Differentiated Instruction
What is it?
Why do it?
How to do it ?
September 4th 2013
Fairview International School
Kuala Lumpur
FACT: Our International
schools today are educating
the largest, most diverse
student population ever, to
higher standards than ever
before.
This is the reason
why the need for
Differentiated
Instruction is so
necessary
Differentiation is
responsive teaching
rather than one-sizefits-all teaching.
“It means teachers proactively
plan varied approaches to what
students need to learn, how they
will learn it, and/or how they will
show what they have learned in
order to increase the likelihood
that each student will learn as
much as he or she can, as
efficiently as possible.”
Differentiation doesn’t suggest
that a teacher can be all things
to all individuals all the time. It
does, however, mandate that a
teacher create a reasonable
range of approaches to
learning much of the time, so
that most students find learning
a fit much of the time.
Differentiation
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Meaningful tasks
Quality Curriculum
Content
Flexible grouping
Continual assessment
Teachers can differentiate through
Process
Product
Building Community
Affect/Environment
According to students’
Readiness
Interest
Learning Profile
Through a variety of instructional strategies such as:
RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning
Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence
Preferences..Orbitals..Complex Instruction…ETC.
Assessment in a
Differentiated Classroom
• Assessment is part of “teaching for
success.”
• Assessment information helps students
chart and contribute to their own growth.
• Assessment is more focused on personal
growth than on peer competition.
• Assessment information is more useful to
the teacher than grades.
for
Interest – Readiness – Learning Profile
by
Self – Peers - Teachers
On-going Assessment:
A Diagnostic Continuum
Preassessment
(Finding Out)
Formative Assessment
Summative Assessment
(Keeping Track & Checking -up)
(Making sure)
On-going Assessment:
A Diagnostic Continuum
Feedback and Goal Setting
Preassessment
(Finding Out)
Pre-test
KWL
Checklist
Observation/Evaluation
Questioning
Formative Assessment
Summative Assessment
(Keeping Track & Checking -up)
(Making sure)
Conference
Peer evaluation
3-minute pause
Observation
Talk around
Questioning
Exit Card
Portfolio Check
Quiz
Journal Entry
Self-evaluation
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
Pre-assessment Is...
Any method, strategy or process used to determine a
student’s current level of readiness or interest in order to
plan for appropriate instruction.
• provides data to determine options for students
• helps determine differences before planning
•helps teacher design activities that are meaningful and
challenging
•allows teachers to meet students where they are
•identifies starting point for instruction
•identifies learning gaps
•
makes efficient use of instructional time
Examples of Pre-Assessments:
What Do You Want to Learn About Rome?
Name: _______________________
These are some of the topics we will be studying in our unit on Ancient Rome.
We want to know what you want to learn about. Number your choices from 1
to 8. Make sure that 1 is your favorite and 8 is your least favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children
1.
2.
3.
4.
5.
What Can You Tell Us About Rome?
What country is Rome in? ________________________________________________
What does the word civilization mean?_______________________________________
_________________________________________________________________.
Can you give us some examples of different civilizations? ________________________
__________________________________________________________________.
Can you name any famous Roman people? ___________________________________
__________________________________________________________________.
Many things in our country and culture came from the Romans. Can you think of any?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
Examples of Pre-Assessments: How Do You Like to Learn?
1. I study best when it is quiet.
2. I am able to ignore the noise of
other people talking while I am working.
3. I like to work at a table or desk.
4. I like to work on the floor.
5. I work hard by myself.
6. I work hard for my parents or teacher.
7. I will work on an assignment until it is completed, no
matter what.
8. Sometimes I get frustrated with my work
and do not finish it.
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it.
10. When my teacher gives an assignment, I like to
create my own steps on how to complete it.
11. I like to work by myself.
12. I like to work in pairs or in groups.
13. I like to have unlimited amount of time to work on
an assignment.
14. I like to have a certain amount of time to work on
an assignment.
15. I like to learn by moving and doing.
16. I like to learn while sitting at my desk.
Yes No
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
“Teaching facts in
isolation is like
trying to pump
water uphill.”
.
(Carol Tomlinson)
Differentiation
Strategies
Flexible Grouping
Students are part of many different groups (and also
work alone) based on the match of the task to student
readiness, interest, or learning style.
Teachers may create skills based or interest based
groups that are heterogeneous or homogeneous in
readiness level. Sometimes students select work groups,
and sometimes teachers select them. Sometimes student
group assignments are purposeful and
sometimes random.
Diner Menu – 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.
TIC-TAC-TOE Choice Board
For a Book Report
Draw a picture
of the main
character.
Perform a play
that shows the
conclusion of a
story.
Write a song
about one of
the main
events.
Write a poem
about two main
events in the
story.
Make a poster
that shows the
order of events
in the story.
Dress up as
your favorite
character and
perform a
speech telling
who you are.
Create a Venn
diagram
comparing and
contrasting the
introduction to
the closing.
Write two
paragraphs
about the main
character.
Write two
paragraphs
about the
setting.
Learning Contract #1
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will draw:
Here’s how I will share what I know:
I will finish by this date:
I will need:
I will write:
Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__
Teacher signature: ________________________________ Date __/__/__
Squaring Off
Whole Group Assessment
1. Place a card in each corner of the room with one of the
following words or phrases that are effective ways to
group according to learner knowledge.
Rarely ever
Dirt road
Sometimes
Paved road
Often
Highway
I have it!
Yellow brick road
2. Tell the students to go to the corner of the room that
matches their place in the learning journey.
3. Participants go to the corner that most closely matches
their own learning status and discuss what they know
about the topic and why they chose to go there.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All.
Thousand Oaks CA: Corwin Press.
Yes/No Cards
•
•
1.
2.
3.
4.
YES
NO
Using a 4x6 index card the student writes YES on
one side and NO on the other.
When a question is asked the students hold up YES
or NO.
Ask the students if they know the following
vocabulary words and what they mean.
Call out a word. If a student is holding a YES they
may be called on to give the correct answer.
Remind them that if they don’t know the words it is
OK because they will be learning them.
You can do the same thing with conceptual ideas,
etc.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit
All. Thousand Oaks CA: Corwin Press.
Thumb It!
• Have students respond with the position of their
thumb to get an assessment of what their current
understanding of a topic being studied.
• Where I am now in my understanding of ______?
Up
I know a lot
Sideways
I know some
Down
I know very little
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit
All. Thousand Oaks CA: Corwin Press.
Fist of Five
Show the number of fingers on a scale, with 1 being
lowest and 5 the highest.
Ask, How well do you feel you know this
information?
5. I know it so well I could explain it to anyone.
4. I can do it alone.
3. I need some help.
2. I could use more practice.
1. I am only beginning.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t
Fit All. Thousand Oaks CA: Corwin Press.
Teacher prepared pretests
KWL charts and other graphic organizers
Writing prompts/samples
Questioning
Guess Box
Picture Interpretation
Prediction
Teacher observation/checklists
Student demonstrations and discussions
Initiating activities
Informational surveys/Questionnaires/Inventories
Student interviews
Student products and work samples
Self-evaluations
Portfolio analysis
Game activities
Show of hands to determine understanding
Drawing related to topic or content
Standardized test information
Anticipation journals
What Zone Am I In?
•
•
•
•
•
•
•
•
Too Easy
•
I get it right away…
I already know how… •
•
This is a cinch…
I’m sure to make an A… •
•
I’m coasting…
•
I feel relaxed…
•
I’m bored…
•
No big effort
•
necessary…
On Target
I know some things…
I have to think…
I have to work…
I have to persist…
I hit some walls…
I’m on my toes…
I have to re-group…
I feel challenged…
Effort leads to
success…
•
•
•
•
•
•
•
•
Too Hard
I don’t know where to
start…
I can’t figure it out…
I’m spinning my wheels…
I’m missing key skills…
I feel frustrated…
I feel angry
This makes no sense…
Effort doesn’t pay off…
THIS is the place to be… THIS is the achievement zone…
Cubing
1.
2.
3.
4.
5.
6.
Describe It
Look at the subject closely (perhaps with your senses in mind).
Compare It
What is it similar to? What is it different from?
Associate It
What does it make you think of? What comes to your mind
when you think of it? Perhaps people? Places? Things?
Feelings? Let your mind go and see what feelings you have for
the subject.
Analyze It
Tell how it is made. If you can’t really know, use your
imagination.
Apply It
Tell what you can do with it. How can it be used?
Argue for It or Against It
Take a stand. Use any kind of reasoning you want—logical, silly,
anywhere in between.
Ideas for Kinesthetic Cube
•
•
•
•
•
•
•
•
•
Arrange _________into a 3-D collage to show_________
Make a body sculpture to show__________________
Create a dance to show_______________________
Do a mime to help us understand_________________
Present an interior monologue with dramatic movement
that________________________
Build/construct a representation of________________
Make a living mobile that shows and balances the
elements of __________________
Create authentic sound effects to accompany a reading of
________________
Show the principle of _____________with a rhythm
pattern you create. Explain to us how that works.
Think About…
HOW?
Map
Diagram
Sculpture
Discussion
Demonstration
Poem
Profile
Chart
Play
Dance
Campaign
Cassette
Quiz Show
Banner
Brochure
Debate
Flow Chart
Puppet Show
Tour
Lecture
Editorial
Painting
Costume
Placement
Blueprint
Catalogue
Dialogue
Newspaper
Scrapbook
Lecture
Questionnaire
Flag
Scrapbook
Graph
Debate
Museum
Learning Center
Advertisement
Book List
Calendar
Coloring Book
Game
Research Project
TV Show
Song
Dictionary
Film
Collection
Trial
Machine
Book
Mural
Award
Recipe
Test
Puzzle
Model
Timeline
Toy
Article
Diary
Poster
Magazine
Computer
Program
Photographs
Terrarium
Petition Drive
Teaching
Lesson
Prototype
Speech
Club
Cartoon
Biography
Review
Invention
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
Reform must come
from within, not
from without.
WE, are the Agents of
Change… nothing can change
unless we change ourselves
and our ways of teaching
James Gibbons
Where do I Go From Here?
Some Tips for Implementing
Differentiation in your
Classroom
 Start
slowly
 Organize classroom space
 Find out student interests
Where do I Go From Here?
Some Tips for Implementing
Differentiation in your
Classroom
 Use
technology
 Start class with familiar tasks
(Do Now)
 Start student port(data)folios
THINK ABOUT
ON-GOING ASSESSMENT
STUDENT DATA
Open response test
Oral response
Portfolio entry
Exhibition
Culminating product
Question writing
Problem solving
Journal Entry
Short Answer Test
TEACHER DATA
Anecdotal records
Observation by checklist
Skills checklist
Class discussion
Small group interaction
Teacher – student
conference
Assessment stations
Exit cards
Performance tasks and
rubrics
DIFFERENTIATED
INSTRUCTION
JUST DO IT!!!
References
• Differentiating
Instruction in the
Regular Classroom
by Diane Heacox
• Managing A
Differentiated
Classroom by
Carol Ann
Tomlinson