NEED:
Learning style inventory
T shirts
compass points
Differentiated Instruction
• Please start your Do Now.
– Fill out the Learning Style Inventory handout
– Think about how you might use this inventory in your
own classroom.
– Be ready to share out.
copyright 2008 Ribas Associates
Green
Book
Design
Differentiating
Anb 274
Instruction
3
Essential Question
How can differentiated instruction
maximize student growth and
achievement?
copyright 2008 Ribas Associates
4
Mastery Objectives
• Define the key components of Differentiated
Instruction
• Plan lessons that flexibly provide re-teaching,
practice, and extension as needed.
• Manage differentiated activities in a single lesson.
• Use graphic organizers and other strategies that
attend to various learning styles.
• Use a variety of instructional strategies to
differentiate instruction by content, process, and
product.
copyright 2008 Ribas Associates
5
Homework for Session 1
• Read chapter 6.
• Develop and add activities to differentiate your
lesson.
copyright 2008 Ribas Associates
6
Activator-Reflection Part 1
• What are you already doing to differentiate
instruction?
• Write independently.
copyright 2008 Ribas Associates
7
Activator – Reflection Part 2
• Vote with your feet:
• Place yourself on a continuum:
How often do you use differentiation?
•
•
•
•
Very often
Often
Sometimes
Infrequently
Write independently
copyright 2008 Ribas Associates
8
Differentiation Collaboration gb245
• Differentiation requires much time and effort,
particularly when first getting started. This means it
is important to:
– Work collaboratively
– Divide up the task of creating remediation and extension
activities
– Share the resources to decrease the burden on any one
teacher
copyright 2008 Ribas Associates
Collaboration Continued
• Work with the library/media or technology
specialist in your school to find websites and
other valuable sources.
• Work with other subject specialists and
coaches (reading, math), special educators,
teachers of English language learners, etc.
regarding re-teaching, differentiation and
extension suggestions.
copyright 2008 Ribas Associates
Gb245
10
Remember, fairness means… gb246
every student gets what he/she needs in order
to maximize learning…This means that there
will be times when students will be working on
different tasks and different supports will be
provided for them.
copyright 2008 Ribas Associates
11
Differentiation directly relates to
Standard 2 in the teacher rubric:
Teaching all Students
Getting to Mastery
Needing Differentiation
A Reflective experience
What helps you remember?
How do you get to mastery?
• Reading, writing, talking, listening, closing
your eyes and focusing, replaying a video,
graphics, hunger, thirst, feeling comfortable,
anxiety, pressure, humor, seriousness, safety,
challenge, danger, practice, practice, practice,
music, singing
The Three Steps in the Experiment:
Perceptual, Conceptual,
Metacognitive
Levels of Cognition
• Perceiving
• Conceptualizing
• Metacognitive awareness
??? Is this true for you??? For this
activity?
Find your processing partner
Please!
NO TALKING!
NO WRITING NOTES!
Please LISTEN CAREFULLY.
This will be played only once.
http://www.realsimple.com/home-organizing/cleaning/laundry/fold-t-shirt
Now fold the tee shirt with your partner
Fold the Tee-Shirt with your Partner
• Still no talking or writing only observing
• Seeing (and Japanese instructions):
https://www.youtube.com/watch?v=b5AWQ5
aBjgE
Now for the Step-by-step Instructions
Visual plus Spoken Words
Now you can take notes!
But NO TALKING!
British Precision:
https://www.youtube.com/watch?v=BAxhr0j0thY
Again with new Instructor and printed out
instructions :
https://www.youtube.com/watch?v=An0mFZ3enh
M
Now with printed instructions only
•
Lay shirt flat
Working on a flat surface, lay the shirt horizontally, face up, with the collar of the shirt aligned with your left-hand
side.
•
•
•
•
•
•
•
•
Pinch the shirt in the middle and at the shoulder
With your right hand, “draw” a line across the middle of the shirt (vertically, from your perspective,
across the tummy). Draw a second line (horizontally, from your perspective) from the top of the
shoulder closest to you, to the bottom hem of the shirt, about two inches in from the edge
Cross over your hands
With your right hand, pinch the shirt where the two lines intersect. With your left hand, pinch the
shoulder along the second (horizontal) line. While holding the shirt at these two points, cross your left
hand under your right wrist, and grab the bottom hem at the end of the second line. You now have the
shoulder and the hem in your left hand and the middle of the shirt in your right. (It will look a little
messy when you cross—don’t worry about it.)
Lift and uncross your hands
Lift shirt so that it hangs in front of you. Uncross your arms, pulling the fold taut. Shake out the T-shirt,
readjusting your fingers slightly so the shirt hangs down smoothly.
Make your final fold
Still holding the shirt with both hands, place it back on the surface, this time facedown (and again with
the collar of the shirt aligned with your left side). Fold shirt toward you, bringing the side in your hands
over the side with the left sleeve still sticking out. Smooth and store.<br /><br><strong>Tip:
</strong>Fold T-shirts as soon as you remove them from the dryer to minimize wrinkles.
Printed Instructions PLUS Video
AND YOU CAN TALK!
• http://www.wikihow.com/Fold-aT%E2%80%90Shirt-in-Two-Seconds
Your reflection
• Perception
– Hearing only (in English)
– Seeing (in Japanese)
• Comprehension
–
–
–
–
Taking notes with step-by-step instructions
Talking
Trial-and-error
Other
Video: How to fold a Tee Shirt
If you’ve givn up, this works:
http://www.flipfold.com/FlipFold-Adult-p/flipfold-adult-shirtfolder.htm?gclid=CMWAiu_Sq8UCFe_m7Aod0W
gAZA
The Three Steps in the
Experiment:
Perceptual, Conceptual,
Metacognitive
•
•
•
•
•
•
Perceiving: Hearing
Perceiving: Seeing
Perceiving: Seeing and Hearing
Conceptual: Reading Directions
Conceptual: Reading and talking
Metacognitive: How did you
learn?
Write-pair-share-square
Whip (a summary) from each square
Metacognitive Moment
Reflect on the need for Differentiation to
reach mastery
•
•
•
•
•
This brings much of what we’ve discussed together
The need to define mastery (and its levels)
The need to provide many pathways to mastery
Your learning preferences
Feedback/coaching
Processing Partners
Learning style
• Find a partner who is not at your table.
• Discuss the different strategies and tools you
use to get to know your students.
copyright 2008 Ribas Associates
27
Differentiated instruction
is…
Differentiated instruction
is not…
ch. 6 gb242
Multiple approaches to
content, process, and
product
Student-centered
Variety of groupings that
are in a constant state of
change-flexible grouping
Individualized instruction
Organized
Concept focused
Chaotic
Focused on memorization
of discrete facts or skills
Teacher-centered
Homogeneous, static
groupings
copyright 2008 Ribas Associates
28
Differentiated instruction
is…
On-going assessment to
inform instruction to
better meet the needs of
each student
Proactively planning
instruction to meet the
needs of your group
Expectations are the same
for all students
Providing new and
different challenges
Differentiated instruction
is not…
gb242
Assignments are the same
for all students
Assignments are the same
for all students
Grading some students
harder than others
Asking students to do
more of what they already
know
copyright 2008 Ribas Associates
29
Carol Tomlinson on DI
• https://www.youtube.com/watch?v=01798fri
meQ
• Differentiation is responsive teaching, not a
one size fits all.
The Many Pathways to DI
•
•
•
•
•
•
First Steps to Differentiating Your Instruction
(Tomlinson 2001) gb270-273
Keep in mind that not all students share your
learning preferences.
Help students recognize their learning preferences.
Math learning profile gb 271-272
Multiple Intelligence Inventory www.ldrc.ca
Consider gender. (gb 268-270)
Identify student readiness.
Surface student interests.
Community Builder (tnb 18)
Start small as you begin.
copyright 2008 Ribas Associates
32
Tomlinson (1995) How to differentiate
instruction in mixed-ability classrooms
gb241
Differentiating instruction is adapting
curriculum (what is taught-content),
instruction (how it is taught-process),
and assessment (how it is assessedproduct) based on the different levels
of readiness, learning styles, and
interests of the students.
copyright 2008 Ribas Associates
33
How can we differentiate in our
classrooms? Gb 278-280
Teachers can differentiate through:
• Content-what the students learn
(information and skills)
– Increase complexity of task
– Provide tasks that require greater creativity and critical thinking
– Require students to learn in a variety of ways
• Process- means by which content is taught
• Product-demonstration of learning, i.e.
assessment
copyright 2008 Ribas Associates
34
Examples
• Content
– Curriculum compacting
– Varied sources/texts, leveled texts, audio, video
– Mini lessons for re-teaching, extending, presenting differently
• Process
– Complexity
– Amount
– Assignment
-Level of critical thinking
-Level of creativity
-Approach
• Product/Assessment
– Oral, written, kinesthetic
– Varied modes of materials and expression (drama, dance, poster,
interview, song, etc.)
– Choice of product
35
Also: CC8 is a form of DI
• Agenda (Purposeful work) (Whole to Part)
• Goal (Mastery Objective? (Where are we
going?
• Essential Question (Why are we doing this)
• Summarizer (Part to whole)
• Motivation: Activator, HW at the beginning of
class, connect to real life, to each student
Differentiating Content
- multiple textbooks and supplementary print
materials
- varied videos and computer programs
- learning contracts
- interest centers
- support systems
audio tapes
study partners and reading buddies
mentors
- compacting
phase 1 - teacher assessment of student
phase 2 - teacher sets up a plan
phase 3 - teacher and student design a project
PROCESS is the “how” of teaching. Process refers
to the activities that you design to help students think
about and make sense of the key principles and
information of the content they are learning. Process
also calls on students to use key skills that are
integral to the unit. When differentiating process,
students are engaged in different activities, but each
activity should be directed to the lesson’s common
focus on what students should come to know,
understand, and be able to do. All students are
engaged in meaningful and respectful tasks.
Carol Ann Tomlinson

Differentiating Process
- Flexible Groups
- tiered assignments
- learning centers
- interactive journals and learning logs
- graphic organizers
-Gradual Release of Responsibility—Differentiate the
degree of support based upon mastery
-Inquiry (Immersion, Guided Practice, Release—Lucy
Calkins, for example in literacy; scientific inquiry;
reading like an historian; essential questions)
-RW/WW are complex classroom organizations to
allow for differentiation (mini lessons, guided
practice, release, conferencing, author’s chair, book
talks, book clubs, word walls, reader’s journal, writer’s
notebook)
Carol Ann Tomlinson
Classroom Clips
• https://www.youtube.com/watch?v=E3LljMkI2OQ
• Differentiation Learning Stations in the Early Grades
• Grade 5 Readers’ Workshop
• https://www.teachingchannel.org/videos/silentreading-lesson-plan
• Geography grade 6-8 multi-sensory approach
• https://www.teachingchannel.org/videos/geography
-lesson-idea-rain-forest
PRODUCTS are the way students show what they
have learned or extend what they have learned.
They can be differentiated along a continuum:
- simple to complex
- less independent to more independent
- clearly defined problems to fuzzy problems
Carol Ann Tomlinson
to Differentiate Product
•
•
•
•
•
•
•
Choices based on readiness, interest, and learning profile
Clear expectations
Timelines
Agreements
Rubrics
Evaluation
Product Choices: Same destination, but choices about how to get there
– RAFT (see); GRASP (UbD) Roles, goals, actions, standards, product
•
•
•
•
•
You are a scientist
You are an historian
You are a journalist
You are a director
You are an editor
– Play (Skit, puppet show, dialogue acted out, Chamber Theater)
– Museum, Science Fair, Humanities Fair, Art Show (Docent, presentation (oral, podcast,
videotape)
– Proposal (Bill for monument, presentation to town committee about waterway
pollution)
Why differentiate?
“The biggest mistake of past
centuries in teaching has been
to treat all children as if they
were variants of the same
individual and thus to feel
justified in teaching them all the
same subjects in the same way.”
--Howard Gardner
First Steps
As teachers, our goal is to make the
curriculum accessible to all students.
Differentiation makes this possible but
before we can begin to differentiate, we
must come to know our students.
Discovering what your students already
know before beginning a unit of study can
be accomplished through the use of preassessments.
The use of interest inventories and
multiple intelligence checklists provides
important information about students’
learning profile.
What do you use to pre-assess?
Preassessment: Diagnostic Tools
•
•
•
•
•
•
•
•
•
•
•
•
Teacher Observations
Learner Profiles
K-N-W Charts
Journals
Parent Letters
Lists, Surveys
Products
Performances
Conferences
Concept Maps
Exit Slips
Hinge Questions
Burns and Purcell, 2002
5
Preassessment Tool:
Lists and Surveys
• “Tell me all the words
that come to mind when I
say “oceanography;”
• List the attributes of
French Impressionistic
paintings;
• Name several types of
land masses;
• Give examples of foods
that contain high fats and
sugars.
Burns and Purcell, 2002
14
Preassessment Tool: Products
• Create a bar graph using data from the
sports section of the newspaper
• Make a landscape drawing with a
horizon
• Show me your latest science lab report
Burns and Purcell, 2002
16
Preassessment Tool:
Performances or Conferences
•
•
•
•
Explain how you found this answer
Import a graphic for the newspaper
Create a magic square
Use a calculator to solve an
equation
• Read to me
Burns and Purcell, 2002
17
21
Activity:
How are these lessons differentiated?
• https://www.teachingchannel.org/videos/a
uthors-purpose-lesson-plan (grade 7 ELA)
Lesson on demonstrating author’s purpose
with alternative products (11 minutes).
• https://www.teachingchannel.org/videos/s
tudent-daily-assessment
Tiered exit slips with Math lesson
(Preassessment and flexible grouping)
copyright 2008 Ribas Associates
51
Summary
gb 279
• Content
• Curriculum compacting
• Varied sources/texts, leveled texts, audio, video
• Mini lessons for re-teaching, extending, presenting differently
• Process
• Journals
• Graphic organizers
• Literature circles
Creative Problem-solving
Think-pair-share
Mind-mapping
• Product/Assessment
– Oral, written, kinesthetic
– Built around a theme, concept, or issue central to topic
– Varied modes of materials and expression (drama, dance, poster,
interview, song, etc.)
– Choice of product based on individual interests and readiness
52
DIFFERENTIATION
DIFFERENTIATION
CONTENT
PROCESS
PRODUCT
BASED ON STUDENT
READINESS AND
NEED
LEARNING STYLE
DIFFERENTIATED THROUGH STRATEGIES
INTEREST
Differentiated Instruction Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Adjusting questions
Independent study
Compacting
Pacing
Learning contracts
Scaffolding
Tiered assignments
Reading buddies
Flexible groups and partners
Graphic Organizers
Community mentors
Differentiated assessments
Previewing vocabulary for second language learners
Using strategic reading practices
Technology
Games
music
copyright 2008 Ribas Associates
54
Video
gr 3 Science Differentiation
https://www.teachingchannel.org/videos/conte
nt-differentiation-science
Use of questions to differentiate.
Feedback to teacher
55
Adjusted Questions: Varying
Journal Prompts gb288
1) List 4 different immigrant groups during the 1800s and
tell why they wanted to come to America? (Knowledge)
2) Pretend you are an immigrant and describe your life
when coming to America on a ship. (Application)
3) Compare and contrast the reasons two different
immigrant groups came to America.
(Analysis)
1) Predict specific ways in which our country
would be different today if immigration
had been outlawed during the 1800s.
(Evaluation)
copyright 2008 Ribas Associates
56
Closed or Open: That is the
Question
• https://www.teachingchannel.org/videos/t
eaching-economic-systems
• Questions to Consider
– How would the use of a graphic organizer to
enhance this already stellar lesson?
– Did you note the scaffolding technique of
repeat, rephrase, and reduce?
– When should you ask productive versus
reproductive questions?
copyright 2008 Ribas Associates
57
What are the ways in which we
might differentiate?
Teachers can differentiate according to
student’s:
• Readiness (6 Levels of Mastery)
Readiness Based on a Continuum
• Group Learning Style
• Individual Learning Style
• Interest
copyright 2008 Ribas Associates
58
Differentiating by Levels of Mastery
(gb 3)
Mastery
Immediate
Mastery
Guided
Practice
Application
Mastery
Immediate
Application
Mastery
Introductory
copyright 2008 Ribas Associates
Instructional Strategy: Tiered Instruction
Changing the level of complexity or required
readiness of a task/unit of study in order to
meet the developmental needs of the
students involved.
Tiering
Key Concept
Or
Understanding
Those who do not
know the concept
Those with some
understanding
Those who
understand the
concept
What Can Be Tiered?
• Processes, content and
products
• Assessments
• Assignments
• Writing prompts
• Homework
• Anchor activities
• Learning stations
• Materials, text
Differentiation Clip: Tiering
• https://www.teachingchannel.org/videos/diff
erentiating-instruction (Chemistry: tiered
lesson: readiness, interest, learning styles)
Partners
Processing
Recall a familiar learning task, lesson, or
unit.
Identify the ways that students differed
during the course of this task, lesson. or
unit.
Which student difference was most
powerful?
How did you differentiate to
accommodate the difference? (Interest?
Learning Style? Readiness?)
How did this accommodation impact
their learning?
Burns and Purcell, 2002
Considerations for Tiered Lesson
Planning
• Readiness (Each layer represents a level or depth of study on a topic)
Tier 1 - Basic knowledge, understanding
Tier 2 – Application, problem solving
Tier 3 – Critical thinking, analysis
• Interests (Each layer represents a different topic)
Tier 1 - “Observing Siamese Fighting Fish”
Tier 2 – “Getting Antsy”
Tier 3 – “Analyzing a Mountain Gorilla Family Tree”
• Learning Profile (Each layer represents a different activity)
Tier 1 – research paper
Tier 2 – persuasive speech
Tier 3 – web site
What Can We Adjust?
•
•
•
•
•
•
•
Level of complexity
Amount of structure/support
Pacing
Materials
Concrete to abstract
Options based on student interests
Options based on learning styles
Tiered Activities
gb282
• A middle school science project used almost identical
activities but some groups of students did the activities
on elements and others focused on compounds.
• BASIC LEVEL – choose two different weather disasters
we have studied. Compare and contrast the effects of
these two disasters.
• ADVANCED LEVEL – choose two different weather
disasters. Interview two survivors of each
disaster. Compare and contrast the effects
of these two disasters.
67
Basic Vocabulary
copyright 2008 Ribas Associates
68
Average Vocabulary
copyright 2008 Ribas Associates
69
Advanced Vocabulary
copyright 2008 Ribas Associates
70
Instructional Strategy: Compacting
Curriculum
Compacting the curriculum means assessing a student’s
knowledge and skills, and providing alternative activities for
the student who has already mastered curriculum content.
This can be achieved by pre-testing basic concepts or using
performance assessment methods. Students demonstrating
they do not require instruction move on to tiered problem
solving activities while others receive instruction.
Compacting
• Students take a simple pre-assessment.
–
–
–
–
Quiz
K-W-L
Do a web with the key concept as the main idea
Tell the teacher what they know about the topic
• The teacher develops an alternate assignment with the
student
• Teacher and student put the alternative in contract form
72
Instructional Strategy:
Learning Contract gb 283
• A learning contract is an agreement
between the teacher and student in which
the student works independently to
complete tasks that are designed to match
skills and/or content to his or her readiness,
interests, and/or learning profiles.
copyright 2008 Ribas Associates
73
Poetry Contract
gb 284
Creating a Rhyming
Wheel: Use your
spelling lists as a way to
get started
Use Your Rhyming
Wheel: to write a poem
that sounds like Shel
Silverstein might have
written it.
Write an Acrostic
Poem: Be sure it
includes alliteration.
Write: A cinquain and
check with another
cinquain writer to make
sure you got the pattern
right.
Computer Art: Use Kid
Pix or other clip art to
illustrate a simile,
metaphor, or analogy on
our class list or ones you
create.
Write About You: Use
good descriptive words in
a poem that helps us
know and understand
something important
about you.
Research a Famous
Person: Take notes.
Write a clerihew that
uses what you learned.
Illustrate a Poem: Find Student Choice:
a poem you like,
illustrate it, write why
you illustrated it as you
did.
74
Creating a Rhyming
Wheel: Use your
spelling lists and the
dictionary as a way to
get started
Use Your Rhyming
Wheel: to write a poem
about something that
makes you laugh or
smile.
Write an Acrostic
Poem: Be sure it
includes alliteration and
onomatopoeia.
Write: A diamonte and
check with another
diamonte writer to make
sure you got the pattern
right.
Illustrate a Poem: Find
a poem you like that we
haven’t read in class,
illustrate it to help the
reader understand its
meaning, write why you
illustrated it as you did.
Write About You: Use
good description,
figurative language, and
images to write a poem
that helps us understand
something important
about you.
Research a Famous
Person: Take notes.
Write a bio-poem that
uses what you learned.
Computer Art: Use Kid Student Choice:
Pix or other clip art to
illustrate a simile,
metaphor, or analogy you
create.
75
Group Activity: Museum Walk
• Skim pages 248-252 and the examples on pages
252-257.
• By table, think about something you currently
teach in your curriculum. How would you/do you
differentiate based on the readiness adjustment
continuum on gb249?
• Record on chart paper and post.
• Be ready to share your example
of differentiating by readiness.
76
copyright 2008 Ribas Associates
Differentiate by Learning Style
What are the ways in which we
might differentiate?
Teachers can differentiate according to
student’s:
• Group Learning Style
• Individual Learning Style
• Readiness (6 Levels of Mastery)
Based on a Continuum
• Interest
copyright 2008 Ribas Associates
78
Do Now – Learning Style
– Fill out the Learning Style Inventory handout in your
packet
– Think about how you might use this inventory in your own
classroom.
– Be ready to share out.
copyright 2008 Ribas Associates
79
Know Your Students:
Differentiating by Learning Style gb.257
•
•
•
•
•
•
•
•
•
Needs a quiet environment
Needs background noise (e.g. music)
Works better alone
Works better in groups
Prefers a room with many, colorful displays
Prefers a room with minimal displays
Is a visual learner
Is an auditory learner
Is a kinesthetic/tactile learner
copyright 2008 Ribas Associates
80
Bell, L. (1986) Learning Style in the Middle School Classroom:
Why and How. Middle School Journal, 18(1), 18-19
Students taught in their preferred learning
styles demonstrated higher levels of
achievement, showed more interest in the
subject matter, approved of instructional
methods, and wanted other subjects to be
taught similarly.
Parallel Lines Cut by a Transversal
Teaching by Learning Style
• Visual: Make posters showing all the angle relations formed by a
pair of parallel lines cut by a transversal. Be sure to color code
definitions and angles, and state the relationships between all
possible angles.
• Auditory: Play “Shout Out!!” Given a diagram of 2 parallel lines cut
by a transversal and commands on strips of paper, players take
turns being the leader to read a command. The first player to shout
out a correct answer to the command, receives a point. The next
player becomes the next leader. Possible commands:
– Name an angle supplementary to angle 1.
– Name an angle congruent to angle 2
• Kinesthetic: Walk It. Tape a diagram of 2 parallel lines cut by a
transversal on the floor with masking tape. Two players stand in
assigned angles. As a team, they have to tell what they are called
(ie: vertical angles) and their relationships (ie: congruent).
Group Learning Style Activity
packet pp.5-6
Compass Point
– Individually, circle the direction you believe
describes the way you work within a group.
(use handout page 5 in packet)
– Answer questions on page 6 individually.
– Within your “compass point” group you will
answer the questions on the
handout page 6, record your
responses on chart paper,
and report out. (15 minutes)
copyright 2008 Ribas Associates
83
Instructional Strategy: Anchor Activities
These are activities that a student may do with a high level of
independence at any time when they have completed their present
assignment or when the teacher is busy with other students. They
may relate to specific needs or enrichment opportunities, including
problems to solve or journals to write. They could also be part of a
long term project.
Technology Applications
•
•
•
•
•
Inspiration.com - Graphic organizers online
Khanacademy.org – videos in math, science, history
Studyblue.com – online flashcards and notes
Teacherweb.com – webquests
Showme.com and Educreations.com – online learning
communities
• Notability app – teacher can write, record, highlight,
annotate, make recordings, and send to students
• Face Time app – Student can teach another student
• Dragon Dictation app- students with motor skills issues
85
Features of Technology that Support
Differentiated Instruction
For Teachers:
• TONS of web resources (articles, tiered plans)
• Time savers (software)
For Students:
• Collaboration, communication, organization
skills
• Learning styles and sensory learning
• Choices
• Authentic Learning
More ideas….
• Headphones and Books on Tape
• Ipad video/camera
• For students who can’t take notes, take a
picture
• Toontastic App – create a cartoon strip
• Simplemind App – brainstorming, mindmapping
87
Flexible Grouping and Cooperative Learning
(Heacox 2002) gb 93-95
• Keep group size to 4 or 5.
• Assign jobs.
• Don’t feel pressured to give each group equal
time.
• Use activities that can be done with a high level
of student independence after the initial
explanation.
• Explicitly teach the group the routines and
expectations.
• Establish a clear routine for how students get
assistance from the teacher and from peers.
copyright 2008 Ribas Associates
88
Instructional Strategy: Flexible Grouping
This allows students to be appropriately challenged and
avoids labeling a student’s readiness as a static state. It
is important to permit movement between groups
because interest changes as we move from one subject
to another.
Designing Differentiated Learning Activities for
Flexible Groups
• Open-ended activities and
assignments
• Purposefully designed
choices to accommodate
learning or expression style
differences
• Purposefully designed tiered
assignments
Purcell
Ebb and Flow of Experiences
(Tomlinson)
Back and forth over time or course of
unit
Individual Small Group
Individual
Whole Group
Small Group
Flexible Grouping
Homogenous/Ability
-Clusters students of similar
abilities, level, learning style, or
interest.
-Usually based on some type of
pre-assessment
Heterogeneous Groups
-Different abilities, levels or
interest
- Good for promoting creative
thinking.
Individualized or
Independent Study
-Self paced learning
-Teaches time management and
responsibility
-Good for remediation or
extensions
Whole Class
-Efficient way to present new
content
-Use for initial instruction
Why is flexible instructional grouping a
hallmark of the differentiated classroom?
•
It is a critical management strategy in
the differentiated classroom.
•
It allows a better instructional match
between students’ needs and what you
want students to know, understand,
and be able to do.
•
It lets you tailor learning activities
according to students’ needs and
learning preferences, and, in the
process, gives you time to provide
additional instruction or extend
learning experiences to particular
students or groups.
Diame Heacox
Flexible Grouping (Heacox 2002)
• Have clearly delineated procedures and tasks
for those who complete the assignment early.
• Make time at the start or end of class for each
group to summarize their work.
• Establish an accountability system that
monitors individual and group progress in
each lesson (teacher and student assessment)
on both the content and process.
gb95-96
copyright 2008 Ribas Associates
94
How do you hold individuals
accountable?
Groups accountable?
Individual accountability
• Audiotape or videotape group
• Students turn in work completed during period
(group paper signed by all members, 1 random
paper, paper from each student)
• Teacher observation checklist to monitor group
work
• Call on 1 random person during or after task to
explain or demonstrate
• Groups do peer and self- evaluations
• Individual quiz
copyright 2008 Ribas Associates
Differentiation Clip
• https://www.youtube.com/watch?v=SaGgUs
MqNPA
• Community
• Voice
• Multiple points of view
What are the ways in which we
might differentiate?
Teachers can differentiate according to
student’s:
• Readiness (6 Levels of Mastery)
Readiness Based on a Continuum
• Group Learning Style
• Individual Learning Style:
• Interest
copyright 2008 Ribas Associates
98
Differentiating by Interest
tnb18 and handout packet page 3
Lessons incorporate students’ general and
topic-specific interests. For instance:
• Hobbies
• Organizations, after-school clubs, extracurricular activities
• TV, movie, and music preferences
• Vacation destinations, wishes
• Elective choices
copyright 2008 Ribas Associates
99
DI with Learning Menus
Levels of Mastery/Literacy
• https://www.teachingchannel.org/videos/diff
erentiating-instruction-strategy
How can you incorporate students’
interest?
As a group come up with at least 5 ways you
could use student interest in your current
units.
Instructional Strategy: Graphic Organizers
gb284-287
Ways graphic organizers
help students
• clarify concepts
organize and remember
information
explain complex
relationships in a more
simplistic manner
speed up communication
of information
focus on essential
information
Ways graphic organizers
help with instruction
• teach students to think about
information in new ways
• activate previous knowledge
 review and summarize
concepts
• assess student understanding
 represent large chunks of
information in a concise manner
 Edit and revise easily
assist with planning
102
Visual Display
Represents
the
relationship of
ideas
CONCEPTUAL GRAPHIC
ORGANIZER
Is generalizable
Characteristics of a
Graphic Organizer
Is a visual
representation
Uses words or
abstract
symbols
Represents a kind of thinking or
the organization of information.
copyright 2008 Ribas Associates
Gb 287
Basic Graphic Organizer
copyright 2008 Ribas Associates
104
Advanced Graphic Organizer
copyright 2008 Ribas Associates
105
Conceptual Graphic Organizer-Compare and
Contrast gb 287
The South
Both Regions
copyright 2008 Ribas Associates
The North
106
copyright 2008 Ribas Associates
107
Cyclical Graphic Organizer
gb 258
Water Cycle
Water comes to
earth as rain or
snow
Water collects
in oceans and
lakes
Water collects
in clouds as rain
or snow
Water
evaporates back
up into the
atmosphere
copyright 2008 Ribas Associates
108
Hierarchical Graphic Organizer
copyright 2008 Ribas Associates
gb285
109
Sequential Graphic Organizer
gb286
Beginning
Middle
End
copyright 2008 Ribas Associates
110
Sequential Graphic Organizer
Effect
Cause
Cause
gb286
Event
Cause
Effect
Effect
copyright 2008 Ribas Associates
111
Processing Partners – Graphic
Organizers Ideas…
• Think of ways you are already using graphic
organizers or ways that you would like to start
using graphic organizers.
• Turn and talk to a partner about your ideas.
• Be ready to share out.
copyright 2008 Ribas Associates
112
Now It’s Your Turn…
Identify a curriculum unit.
Make sure it is one in
which you have witnessed
critical differences among
students. Select one or
more components of the
lesson/unit that lends itself
to differentiation and
develop appropriate
alternatives to the content,
process, and/or product.
Burns and Purcell, 2002
30
Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction
Suggestions for Developing
Successful Product Assignments
•
•
•
•
•
•
•
•
•
•
•
Product assignments should cause students to rethink, apply, and expand on all the key concepts.
Products call for more thought and ingenuity when they are based on issues, concepts, or problems rather
than on topic s.
Product assignments should necessitate and support creativity.
As much as possible, design the assignment so that it facilitates students’ using the knowledge, skills, and
working processes of a professional in the particular field to complete the product.
Stress planning. By using structures such as timelines, check-in dates, and process logs, ensure that
students actually use the entire block of tim e allotted to the product.
Encourage and support the use of varied forms of expression and varied technologies.
Whenever possible, design the product to be used and responded to by someone other than the teacher (and
even classmates).
Set a clear standard of high expectations.
Balance clear directions that support success with freedom of choice that supports individuality of interest and
learning profile.
Acknowledge varied readiness levels by developing “variations on a theme” - differentiated versions of a
product that are likely to challenge a full range of readiness levels.
Use evaluation by peers, self, and teacher during and at the end of a project to promote success.
Carol Ann Tomlinson
Differentiating Instruction for Mixed-Ability Classrooms
Remember this reflection from last
session?
• Place yourself on a continuum:
How often do you use differentiation?
•
•
•
•
Very often
Often
Sometimes
Infrequently
Do you differentiate more than you thought you
did at the beginning of this module? Explain.
What might you try next to increase the
differentiation? copyright 2008 Ribas Associates
118
Hang in there! You can do it.
Gary Larson, The Far Side
Teacher’s Role: Interest Based Differentiation
gb273-275
• Link to key areas of the curriculum
• Provide students with structures to help them
succeed
• Create efficient ways for students to share their
work
• Encourage students to discover new ways of
learning
• Combine with other forms of DI
copyright 2008 Ribas Associates
120
Homework for Session 1
• Read chapter 6.
• Develop and add activities to differentiate your
lesson.
copyright 2008 Ribas Associates
121
Ticket to Leave
• What do I now know about my practice that I had
not before considered?
• List and describe at least two ideas that resonated
with you today.
• Explain how these ideas will impact your
teaching.
copyright 2008 Ribas Associates
122
extras
• Tinker toy derby
• https://www.youtube.com/watch?v=aNfwZX1
sRog
• Math trail project
• https://www.youtube.com/watch?v=0ZKp_ioli
to
Begin Slowly – Just Begin!
Low-Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal Prompts
Orbitals
Varied pacing with anchor options
Student-teaching goal setting
Work alone / together
Whole-to-part and part-to-whole explorations
Flexible seating
Varied computer programs
Design-A-Day
Varied Supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let’s Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest, learning profile
Use of collaboration, independence, and cooperation
Open-ended activities
Mini-workshops to reteach or extend skills
Jigsaw
Negotiated Criteria
Explorations by interests
Games to practice mastery of information
Multiple levels of questions
High-Prep Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
4-MAT
Multiple-intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
Flexible reading formats
Student-centered writing formats
Group Task - Interest-Based
Differentiation in Your Own Classroom
• Choose a concept or skill that you would like to
differentiate based upon student interest. (tnb 18 might
help)
• Describe how you could differentiate this concept or skill
based upon interest.
• In your group, list the different ways in which you might
differentiate based upon interest. Be ready to report out.
• For example, using elective choices:
– Impact of technology on society (choose your own
inventor)
– Critiquing literature (choose your own novel)
copyright 2008 Ribas Associates
127
Stopped here
at end of next session provide
start on slide 40 and mention briefly
pre-assessments
•
•
•
•
Give 20 min for questioning work by table
5 minute process whole group
20 min for lesson planning by table
5 minutes to process whole group