Differentiation
November 19, 2020
Beginning Teacher Professional Development
Image Credit: TeachThought.com
Image Credit: Utah Education Network
Differentiation refers to a wide variety of teaching techniques
and lesson adaptations that educators use to instruct a diverse
group of students, with diverse learning needs, in the same
course, classroom, or learning environment.
Also called “differentiated instruction”, differentiation typically entails modifications to:
practice (how teachers deliver instruction to students),
process (how the lesson is designed for students),
products (the kinds of work products students will be asked to complete),
content (the specific readings, research, or materials students will study),
assessment (how teachers measure what students have learned), and
grouping (how students are arranged in the classroom or paired up with other students).
Practice
how teachers deliver instruction to students
In order to differentiate instruction using data, educators should:
● Adjust whole-group instruction to meet the broad needs of the entire
class.
● Strategically group learners to differentiate instruction based on
shared needs.
● Create individual learning pathways to support the unique needs
of each student.
Process
how the lesson is designed for students
● Process is the means for students to interpret the content and ideas that are outlined in the curriculum.
● Each student needs time to think about new material and make sense of it. It is important to
ensure that the activities is meaningful and is promoting new learning at an appropriate level for the
students.
● This means it should match a student’s readiness level.
● It’s also a formative assessment opportunity for teachers to monitor students’ progress.
ASSESSMENT
*how teachers measure what students have learned*
DIFFERENTIATED ASSESSMENT is the way in which teachers modify & match their
assessments with their individual students’ needs to enhance their learning and boost
their ability to show what they have learned.
Teachers use differentiated assessment to match & respond to the varying learning
needs of the diverse students in their classroom - which helps them to successfully
demonstrate their competencies in particular ways that are fitting & effective for them.
Designing various assessments appropriate for specific groups of learners provides
more opportunities for students to effectively demonstrate what they have learned and
guides teachers on how they can differentiate, modify and improve instruction moving
forward.
Ways to DIFFERENTIATE ASSESSMENTS for
ALL TYPES OF LEARNERS:
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Design tiered activities
Scaffold information for struggling learners
Challenge advanced learners with more mind-stimulating activities
Adjust your questioning
Pre-Assess before teaching new material
Assign flexible groups for more collaboration
Give flexible assignments & tasks based on students’ learning styles
Utilize learning contracts
Let students role play
Facilitate quality project based learning (PBL)
Allow for oral, visual or written presentations
Have students summarize & reflect
Use lists, charts & graphic organizers
Allow children to be creative - comic books, raps, songs & dances
adapted from a list by Burrus, Messer & Dodge
GROUPING
*how students are arranged in the classroom or paired up with other students*
FLEXIBLE GROUPING
is at the heart of differentiated
instruction. It provides
opportunities for students to be
part of many different groups
based on their readiness,
interest, or learning style. These
groups may be homogenous or
heterogenous. They may be
student-selected or teacherselected. Group assignments may
be purposeful or random. Groups
may work together for a day or
a month. Flexible grouping can
also provides opportunities for
independent work.
“In a differentiated
classroom, flexible
grouping is a
nonnegotiable.”
~ Tomlinson & Sousa
FLEXIBLE GROUPING
Benefits:
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Increases Social Skils
Increases Confidence
Provides Experience Working with People of Diverse
Backgrounds and with Different Abilities & Different RealLife Experiences
Promotes On-Task Behaviors & Attention
Teaches Personal & Social Responsibility
Develops Collaborative Skills
Creates a Sense of Classroom Community
Credit: Tracy L. Kaufman, 2008, Flexible Grouping PowerPoint Presentation
Pointers:
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Planning:
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When does grouping benefit students?
When does grouping facilitate instruction?
Which activities lend themselves to group work?
How do you determine group membership?
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Credit: Berks IU, rtsd.org
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Make sure that students have opportunities to be
part of homogenous and heterogenous groups
equally
Provide for both teacher-selected & studentselected groups
Alternate purposeful assignment to groups with
random assignment to groups
Instruct students how to work collaboratively &
cooperatively
Meet with each group each time they are together
& allocate the amount of time spent with each
group based on their needs
Establish behavior guidelines for group work
Clearly communicate expectations about the
quality of student work
Create tasks that students can manage
independently after you give directions
Develop a system for students to get assistance
while you’re working with other groups
Make decisions about grading – will it be
individual, group, or a combination?
Credit: Chrystyna Mursky, Wisconsin Department of Public Instruction
Additional Resources
Advanced Learning & Gifted Education
CCS
https://www.cravenk12.org/Page/1719
NCDPI
https://www.dpi.nc.gov/students-families/enhanced-opportunities/advanced-learning-and-gifted-education
English as a Second Language
CCS
https://www.cravenk12.org/Domain/4029
NCDPI
https://sites.google.com/dpi.nc.gov/ncels/home
Exceptional Children
CCS
https://www.cravenk12.org/Page/1576
NCDPI
https://ec.ncpublicschools.gov/
Additional Resources
The Ultimate List of Differentiation Strategies
50 Strategies for Differentiated Instruction
25 Strategies to Engage Students on Your Next Zoom Meeting
https://hookedoninnovation.com/2020/05/13/25-strategies-to-engage-zoom/