Differentiation
Strategies to meet the needs
of all learners
September 26th and 27th
Facilitators:
Terri Collins, Sandie Drummond,
Cheryl Harvey & Rebecca Radicchi
WHEN WE TEACH THE SAME THING
TO ALL KIDS AT THE SAME TIME,
1/3 ALREADY KNOW IT,
1/3 GET IT, AND
1/3 NEVER WILL.
SO 2/3 OF THE KIDS ARE WASTING
THEIR TIME.
--Scott Willis
Focus Your Thinking
On the first page of your flipchart, share what
you think differentiation is in any of the
following ways:
1. A definition
2. An example
3. A personal experience
4. A visual
What is Differentiation?
• A teacher’s response to learner needs
• The recognition of students’ varying
background knowledge and preferences
• Instruction that appeals to students’ differences
“We must take kids on whatever path that is necessary
to help them learn.”
Adapted from
Carol Ann Thomlinson
-Carol Ann Tomlinson
What Differentiation is Not
• Fluffy projects
• Busy work
• “Extension Packets” for gifted kids
• Teaching “to the middle”
• Getting mean when grading papers
• Giving the same assignments and expecting
different results
• “Dumbing Down” instruction for struggling
learners
Points to Ponder
On the 2nd flap of your flipchart, write
about how you think students feel
when instruction is too slow for
them. How do they cope?
On the 3rd flap of your flipchart,
write about how you think
students feel when instruction is
too fast for them. How do they
cope?
Some Elementary Students Answer the Question,
“What’s it Like When You Feel Lost in Class?”
•I feel scared. Sometimes I try to listen harder,
but mostly I feel scared.
•I get mad.
•After a while, I give up.
•I want to go home and watch TV.
•I feel dumb.
•I don’t like the subject very much.
•Sometimes I get in trouble.
•I daydream.
•I wish the teacher would know how I feel.
•I play with my hair.
•I wish I was smart.
Taken from Carol Ann Thomlinson
Middle Schoolers Answer the Question,
“What Does it Feel Like When Classes
Move too Slowly?”
•I try my best to pay attention, but it is really
hard.
•I play with my braces.
•I figure out a 20 factorial.
•I read ahead in the book.
•I plan out my day.
•I write lyrics to songs in my head.
•I get frustrated and tense.
•I draw tanks and airplanes.
•I try to answer a question in a different way to
move the class forward, but my teacher gets
angry.
Adapted from
Carol Ann Thomlinson
When A Mind is Forced
Some price, modest or
substantial, must be paid any
time a mind is forced or attempts
to learn or perform something in
a way for which it is not wired.
This happens to all of us from
time to time, but the outcome is
tragic when the mismatching of a
mind to a set of important tasks
becomes a daily event and when
that poor fit is not understood.
This phenomenon takes place
every day in schools everywhere.
A MIND AT A TIME-Mel Levine, MD, p.23
2002 Simon & Schuster
Talk to Your Kids
• Spend time getting to know your students. What are
their interests, fears, talents, and goals? Do this
through class meetings, letters, goal setting,
conferences, surveys and graphs. Celebrate each
other!
• Discuss “fair” does not mean that all students will do
the same thing.
• Share your personal story/experience
Graphing Me
100
80
60
Now
Then
40
20
0
Math
Writing
Reading
Spelling
Pre-Assess
• Pre-test
• Drawing
• Warm-ups
• K-W-L
• Graphic Organizer
• Survey
• Entrance Tickets
• Hand Signals
• Self-Assessments
Determine:
academic ability, background knowledge, learning
style, multiple intelligences, interests, etc.
What Type of Learners are in Your
Class?
•
Mathematical-Logical:
•
Spatial:
•
Intrapersonal:
•
Interpersonal
•
Bodily-Kinesthetic:
•
Musical:
•
Verbal:
•
Naturalist:
Use #s, charts, calculations, & classifications
Use visuals, colors, art, graphic organizers &
pictures
allow time for independent work, journaling, selfreflection & assessment
provide opportunities for collaboration, publicspeaking & discussion
use hand motions, act things out, movement
provide opportunities for learning through
songs and jingles
provide opportunities to write, journal and
respond in words
allow time to be in the natural world & to make
connections to the natural world
Differentiation asks us
to learn how the cogs
turn together in
general….
And how they turn for
the individuals we
teach…
And to adjust our
teaching so the cogs
turn effectively for
each young person in
our care.
~Carol Ann
Thomlinson
Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
Putting it in Practice:
Differentiation Strategies
Planning Tiered Assignments
Concept to be Understood
OR
Skill to be Mastered
Create on-level task first then adjust up and down.
Below-Level
Task
On-Level
Task
“Adjusting the
Task”
Above-Level
Task
Important Note:
Standards Are For All Students
If the standard states that students must build a
rocket, should the low achieving students watch
a video about building a rocket, the average
child read about building a rocket and the gifted
students get to build a large, highly complex
rocket? EVERY child must build a rocket.
How could we tier
this assignment?
Choice Board: Dinner Menu
Topic: Photosynthesis
Appetizer (Everyone Shares)
•
Write the chemical equation for photosynthesis
Entrée (Select One)
•
Draw a picture that shows what happens during
photosynthesis
•
Write two paragraphs about what happens during
photosynthesis
•
Create a rap that explains what happens during
photosynthesis
Side Dishes (Select at Least Two)
•
Define respiration, in writing
•
Compare photosynthesis to respiration using a Venn
Diagram
•
Write a journal entry from the point of view of a green
plant
•
With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration
Dessert (Optional)
•
Create a test to assess the teacher’s knowledge of
photosynthesis
RAFT
Assignments
Role
Audience
Format
Topic
Huck
Tom Sawyer
Note Hidden in a
Tree Knot
A Few Things
You Should Know
Future Droplets
Advice Column
The Beauty of
Cycles
Fractions
Whole Numbers
Petition
To Be Considered
Part of the
Family
Comma
Writers
Diary
I Wish People
Knew Where I
Belong
Finn
Rain
Drop
Entry
Learning Contracts
• Agreement between one or
more students & their
teacher
• Teacher specifies learning
objectives & required
components of assignment
• Student identifies methods
of accomplishing the tasks.
• Timelines/deadlines are part
of the contract.
• Allows students to work at
appropriate pace
Cubing
• Allows students to look
at issue from different
perspectives
• Differentiate learning by
readiness, student
interest or learning style
• Vary in color & tasks
depending upon ability
& interests of small
group
Jigsawing
1. Divide class into HOME
groups.
2. Each member of HOME
group receives a number.
Each group has the same
numbers.
4. The HOME groups split,
and members come
together in other EXPERT
groups. The EXPERT
group works
collaboratively to
complete the task.
5. After designated time,
members of EXPERT
3. Each member of HOME
group return to HOME
group receives a different
groups. Each person
assignment (i.e., passage to shares his/her expertise
read, question to answer,
and knowledge with the
HOME group.
problem to solve).
IMPORTANT: All #1
members of each group
should have same problem.
Corners
As a review, post 1-5 samples of a different type
of math problem on chart paper in each corner
of the room.
Invite students to go to the corner with the type
of problem that he/she would like/needs to
work on. Students are given a certain amount
of time to work problems individually before
being given time to collaborate on answers.
Most Difficult First
• Fosters individual self-pacing
• The teacher gives a shortened assignment
allowing the student to demonstrate mastery
of newly introduced content.
• The student is not required to complete all
of the items, problems, or questions on an
assignment if she/he can show mastery by
accurately completing the most difficult
first.
Hot Seat
• Before the beginning of class, the
teacher prepares 4-5 questions
related to the topic of study and
writes them on sticky notes.
• Place the sticky notes underneath
student desks so they are hidden
from view.
• At beginning of class, inform
students that several of them are
sitting in “Hot Seats” and will be
asked to answer the questions.
• Have the students check their
desks for the strategically placed
sticky notes.
• Students who are in the “Hot
Seats” take turns answering the
questions.
Think-Tac-Toe
• Collection of
activities from
which students
can choose
• In form of 3x3 or
4x4 grid
• Use to
differentiate
content, process &
product
Tic-Tac-Know
Activating
KWL
Anticipation Guide
3-2-1
Differentiation
Hot Seat
Brainstorming
Wordsplash
Summarizing
Ten Non-Negotiables of Differentiated
Classrooms
Taken from Carol Ann Thomlinson
1. Teacher-kid connections
2. An environment that is a
catalyst for learning
3. A sense of community in the
classroom
4. Curriculum focused on
student understanding for
ALL students
5. Persistent assessment to
inform teaching and
learning
6. Respectful tasks for each
student
7. Flexible grouping
8. Teaching up
9. Attention to student
readiness, interest, and
learning profile
10. Modification of content,
process, product, affect, and
learning environment to
address student need
If you want to feel safe and secure,
continue to do what you have always
done.
If you want to grow, go to the cutting
edge of our profession.
Just know that when you do, there
will be a temporary loss of sanity.
So know when you don’t quite know
what you are doing
You are probably growing!
--Madeline Hunter
Shape Wrap-Up
Choose one of the following to share
on the last flap of your flip-book.
Circle: An idea or question that is
still rolling around in my head.
Square: Something that squared
with your thinking or an “aha”
from the session.
Triangle: Three points you want to
remember or three strategies you
want to try.
Resources
Websites:
• Area 5 Lead Teacher Blog:
http://professionallearning.typepad.com/alt5/
• Carol Ann Thomlinson’s Website:
http://www.caroltomlinson.com/
• Enhance Learning with Technology:
http://members.shaw.ca/priscillatheroux/differentiating.html
• Printable Graphic Organizers****:
http://www.eduplace.com/graphicorganizer/
• Multiple Intelligences Visual:
http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDe
f.HTM
• Test Your Learning Style Online:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/m
ultiple_int/questions/questions.cfm