Sally Stuart
GT Specialist
Arch Ford ESC
See Link
What is Differentiation?
Differentiation is classroom practice that looks
eyeball to eyeball with the reality that kids
differ, and the most effective teachers do
whatever it takes to hook the whole range of
kids on learning.
Tomlinson (2001)
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What is Differentiation?
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1. They can be delightful but can also be demanding,
impatient, perfectionist, sarcastic, and disruptive.
2. Few regular education teachers have received
sufficient training in issues related to gifted
education.
3. The IDEA is founded on the belief that all students
have the right to instruction appropriate to their
needs.
1.
The pace in which they
learn
2.
The depth of their
understanding
3.
The interests they hold
* Identify gifted students in their classroom.
* Utilize methods for differentiating instruction.
* Facilitate cooperation with parents and other teachers.
* Become effective team members in developing the gifted
child’s education plan.
* Monitor gifted child’s needs.
* Locate and select appropriate materials for gifted.
* Utilize community resources to extend and supplement
classroom activities.
Multiple Intelligence
Learning Styles
Thinking Styles
Know
your
students
What is your Learning
Strength?
* Multiple Intelligence Survey
* Learning Style Quiz (Edutopia)
* Learning Questionnaire
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Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Musical/Rhythmic
Bodily/Kinesthetic
Interpersonal
Intrapersonal
Naturalist
Chart results
Howard Gardner
Auditory
Visual
Tactile
Kinesthetic
Tactile/Kinesthetic
Concrete Random
Concrete Sequential
Abstract Sequential
Abstract Random
Anthony Gregorc 1982
Content
Selected according
to student interest
Interdisciplinary or
accelerated
Content
* Issues
* Urban vs. Suburban and Rural Life
Styles
* Good vs. evil
* Helpful and harmful effects of
technology
* Etc.
* Problems
* Life in the future
* Conservation
* Human Relations
* Decay of big Cities
* Effect of Current Events on Public
Morale
* Etc.
* Themes
* Courage
* Communication
* Patters of change
* Etc.
Content
Process
Rather than
content emphasis
Bloom’s
Creative Problem Solving
Critical Thinking
Cubing
Etc.
Process
* Emphasize on:
* Flexibility
* Inquiry
* Discovery
* Investigation
* Creativity
* Develop skills of
* Analysis
* Synthesis
* Evaluation
* Creative, productive,
divergent thinking
Content
Process
Product
Product
* Kinesthetic
* Model
* Diorama
* Sculpture
* Puzzle
* Written
* Journal
* Report
* editorial
* Oral
* Panel discussion
* Debate
* Teaching a lesson
* Video
* Visual
* Display
* Charts
* Collage
* Mural
* Time line
* Diagram
* Various Research Designs:
* Experimental, correlational,
historical, descriptive, case
study
* Skills:
* Observation reporting, notetaking, interviewing,
questionnaire construction
and analyses of data etc.
Research
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1. Tiering
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Tiering
*Tiered assignments are a
differentiation strategy where
learning tasks and projects are
developed based on assessed student
need.
*Tiered assignments are intended to
provide a better instructional match
between students and their needs.
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Tier by. . .
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Challenge level
(Depth)
Complexity
Resources

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
Outcome
Process
Product
There are multiple methods
for designing Tiered Assignments
In designing a Standards-based tiered lesson:
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Start with grade-level standards, concepts or skills
Modify the content into two to three progressive levels of
depth and complexity
Differentiate by process, product, resources or outcome
Research, Interview,
Read book, Use
Internet….
Perform, create,
present, write….
Common Core State Standards
Mathematics
Numbers & Operations and Base Ten
Grade 5
Grade and Standard
Typical Learner
Gifted Learner
5.NBT.B.6—Perform
operations with multi-digit
numbers and with decimals to
hundredths.
Students will be given
word problems which
require them to
determine the mean of
a series of 10 or more
numbers whose sums
are three or four digit
numbers.
Students will determine the
mean of 10 or more numbers
taken from the real world
whose sum is a three or four
digit number.
Find whole-number quotients of
whole numbers with up to fourdigit dividends and two-digit
divisors, using strategies based
on place value, the properties of
operations, and/or the
relationship between
multiplication and division .
Illustrate and explain the
calculation by using equations,
rectangular arrays, and/or area
models.
Example: Students will
survey a group of students
(classroom, random group
Example: Find the mean from playground, students in
of the following
GT class, etc.) to determine
numbers: 188, 204, 370, the ages of the children in
123, 532, 872, 211, 553, that group. They will then
612, 903.
use the data to determine
the mean of the ages of that
group of children.
Let's look at some examples
Subject: ELA Standards for Speaking and Listening
Strand and Number: Presentation of Knowledge and Ideas # 4
Grade-Level Outcomes in Knowledge and Skills: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
Grade & Standard
Typical Learners
Advanced Learners
Grades 3
SL.3.4. Report on a topic or text,
tell a story, or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking clearly at an
understandable pace.
Grade 5
SL.5.4. Report on a topic or text
or present an opinion,
sequencing ideas logically and
using appropriate facts and
relevant, descriptive details to
support main ideas or themes;
speak clearly at an
understandable pace.
Students will tell stories orally to
their classmates in an engaging
manner about how the students’
families celebrate something.
Students will research the
history of a particular family
celebration and include the
information in an engaging oral
presentation to the public during
a school-wide family night.
Students will report orally about
a local issue in the news in an
engaging, clear manner with a
main idea, facts, and supporting
details.
After selecting a local news
issue, students will hold a
debate about the issue
representing various
perspectives.
HS.1 Structure and Function:
HS.1.PS.1 Describe the atomic model and explain how
electron configuration is related to the Periodic Table and to
chemical properties.
Compare and contrast the atomic model, electron
configuration and chemical properties of an alkali metal,
halogen, and noble gas and explain the placement of each in
the periodic table.
Based on the atomic model, electron configuration and
chemical properties of an alkali metal, halogen, and noble
gas, explain the placement of each in the periodic table and
create a method for describing the chemical properties of
other elements based on their relative position to these
elements in the periodic table.
Click here for more examples.
High School example of Tiering by Depth and
Complexity within a Standard
Level 1 Activities
* Use the first page as a title page with the title, your name and an illustration for
your story.
* Write your small moment across the other three pages of your booklet. The
writing is in the form of pictures and a few words. Add
details so that we can see and you can read to us the story when you finish!
Label your pictures. (example – the letter ”D” or the word “Dog” next to the
picture of a dog)
Level 2 Activities
* Use the first page as a title page with the title, your name and an illustration for
your story.
* Write your small moment across the other three pages of your booklet. Each
page should have at least one picture and one sentence at the bottom of the
page that tells what is happening in the picture.
Level 3 Activities
* Use the first page as a title page with the title, your name and an illustration for
your story.
* Write your small moment across the three page booklet with a picture and two
or more detailed sentences at the bottom of each page. Use descriptive words in
your story and make sure your sentences match what is happening in the
picture. Be sure to have a closure at the end of your story.
Carolyn Coil - CCSS
Students work at mixed degrees of difficulty on a
tasks, all explore the same essential ideas and work at
different levels of thought. Groups will eventually come
together to share and learn from each other.
Tiered assignments should be:
-Different work, not simply more or less work
-Equally active
-Equally interesting and engaging
-Fair in terms of work expectations and time needed
-Requiring the use of key concepts, skills, or ideas
Examples
Tiered
Assignments
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Overview of Tiering
http://help4teachers.com/
http://challengebychoice.wordpress.com/
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2. Exit Slips/On going
Assessments
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* Student Daily Assessment as
Differentiation
Example 1
Example 2
Click above for YouTube video example
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Questioning
K-W-L Chart
Entrance and Exit slips
CATs (not the furry kind) Classroom
Assessment Techniques (click on CATs for website)
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3. GROUPING
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*Students need to
be taught the
skills for working
cooperatively in
groups in order
for group work to
be successful
8:42 min. Video
Tiering
Exit Cards/On going Assessment
Grouping
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4. LEARNING MENUS
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* Menu examples
* Tic Tac Toe (Think Tac Toe)
* Choice Boards
* Menu
Differentiating with
Learning Menus
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More Learning Menus
* Think Tack Toe
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Tic-tac-toe
Extended menus
Choice Board Packet
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* Example Menus
*Dare to Differentiate
*Learning menus
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5. Anchor Activities
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Click picture above for YouTube Video ex.
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6. LEARNING CONTRACTS
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What are Learning Contracts?
Blank Contract
Learning Contract examples
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7. Cubing and more
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Cubing
Criteria Cards
Curriculum Compacting
ILP (Individual Learning Plan)
Questivitiesk
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8 Ways of Learning
Multiple Intelligence
*Cubing Activity
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Click picture for a link
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Lillian Katz
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*Cubing
*Learning Contracts
*Learning menus
*Criteria cards
*Ongoing assessment
*Anchor Activities
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1. Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through the
effective selection, organization and analysis of
content.
2. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source and integrate the
information while avoiding plagiarism.
What is the United States’
role and scope of
government?
Understand the limitations/weaknesses of the
Articles of Confederation.
Students will create a project to defend the AofC.
(see tiered activities)
Be able to explain reasons for calling a
Constitutional Convention.
Connect historical problems to current problems.
Students will explain the AofC
Has notes and questions as required.
Accurate and complete.
Class list has major weaknesses and
problems.
All participate in discussion.
Tiered activities based on student ability
Example
Is there anything we can
learn from history that can
help others countries today?
Is there anything we can
learn from this period in
history that can help us
with our current political
concerns?
Tier 1
Tier 2
Tier 3
Complete after lesson based on student need
Know your students and what tier you would
give.
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* http://www.diffcentral.com/examples/DifferentiationCentral
LessonTemplate.pdf
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* Example 1
* Example 2
* Example 3
Email me for these copies
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Videos:
http://www.youtube.com/watch?v=Omx_iLtMjZA
http://www.youtube.com/watch?NR=1&feature=fvwrel&v=Omx_iLtMjZA
http://www.differentiationcentral.com/videos.html#introduction
http://www.diffcentral.com/Video_Clips.html#second
http://www.teachingchannel.org/videos/new-teacher-survival-guide-differentiating-instruction?fd=0
https://www.teachingchannel.org/videos/differentiating-instruction-strategy
https://www.teachingchannel.org/videos/student-daily-assessment
https://www.youtube.com/watch?v=kZxNldBEU6o
https://www.youtube.com/watch?v=0C10VDEoChg
http://www.celt.iastate.edu/teaching/cat.html
https://www.youtube.com/watch?v=Jk2n6uRQHog
Project menus:
http://www.pvusd.k12.ca.us/departments/GATE/choiceboards/MeaningfulMenus.pdf
Project Wiki:
http://blog.wikispaces.com/2011/08/projects-a-better-way-to-work-in-classroom-groups.html
Think Tac Toes:
http://www.bedfordk12tn.com/education/components/scrapbook/default.php?sectiondetailid=1153
http://daretodifferentiate.wikispaces.com/Choice+Boards
Power Point on Think Tack Toe:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDQQFjAB&url=http%3A%2F%2Fdaretodifferentia
te.wikispaces.com%2Ffile%2Fview%2FThink%2BTac%2BToe.ppt&ei=ybuuTqD2LqmusQKF1szkDg&usg=AFQjCNG7t1fTjTvwTR6COK
CKYj5OqAU0fg
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Overview of Tiering:
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http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf
http://www.saskschools.ca/curr_content/bestpractice/tiered/index.html
http://help4teachers.com/
http://challengebychoice.wordpress.com/
Examples of contracts:
http://wblrd.sk.ca/~bestpractice/contract/examples.html
http://www.iu29.org/resources/Documents/StudLearnContract.pdf
http://olc.spsd.sk.ca/DE/PD/instr/strats/learningcontracts/index.html
http://www-distance.syr.edu/contract1.html
http://wsddifferentiation.wikispaces.com/file/view/Learning+Contract.pdf
Differentiating strategies:
http://www.teachersworkshop.com/twshop/differentiatedideas.html
http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
http://www.adifferentplace.org/teachers.htm
http://k5di.pottsgrove.wikispaces.net/
http://www.teachersworkshop.com/n
http://www.diffcentral.com/index.html
Teaching Channel videos licensing agreement:
http://creativecommons.org/licenses/by-nc-nd/3.0/
Other:
http://www.ascd.org/publications/books/198179/chapters/Powerful-Learning-in-Schools.aspx
http://www.literacyworks.org/mi/assessment/findyourstrengths.html
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
http://www.vark-learn.com/english/index.asp
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