Differentiated Instruction:
from DRAB to
Garden City Public Schools
Objectives
C.O. You will compare and contrast the original
model of Differentiated Instruction to the
revised model.
C.O. You will analyze the principles of
Differentiated Instruction and compare to
classroom practice.
L.O You will discuss classroom practices using
the vocabulary of Differentiated Instruction.
Differentiated Instruction Agenda
•
•
•
•
•
•
•
Why Differentiate?
Original v. Revised Differentiated Model
Definition
Examples v. Non-Examples
Guiding Principals
Content, Process, Product
Classroom Practice
Why Differentiate?
Students are expected to master the SAME concepts,
principles and skills.
HOWEVER…
Students enter a classroom with very DIFFERENT
•Experiences
•Language proficiencies
•Background knowledge
•Readiness to learn
Fair isn’t always equal.
Original District Differentiated Model
Revised District Differentiated Model
Definition of Differentiated Instruction
A flexible system of instruction that
meets individual student needs guided by
a common goal.
Differentiated Instruction
IS NOT
IS
• A new strategy
• Static
• Teaching in the
Middle
• A Series of Activities
• “Lowering the Bar”
• More Work
• Flexible Grouping
• Student Centered
• Based on Readiness
• Rigorous & Relevant
for all Learners
• Based on Academic
& Personal Needs
Guiding Principle of
Differentiated Instruction
• Formative
• Screening
• Diagnostic
• Progress Monitoring
• Pre/Post in content areas without formal
screeners
• Summative – assessment of learning
• Outcomes
Data
Guiding Principle of
Differentiated Instruction
• Work based on data
within:
• Whole Group
• Small Group
• Independent Activities
Flexible
Grouping
Flexible grouping can maximize instruction and enables students to move fluidly through
lessons. – Rick Wormelli
Methods of Differentiation
The key to effective differentiation is to adjust the
curricular components of CONTENT, PROCESS
(instructional strategy) and PRODUCT
(assessment).
Content:
or the “what” of teaching
Comes from:
•Standards
•Curriculum Guides
•Textbooks
•Curriculum Protocols
Task specific questions,
visuals, level text, audio tapes,
reading buddies, highlighted
text
We must find ways to ensure that students access essential understand and skills.
Glenda Beamon Crawford
Process:
Instructional Strategy
•
•
•
•
•
•
•
•
Cooperative learning
SIOP Strategies
Guided Instruction
Guided Reading
Guided Writing
Graphic Organizers
Oracy
Learning Centers
This is the time when students make meaning of content by applying it through a learning
experience. – Tomlinson & Edison 2003
Product:
Assessment
• Accountability for centers
• Accountability for whole and small group
This generally refers to student’s culminating demonstration of understanding the essential
knowledge and skills. – Glenda Beamon Crawford
Classroom Practices
Many of the instructional practices
suggested for differentiation are
familiar ones.
Use Leveled or Lexile Materials
• Use leveled text from current reading series and
building literacy rooms
• Use www.lexile.com to help you establish levels
• Find easier texts with certain periodicals or
websites
Don’t change the bar, provide all the ropes, ladders, scaffolds and safety nets to
get every student over the bar. Kuzmich, 2005
Writing to Learn
• Writing is automatically a differentiation method.
• Research shows students need frequent or near
daily writing using new content vocabulary and
critical thinking at the analysis level or higher
across content areas.
• Quick Writes completed close to daily build
thinking fluency in that content.
• Practice Short Constructed Responses as well.
Work Stations:
An Updated View
• Set up stations around the room or
library for
• Research
• Investigation
• Comprehension building
• Initial application
• Invite students to develop stations
based on games, activities
• Present to others
• Everyone tries each station
Skills and Comprehension
Learning Groups – Some
independent
and
some
teacher guided
Quick Writes
Writing is thinking.
• Write across content areas about a part of the
learning in 1 to 3 minutes
• Use at the beginning, middle or end of lesson as a
check for understanding or a demonstration of
learning for the day.
• Use for individual accountability and for grouping.
Exit Slips
• Written student responses to questions the
teacher asks at the end of a lesson.
• Take about 5 minutes to complete but give a good
indication of student understanding of the
material
• Quick assessment tool that teaches students to
think critically
• Can be used at any grade level and subject area
Graphic Organizers
• give students a visual framework to organize
information
•
• Use individual accountability for part of it
• A blank graphic organizer in which students put
things in their own words is a differentiation method
Open-Ended Rigorous Follow-Up
Question Examples
•
•
•
•
•
•
•
•
•
Why?
Defend your answer
Can you explain it further?
Do you agree?
Why not?
How do you know?
Please give an example.
Please tell us one use for…
How could you represent
this information another
way?
• Who would disagree and
why?
• What does this remind you
of?
• If you could ask a question,
what would it be?
• What’s still confusing you?
• What you understand so
well, you could teach it to
someone else?
• A child miseducated is a child lost. –
John F. Kennedy