Can plan a lesson using appropriate level of pacing to meet the range of learner needs within the classroom

Can develop challenging and measurable goals aligned to Ohio’s learning standards and 21st century skill development

Can use flexible grouping strategies to provide appropriate interactions among students & accommodate learning needs/goals

Has a wider range of strategies & variety of materials to choose from to plan appropriate lessons for the wide range of learners within the classroom

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Skilled Differentiation Practitioner

Can select or develop challenging & appropriate diagnostic, formative & summative assessments that will measure the range of learner needs within the classroom

Teacher can show evidence of the development of a caring classroom in which student differences in ability, culture, language or interests are seen as assets, rather than hurdles.

Students are given more choice opportunities based upon sound data to direct the teacher’s decisions.

Classroom routines and transitions are clearly established, successfully implemented & students take ownership for their actions.

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Master Differentiation Practitioner Teacher can accurately explain how an accurate analysis of student data connects the data to differentiated goals, strategies & assessments used in the lesson.

Teacher can accurately explain how the differentiated goals, strategies, & assessments used in the lesson fits within the structure of the discipline.

Teacher can demonstrate & articulate a wide range of strategies, materials & assessments to meet all learner needs within the classroom.

Teacher can implement instructional supports on the spot as a student falters

Teacher can draw from a rich database of examples, metaphors & enrichments ideas to deliver tailored explanations of concepts in lessons.

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DIFFERENTIATION GROWTH GOALS:

1 Unit: Collaboratively developed with your peers using a comprehensive approach to differentiating

2 Lessons: Collaboratively reviewed by your peers that you plan on using for your evaluation

5-7 Lessons: Independently targeted to differentiation areas to address your professional growth

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Differentiation: Meeting a Checklist or Making a Difference?

Differentiation can be demonstrated quickly and evidence provided fairly easily: grouping, manipulatives given, higher level thinking question given to advanced students, etc.

However, it requires knowledge, skill and careful planning if it is going to make a difference in student achievement, productivity and teacher success.

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Differentiated Instructional & Curriculum Adaptations

Organization of content presentation: Whole-to-part

sequencing of content, especially in mathematics and science

Arts-infused curriculum: Training in art history, aesthetics, and criticism of all art domains integrated within other curriculum areas

Intuitive expression: Practice to develop empathy and sensitivity to others through role playing and guided imagery

Social issues discussion: Integration of current events, social, political, and philosophical issues within curriculum areas

Self-concept development: Understanding of own strengths and talents

Literary “classics”: Foundations of literature to expand foundations of thinking

“World’s great ideas”: Foundations of philosophy, psychology, sociology, history, humanities to expand foundations of thinking

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Provisions That Develop Self-Direction and Independence

Discovery learning, inquiry learning: Active practice in finding problems, solutions, and answers for self

Independent study: Management of research without teacher

direction Self-instructional materials Programmed units of study through which

student progresses at own pace Flexible project deadlines: Negotiation of time

needed to complete project or task Flexible task requirements: Negotiating of time

needed to complete project or task

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Websites & Apps That Support Differentiation

• Bing/Babelfish • Brightstorm • Cast Science Writer • Convert Anything to Anything • DifferentionCentral • Digital History • Discovery Streaming • Free.ed.gov

• Gilder Lehrman Collection

• Project

• Gutenberg

• Kahn Academy • Kathy Schrock’s Guide for Educators • Kidsclick • Lexile.com • Library of Congress • Librivox • Museum Box • National Archives……and many more...

• http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/di_websites_chart.pdf

• Universal Design for Learning – CAST

• http://www.pearltrees.com/u/932521-homepage-differentiation

• http://www.pearltrees.com/t/differentiated-instruction/id9151035

• http://www.pinterest.com/jennyannedavis/differentiated-instruction/

• http://www.techlearning.com/Default.aspx?tabid=67&entryid=6288

• http://www.tandl.leon.k12.fl.us/lang/Ellessonspage.html