Do Now…on the index card
 Rank
these 7
Effective
Instructional
Strategies in
order from
LEAST Effective
to MOST
Effective.
1.
2.
3.
4.
5.
6.
7.
Practice by
Doing
Teach Another
Demonstration
Audio/Visual
Reading
Discussion
Lecture
Differentiated
Instruction
The Basic Steps Towards
Differentiating
July 28, 2015
Ms. Tracey Johnson
Treadwell Middle School
Agenda
 Warm
Up- “Do Now”- Effective Instructional
Strategies
 Objective & Define Differentiated Instruction
 Differentiated Instruction Professional
Development Presentation
 D. I.-“Think Aloud” Activity
 Tiered Assignments Activity
 Closure: “One thing that Stuck to You”
Do Now…on the index card
 Rank
these 7
Effective
Instructional
Strategies in
order from
LEAST Effective
to MOST
Effective.
1.
2.
3.
4.
5.
6.
7.
Practice by
Doing
Teach Another
Demonstration
Audio/Visual
Reading
Discussion
Lecture
How’d You Do???
Lecture
5%
Reading
10%
Audio/Visuals
20%
Demonstration
30%
Discussion
50%
Practice By Doing
75%
Teach Others/Immediate Use Of
Learning
95%
Let’s Define Differentiated
Instruction
Objective: By the end of the session,
teachers will develop a deeper
understanding of Differentiated
Instruction.
Differentiating instruction is doing what’s fair
for students. It means creating multiple paths
so that students of different abilities, interests,
or learning needs experience equally
appropriate ways to learn.
Differentiation of Instruction
is a teacher’s response to learners’ needs
 guided by general principles of differentiation
such as:



respectful tasks
flexible grouping
ongoing assessment and adjustment

Content

Readiness
ways to differentiate:
Process
Product
according to students’
Interests
Learning Profile
Traditional Classroom vs.
Differentiated Classroom
TRADITIONAL
Differences are acted upon
when problematic.
Assessment is most common at
the end of learning to see “who
got it”
A relatively narrow sense of
intelligence prevails
Coverage of curriculum guides
drives instruction
Whole class instruction
dominates
A single text prevails







DIFFERENTIATED
Differences are studied as a basis
for planning.
Assessment is on-going and
diagnostic to make instruction
more responsive to learner needs
Focus on multiple forms of
intelligences is evident
Student readiness, interest, and
learning profile shape instruction
Many instructional arrangements
are used
Multiple materials are provided







Adapted from “The Differentiated Classroom:
Responding to the Needs of All Learners,” by
Carol Ann Tomlinson, 1999, p.16
The Rationale for
Differentiated Instruction
Different levels
of readiness
Different Interests
The Rationale for
Differentiated Instruction
Different Ability Levels
Different Cognitive Needs
Teachers can differentiate
according to ….
The Content (What is Taught)
The Process (How it is Taught)
The Product (How Learning is Assessed
*The Learning Environment
(determined by the other 3)
Differentiating Content
(what is taught)
 Resource
materials at varying readability
levels
 Audio and video recordings
 Highlighted vocabulary
 Charts and models
 Interest centers
 Varied manipulatives and resources
 Peer and adult mentors
Differentiating Process
(making sense and meaning of content)
 Use
leveled or tiered activities
 Interest centers
 Hands-on materials
 Vary pacing according to readiness
 Allow for working alone, in partners, triads,
and small groups
 Allow choice in strategies for processing
and for expressing results of processing
Differentiating Products
(showing what is known and able to be done)
 Tiered
product choices
 Model, use and encourage student use of
technology within products and
presentations
 Provide product choices that range in
choices from all multiple intelligences,
options for gender, culture, and race
 Use related arts teachers to help with
student products
Strategies to Make
Differentiation Work
1.
Tiered Instruction
Changing the level of complexity or required
readiness of a task or unit of study in order to
meet the developmental needs of the
students involved.
Tiering is one of the best approaches because it allows that all students
with different learning needs work with the same curriculum.
Tiering
Key Concept
Or
Understanding
Those who do not
know the concept
Those with some
understanding
Those who
understand the
concept
What Can Be Tiered?
 Processes,
content
and products
 Assignments
 Homework
 Learning
stations
 Assessments
 Writing
prompts
 Anchor
activities
 Materials
What Can We Adjust?
 Level
of complexity
 Amount of structure
 Pacing
 Materials
 Concrete to abstract
 Options based on student interests
 Options based on learning styles
Strategies for Differentiation
Confused? Let’s break it down. Differentiation can include
complex strategies, like writing tiered lesson plans, or it can
take a more simplistic form, such as using reading buddies or
think-pair-share strategies. Here is a condensed list of the
continuum of differentiated strategies.

Higher Prep Strategies
 Tiered Lessons
 Flexible Grouping
 Think-Tac-Toe
 Multiple Intelligence
Options
 Graphic Organizers
 Response/Exit Cards
 Multiple Texts

Lower Prep Strategies
 Reading & Study
Buddies
 Anchor Activities
 Think-Pair-Share
 Choices of books
 Interest Surveys
 Multiple Levels of
Questioning
Strategies to Make
Differentiation Work
2.
Anchoring Activities
These are activities that a student may
do at any time when they have
completed their present assignment or
when the teacher is busy with other
students. They may relate to specific
needs or enrichment opportunities,
including problems to solve or journals to
write. They could also be part of a long
term project.
Strategies to Make
Differentiation Work
3.
Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a
student’s readiness as a static state. It is
important to permit movement
between groups because interest
changes as we move from one subject
to another
Flexible Grouping
Homogenous/Ability
-Clusters students of
similar abilities, level,
learning style, or interest.
-Usually based on some
type of pre-assessment
Heterogeneous Groups
-Different abilities, levels
or interest
- Good for promoting
creative thinking.
Individualized or
Independent Study
-Self paced learning
-Teaches time
management and
responsibility
-Good for remediation
or extensions
Whole Class
-Efficient way to present
new content
-Use for initial instruction
Strategies to Make
Differentiation Work
4.
Compacting Curriculum
Compacting the curriculum means assessing
a student’s knowledge and skills, and
providing alternative activities for the student
who has already mastered curriculum
content. This can be achieved by pre-testing
basic concepts or using performance
assessment methods. Students
demonstrating they do not require instruction
move on to tiered problem solving activities
while others receive instruction.
Brain Break!!!!!
Musical Chairs…
As the music plays, move to a table with teachers in
the same Subject Area:
•
Language Arts
•
Math
•
Science
•
Social Studies
•
SPED
•
Electives
https://www.youtube.com/watch?v=1UrpQTI6HTo&list=PL0wIZwSQJsEXPn3m1YlDk3NjaPwzV0ru8
Strategies to Make
Differentiation Work
1.
Tiered Instruction
Changing the level
of complexity or
required readiness
of a task or unit of
study in order to
meet the
developmental
needs of the
students involved.

What Can Be
Tiered?
Processes, content and
products

Assignments

Homework


Learning stations
Assessments

Writing prompts

Anchor activities

Materials
Tiering
Key Concept
Or
Understanding
Those who do not
know the concept
Those with some
understanding
Those who
understand the
concept
Think Aloud
1.
2.
How was D.I. utilized in the lesson?
What was done with students:
A.
B.
C.
3.
Below Grade Level
On Grade Level
Above Grade Level
In what ways are students assessed?
Tiering Activity Instruction
1.
2.
3.
Identify the standard, concept, or skill
you want the students to learn.
Decide if students have the background
necessary to be successful with the
lesson.
Assess the students’ readiness, interests,
and learning profiles.
Tiering Activity Instruction
4.
5.
6.
Create an activity or project that is
clearly focused on the standard,
concept or generalization of the lesson.
Adjust the activity to provide different
levels or tiers of difficulty that will lead all
students to an understanding.
Develop an assessment component for
the lesson. This can be whole group.
Remember, it is on-going!
Ebb and Flow of Experiences
(Tomlinson)
Back and forth over time or course of unit
Individual
Small Group
Whole Group
Small Group
Individual
What Differentiation Is …
 Student
 Best
Centered
practices
 Different
approaches
3
or 4 different
activities
 Multiple
approaches to
content, process,
and product
A
way of thinking
and planning
 Flexible
grouping
What Differentiation Isn’t
 One
A
Thing
 35
different plans
for one classroom
Program
 The
Goal
 Hard
questions for
some and easy for
others
A
chaotic
classroom
 Just
homogenous
grouping
In Summary…..
What is fair isn’t always equal…
and
Differentiation gets us away from
“one size fits all” approach to curriculum
and instruction that doesn’t fit anyone
Closure
Write “One Thing That
Stuck with You” about
Differentiated Instruction!
Bibliography
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans
and More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice.
Thousand Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:
ASCD. 1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the
Differentiated Classroom, Stenhouse Publishers, 2006.