The Road to Student Success
Although the destination remains constant, the routes we take to reach that destination and the time it takes us to get there may vary.

I can
• Identify key components of differentiated instruction
• I can create a differentiated learning lesson for Common Core
Standard-specific learning targets.

• No two children are alike
• No two children learn in the identical way
• To provide access to the curriculum for all students
• One size does not fit all

• Intervention must take a broader view than that of simply supplying repetitious skill practice.
• To succeed in math, students need a solid conceptual base, ways to model their thinking, and a repertoire of strategies.
• Differentiation is preventative.
• Meeting the needs of struggling students is effective teaching .

• Meeting students where they are:
 Abilities
 Interests
 Learning styles
• The recognition of students’ varying background knowledge
• Instruction that appeals to students’ differences

Content
Knowledge and skills
Process
Varying learning activities or strategies
Product
Varying complexity/choice
(tiered assignments)

First Steps: Preparing for Differentiation
• Identify standard(s): learning goals and outcomes
• Diagnose the difference in readiness, interests and learning styles of each student through various tools:
Entrance tasks
Exit Slips
Observation
Assessments

• Reteaching to whole group?
• Guided group; pairs practice?
• Workstations and guided group?
• One-on-one instruction?

Class by RIT – Class by Goal

•Curriculum compacting •Tiered lessons
Elementary Secondary
•Independent study •Graphic organizers
•Interest centers
• Flexible grouping
•Learning contracts
•Choice boards
•Reading Counts
•Think-Tac-Toe
Elementary Secondary
•Teacher centers
•Mini lessons
•Technology enhanced lessons
•Cubes
Elementary Secondary

•
Explain the activity and the procedures with the whole class
•
Make expectations clear – develop ground rules for:
•
Behavior
•
Performance
•
Use rich tasks that require time and thinking – this is not an extension of the “seat-work” concept
•
Provide clear instructions, materials, responsibilities, check points, and expectations (rubrics)

• Physical setting-
– Use of space: create spaces to work
– Teach in different areas of the room
– Provide students access to materials they will need for projects – markers, chart paper, etc

• Teach students:
– how to enter and exit the classroom
– where and when to turn in work
– how and when to ask for help
– where to go for supplies
– what to do when finished
– how to transition in and out of groups

• Affirmation Posters – For example
– “Fair is not everyone getting the same thing, fair is everyone getting what they need to be successful”
– “This is a risk-taking, mistake-making classroom”
• Model Honor and Inspiration
• Celebrate learning from mistakes

• Adapting directions
– Simple  Detailed
– Specific  Open-Ended
– One step-at-a-time  Multi-step
• Adapting the complexity of the assignment

• Adapting directions
– Simple  Detailed
– Specific  Open-Ended
– One step-at-a-time  Multi-step
• Adapting the complexity of the assignment
– Hands-On  Theoretical
– Teacher-Led  Student-Led

Sample Lesson: “A Great Feat”
• Determine the focus standard(s).
– Grade level, domain, cluster, standard
• How can this lesson be improved for teaching the standard(s) at your grade level?
Differentiation Strategies for Mathematics , Shell Education

• Hand-outs needed:
– Common Core Standards (K-5)
– “Instructional Priorities- Mathematics”
– Tables 1 and 2
– Observations of Mathematical Instructional
Practices

1.
Choose a standard at your grade level.
2.
Identify your learning target(s).
3.
Identify the resources needed.
4.
Choose/Develop Instructional Strategies
5.
How will you differentiate and assess?
6.
Be ready to share with the group.

• Hand-outs:
– DesCartes Statements by RIT bands (skills)
– Math DesCarte: Number Sense Lesson
– Lesson Plan Template (using MAP data) www.foridahoteachers.org
www.fortheteachers.org

Teachers who differentiate find…
• Greater understanding of the concepts behind the ‘rules’.
• All students experience challenge.
• Ability to apply concepts/skills to new situations and daily life.
• Students are excited.
• Students have ownership.
• Students are more independent learners.
• Students have greater mastery of content.
• Students develop/hone problem solving skills.
• Students are able to initiate their own tasks/projects.

1.
List one idea/strategy that you plan to implement with your students next week.
2.
List one idea/strategy that you would like to research more in order to implement with your students this semester.
3.
What questions do you have about differentiated instruction?

Diane Culbertson, NKCES www.DianeCulbertson.net
Diane.Culbertson@nkces.org
Jenny Ray, KDE/NKCES www.JennyRay.net
Jenny.Ray@kde.gov

Resources/References
Resources/References
• www.foridahoteachers.org
• www.fortheteachers.org
• http://www.giftedsources.com/index.htm
• http://www.tip.duke.edu/
• http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html
• http://www.diffcentral.com/index.html
• http://daretodifferentiate.wikispaces.com/
• http://www.caroltomlinson.com/
• www.commoncore.org
• Books:
–
Models of Intervention in Mathematics: Reweaving the Tapestry (NCTM)
– Standards Based Activities & Assessments for the Differentiated Classroom
90 Instructional Strategies for the Classroom