Classroom Strategies that
Support Differentiation
Eastern PA Special Education Conference
Hershey, PA October 2010
Presented by:
Susan Winebrenner
Education Consulting Service, Inc.
www.susanwinebrenner.com
susanwinebrenner86@gmail.com
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ONES
Pace
Method/Learning
Style
Amount
Peer Interaction
Teacher Interaction
Content
TWOS
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Product Type
Choice/Menus
Project Work
Creativity
Link to interests
Movement
THREES
How Differentiation Techniques
Benefit All Students
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Students are more likely to demonstrate appropriate
behaviors in the classroom and in the school when learning
styles are attended to, and when they perceive the
curriculum is challenging, meaningful and relevant.
Accommodating learning “styles” can greatly improve
successful learning outcomes for all students.
Students with advanced learning ability also have a
learning “style” that requires differentiation of learning
activities, teaching approach and grouping practices.
Learning Styles (Dunn and Carbo)
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AUDITORY
VISUAL:TACTILE-KINESTHETIC
Logical, Analytical, Sequential
Global, Holistic, In Context
Learns by hearing; teaches by
telling
Wants direction in verbal detail
Shopping list logical &
sequential
Thinks logically and
sequentially; organized and
neat; clothes match
Recalls names, facts, and dates
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Learns by seeing; teaches
by showing
Wants direction in a map
Shopping list random and
impulsive
Think randomly; appears
disorganized; clothes may
not match
Recalls faces, images, and
patterns
GLOBAL and ELL LEARNERS
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Use visual clues in text, videos, demonstrations,
examples, learns by doing – not listening
Chews, eats, doodles, or moves while learning
Learns “backwards” from whole to parts
Graphic organizers, mapping
Should learn phonics “later" in context
Likes excitement and humor in stories
Show correct examples - never errors
May not be AM learner
WHOLISTIC needs of global learners
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Whole to parts
Hands on learning
Organize information visually
Learning styles’ focus
Immerse the senses
Seek patterns and connections
Technology assistance
Integrate skills into meaningful contexts
Concrete to abstract
Gifted Learners Are Different from Age Peers
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Learn new material
rapidly
Operate at complex and
abstract levels
Remember what they’ve
learned forever
 Review and reteaching
unnecessary
 Standards may
already be mastered
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Operate on multiple
brain channels
simultaneously – can
multi-task effectively
Don’t have to watch
speaker to hear him
Have passionate
interests
Have great fear of being
imperfect
Find school painful from
being misunderstood
Learning Challenges Demonstrated by
Twice-Exceptional Students
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Gifted in some areas; remedial in others
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Ability to express oneself verbally but an apparent inability to
write down any of the ideas.
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May seem bright and motivated outside of school, but have
major difficulty completing traditional learning tasks.
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General lack of self-confidence that shows itself as inflexibility,
unwillingness to take risks, super-sensitivity to any type of
criticism, helplessness, socially inadequate behaviors, & other
behaviors designed to deflect attention from their learning
inadequacies
When a child is constantly being praised for how intelligent or smart she is, she may perceive that all her powers come from natural ability, and therefore conclude
Facilitating lifelong achievement
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From: Bronson and Merryman: Nurture Shock Twelve
Books.com
When children are constantly praised for their innate
intelligence, they may conclude that effort cannot make any
difference.
They may become fearful that if they are observed to work hard
on a task, people may conclude that they are not really so
smart since smart people just “know it”, and don’t have to work
hard.
The safest thing to do is to avoid challenging tasks!
How to praise effectively
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Praise youngsters for their hard work
and effort rather than for the product or
outcome or innate abilities.
They will be more willing to persist at
tasks when they believe their efforts are
responsible for the outcomes.
Bronson and Merryman: Nurture Shock
Bronson, Po. How Not to Talk to Your Kids. www.nymag.com
Abraham
Maslow’s
Hierarchy of
Basic Human
Needs
When one perceives that a
lower level need is not being
met, all energy and attention
are focused on that level until
the need is met.
Self-Actualization
Needs
To develop our talents and
be true to our goals; to realize
our potential; to have
“peak experiences”
Self-Esteem and Competence Needs
To achieve; to gain approval and recognition
from others for our achievements; to be able to
trust in our own abilities
Belonging and Love Needs
To love and be loved; to have relationships and be accepted;
to know that we are a valued member of a group
Safety Needs
To feel safe, secure, and out of danger; to feel confident that we will not be harmed
either physically or psychologically
Physiological Needs
To have the food, water, clothing, shelter, sleep, exercise, and comfort we need to survive
Goal Planning Chart
Today’ s date
My goal as a
fraction :
goal
time
What I
actually
accomplished
Plan for
tomorrow
Visual
Teaching Spelling by “Styles”
Pronounce
every sound
in word
Kinesthetic
Auditory
Trace letters Say the
of word with whole word
index finger
Say it in
“See it” with Draw box
syllables
eyes closed
around word
to show
Sing letters
Write, check, shape
to familiar
write
tune
Write word
Write in
in other
Spell it out
another color textures
loud
or texture;
check each
Sing, act,
Check for
time
dance the
accuracy
word
each time
you write
Mixture
Pronounce
word
Visualize
with closed
eyes
Trace letters
Draw box
Sing, act,
dance the
word
Write in
many media
Spelling Styles Record Sheet
Visual Pre
Visual –
Post
T-K Pre
T-K Post
Auditory
Pre
Auditory
Post
Combined
Pre
Combined
Post
Compacting definition
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To “compact” the curriculum is to give students full
credit before you teach the content for what they
already know.
With new content, we compact by allowing advanced
students to move at a faster pace.
During the “choice time” created, students work on
extension activities or projects. When prior mastery
has been demonstrated, extension work is not
graded. When content is new, extension work might
be graded.
Motivation and productivity
Gifted students resist work that is repetitive and
beneath their learning level.
 They will stretch themselves to do
challenging work if they are convinced:
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They will not have to do more work than their classmates
Their advanced work will not lead to lower recorded grades
They are not expected to finish the “regular work” before
working on extension activities.
Compacting Skill Work One Lesson at a Time
Most Difficult First
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Teach no more than 10-15 minutes, give practice assignment
Allow 15-20 minutes for students to start work in class
Offer to all students MOST DIFFICULT FIRST option:
Anyone who can complete the Most Difficult Problems First,
NEATLY, LEGIBLY, AND WITH NO MORE THAN ONE WRONG,
and in 15 minutes or less, IS DONE PRACTICING
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With time they “buy”, they work on “choice” activities
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Help only those who begin at beginning of the assignment
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Appoint “CHECKER” to correct work of other volunteers
Person can be the checker only once a week
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Collect their work; enter grades when other papers are collected
Pre-Test and Compact One Week at a Time
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(Spelling, grammar, vocabulary, penmanship, all skills)
Students examine upcoming content for one minute
Offer pretest for volunteers at beginning of each unit
Those who demonstrate mastery receive mastery grade
Then do choice activities; may be assessed but not graded;
avoid extra credit
Favorite Activity
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With partner, choose alternate words; learn spelling and meaning
Partners test each other; unmastered words go to next list
REMEMBER: IT’S THEIR TIME;
SHOW THEM HOW TO USE IT WISELY
The Magic Rules for Independent Work
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Don’t bother anyone
Don’t call attention to yourself
Do your work
Keep records of your extension tasks
When you follow the rules, you get to choose what to do.
When you do not follow the rules, I get to choose for you.
Compacting for Primary Students
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Do “kid watching” to find students who catch on quickly to new
material, appear to already know much of the grade level
standards, and/or have a wide storehouse of general
knowledge. Always give students full credit for what they have
already mastered. Do not expect them to finish the “regular
work” before working on extension activities.
If gifted students want to participate in direct instruction, keep
them there. However, plan seatwork at 2 levels: grade level
and advanced. Dismiss students from direct instruction by
sending advanced students to tables that have the advanced
tasks on them.
Teach Magic Rules one by one – accumulate them
THE COMPACTOR
Joseph Renzulli and Linda Smith
Student’s Name: James
Areas of Strength
Documenting Mastery
Alternate Activities
Language arts, spelling,
writing, grammar,
mechanics
Pre test results of A on
review tests
Will write his book when
the class is working on skills
he has already mastered
Reading
Pre test results of A on
review tests of skills and
vocabulary
•Will read together to gather data for
Map unit in social studies
Pre test results of A
Will write his book INSTEAD OF
doing extension activities for
map related work. Was given
options and chose this.
his book
•Will write his book
•Will join the class for 2 literature
circles
The Language Experience Method
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Students dictates story based on personal experience.
Teacher records it EXACTLY AS DICTATED, pronouncing each
word as it is recorded. Start a new line for each sentence.
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Teacher reads story aloud to student.
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Student reads story aloud to teacher.
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Student practices reading story sentences, in and out of order,
forward and backward.
Marie CarboRecorded Books
Method
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Select high interest story.
Give brief, interesting introduction and time for student to look through
the story.
Read each page in meaningful phrases using a pace appropriate for
reading aloud.
Record only 3 minutes per side - students listen to each side 3 times
before trying to read aloud.
Students track the phrases with 2 fingers of their dominant hand, in
loops matching the phrasing, while reading.
Paragraph Centipede
Paragraph Organizer
The main idea: __________________________________________________________________________________________
_______________________________________________________________________________________________________
Sequence
Ideas for Sentences
Topic Development Sheet (No pretest is used)
Topic or unit to be learned:
Required Standards
Related Topics
Content Organization Chart
Mythology Study Guide
BE PREPARED TO:
1.
2
Name at least 6 gods/goddesses from the culture and explain their powers
Understand and describe the elements common to all myths.
CHECKPOINT:_________________: Assessment for 1–2 *
Date
3.
4.
5.
Explain the meanings of all designated vocabulary words.
Describe the dwelling places of the deities as well as other locations for the myths.
Share one myth with your classmates in its entirety in an interesting manner
CHECKPOINT:_________________: Assessment for 1–5 *
Date
6.
7.
8.
9.
10.
Study several heroic figures from a specific religion. Compare and contrast their powers
and abilities with several mythological creatures we have studied.
Compare and contrast the heroes from popular fantasy literature, such as The Hobbit,
Lord of the Rings, or Star Wars, with several mythological heroes. .
Compare and contrast the elements of myths to the elements of two of the following:
fairy tales, folk tales, fables, or legends. .
Create a myth about an event that occurred in history during the last 100 years.
Investigate an heroic story written by someone in the same culture for which we are
studying myths. Note similarities and differences.
CHECKPOINT: _________________: Final Assessment for 1–10
Date
From The Cluster Grouping Handbook. www.freespirit.com
MYTHOLOGY EXTENSION MENU
Create a myth to explain
a contemporary event, using
all
Hypothesize reasons why
myths from ancient cultures
have remained popular over
time. Explain your findings.
Compare and contrast the
myths of aboriginal people
with those of the ancient
civilizations of the world.
the essential elements found
in myths.
Compare and contrast
religions in which multiple
deities are honored with
religions that honor one deity
only. Explain the effects of
these religions on its
members.
Create your own
mythological family of
humans or other creatures.
Establish the order of power,
and create stories that
describe the characters’
powers, emotions, and
conflicts
Student
Choice
Visit a local art museum and
observe how topics from
ancient myths have been
represented in the collected
works of art
Winebrenner and Brulles
www.freespirit.comFrom: The Cluster
Grouping Handbook
Investigate words,
expressions, and ideas from
mythology that have become
commonly used in your
language.
Assume the role of storyteller
and communicate a myth to
younger children in a manner
they can understand and
appreciate.
GENERIC PRIMARY GRADES EXTENSION MENU
From Teaching Gifted Kids in the Regular Classroom www. Freespirit.com
Illustrate
or
Draw
Compose
or
Design
Compare
Alike
Or
Different?
What would
happen if…….
YOUR
Demonstrate
Or
Show
Invent
something
better
Build
or
Construct
CHOICE
Act it Out
Key Words To Provide Depth And Complexity
To Learning Tasks
Critical Thinking Skills
Examine ethical considerations
State a generalization, principle or theory
Consider from other points of view
Recognize relevant/irrelevant fact/fiction;
cause/effect, authenticity
 Recognize changes or trends over time
 Redesign to use new technologies
 Use the language of the discipline; judging criteria
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Independent Study Agreement for Study Guide
With Extensions Menu
Read each condition with your teacher. Initials it to show that you agree to abide by it.
Learning Conditions
_____I will learn independently all the key concepts described on the Study Guide. I will not have to
complete the actual assigned activities as long as I am working on an independent project.
_____ I will demonstrate competency with the assessments for the Study Guide content at the same tim
as the rest of the class.
_____ I will participate in designated whole-class activities as the teacher indicates them—without arguin
_____ I will keep a Daily Log of my progress.
_____ I will work on an independent project and complete an Evaluation Contract to describe the grade I
will choose to earn.
_____ I will share a progress report about my independent study with an audience by________ (date)
My report will be 5–7 minutes long and will include a visual aid. I will prepare a question about
my report to ask the class before giving my report.
Working Conditions
_____ I will be present in the classroom at the beginning and end of each class period.
_____ I will not bother anyone or call attention to the fact that I am doing different work than others in
the class.
_____ I will work on my project for the entire class period on designated days.
_____ I will carry this paper with me to any room in which I am working on my project, and I will
return it to my classroom at the end of each session.
Student’s Signature:__________________________________________________
Teacher’s Signature:___________________________________________________
Evaluation Contract
I am choosing a grade for my project based on these criteria.
For a grade of B:
1. I will use secondary sources. This means that I will locate what information I can from several existing sources
2. I will prepare a traditional product. I will present it using a traditional reporting format.
3. I will be learning on the lower levels of Bloom’s Taxonomy: Knowledge and Comprehension. This means that I
will find information and be able to describe what I’ve learned.
For a grade of A:
1. I will use primary sources. This means that I will gather first-hand information myself through surveys,
interviews, original documents, and similar methods.
2. I will produce an original type of product. I will present it to an appropriate audience using a unique format.
3. I will be learning on the higher levels of Bloom’s Taxonomy: Application, Analysis, Evaluation, and/or
Synthesis.
This is the project I will do:
This is the grade I intend to earn:
Student’s Signature:
Teacher’s Signature:
Daily Log of Extension Work
Student’s Name:
Project Topic:
Today’s
Date
What I Plan to Do During
Today’s Work Period
What I Actually
Accomplished Today
The Name Card Method
GREAT OUTCOMES: NO HIDING, NO
BLURTING, NO TEACHER BIAS,
GREAT PARTICIPATION,
GREAT THINKING, AND
ALMOST PERFECT LISTENING!
The Name Card Method
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Appoint students to pairs of discussion buddies.
Students sit beside discussion buddy during discussions
Use THINK PAIR SHARE (Frank Lyman)
Ask the question. Give 10-15 seconds of “think” or “wait” time. Then, give 30
seconds of “pair” time after you explain to students the signal or words you will
use when it is time for them to stop talking to their buddy and redirect their
attention to you.
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Receive several answers without comment or praise. Do not tell if answers are
correct at this point. You can do that later in the discussion.
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Ask for volunteers to add things that have not already been said. The
consequence for repeating is that the student will not be called on again during
this discussion to add, but will still be included whenever their card comes up
and each time they “pair” with their partner. Tell students that you are the only
one who can comment on “repeats”.
The Name Card Method
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Use the cards to call on students to share. Tell
students they are not allowed to pass or to repeat
what others have said. Give students 10 seconds to
respond but if they cannot, suggest they consult
again with their partner while you move on. Let them
know you will return to them in a few moments for
their answer. Remember to return!
Thoughts from Kenneth Dunn
IF THEY CAN’T LEARN
THE WAY WE TEACH THEM,
LET’S TEACH THEM
THE WAY THEY LEARN!
DON’T REMEDIATE THEIR
WEAKNESSES
UNTIL YOU TEACH TO
THEIR STRENGTHS!
References and Resources
Bronson, Po and Merryman, Ashley. Nurture Shock Twelve Books Publishing
Freed, Jeffrey and Laurie Parsons. Right Brained Children in a Left Brained World. NY: Fireside
Levine, Mel. A Mind at a Time. Simon and Schuster
Liebenthal, E. Fingermath (www.amazon.com)
Smutny, Joan et al. Teaching Young Gifted Children in the Regular Classroom
www.freespirit.com
Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom; Teaching Kids with
Learning Difficulties in the Regular Classroom, freespirit.com
Winebrenner, Susan. Teaching Kids with Learning Difficulties in the Regular Classroom. www.
Freesprit.com
Winebrenner, Susan and Brulles, Dina. The Schoolwide Cluster Grouping Model.