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Differentiating Instruction
What I know
What I do
Differentiating
Instruction
What I understand
How do I know
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Differentiation is NOT
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chaotic.
new.
Differentiation IS..
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redefining fair as trying to make sure each child gets what they
need to grow and succeed.
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One-Size-Fits-All
Highly differentiated
Assessment
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
Anchor Activities
Learning
Centers/Stations
Problem-Based
Learning
Project-Based Learning
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Differentiated Instruction Success
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Z.P.D. in Kid-Speak
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Environment
Content
Process
Product
According to Students
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Differentiating Content
Differentiating Process
Differentiating Products
Differentiating Affect
Differentiating Learning
Reading Focus
As a group,
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Environment
Content
Process
Product
According to Students
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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CONTENT
WHAT WE TEACH AND HOW WE GIVE
STUDENTS ACCESS TO THE
INFORMATION AND IDEAS THAT MATTER
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Differentiating by Content
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PROCESS
HOW STUDENTS COME TO
UNDERSTAND AND OWN THE
KNOWLEDGE, UNDERSTANDING
AND SKILLS
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Differentiating by Process
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PRODUCTS
HOW A STUDENT DEMONSTRATES
WHAT HE OR SHE HAS COME TO
KNOW UNDERSTAND AND DO
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Differentiating by Product
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Tiered products
MI tasks
Graduated rubrics
Alternative assessments
Independent projects
Product Possibilities
VISUAL
Advertisement
Collage
Poster
Flow chart
Venn diagram
Painting
Map
Video
Story map
Timeline
AUDITORY
Audiotape
News broadcast
Speech
Debate
Lecture
Group discussion
Interview
Round table
discussion
Book review
Teach others
WRITTEN
Book report
Letter
Poetry
Research paper
Story
Checklist
Journal
Essay
Newsletter
Survey
KINESTHETIC
A model
Performance of a dance
or skit
Sculpture
Mobile
Diorama
Dramatization
Experiment
Pantomime
Role play
Display
Four Square Products, page 144. From Differentiating Instruction in a Whole-Group Setting, 38 2005 Crystal Springs Books.
Used with permission from the author. All rights reserved.
Interest
Learning
Profile
Growth
Motivation
Efficiency
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Readiness
Interest
Learning
Profile
If the assignment
encourages students
to work in a preferred
manner
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Academic Assessment
Assessments include but are not limited to the following:
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NYSESLAT
NYSAA
Data from ARIS
DIBELS
Formative Assessment
Summative
Assessment
ECLAS
EPAL
ELA/Math State Assessment
Regents/ RCTs
Predictive Assessments
Interim Assessments
READINESS..
is determining students current performance
levels.
Educators should make the work a little
more challenging and provide students the
support they need to succeed.
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Differentiating by Readiness
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Varied texts
Tier tasks/products
Homework options
Compacting
Use of organizers
Learning contracts
INTEREST..
is making connections with experiences students
already find appealing, intriguing, relevant and
worthwhile.
Educators should help students connect with new
information, understanding and skills to make
these connections
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Differentiating by Interest
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LEARNING PROFILE..
is assessing how students learn and engage
with instruction.
Educators should help students learn in the
way they learn best.
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Learning Profile
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http://www.ldrc.ca/projects/miinventory/mitest.html
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Learning Profile
Interest inventories-- Person-al-i-ties
Circle graphs
Puzzle pieces
All about me surveys
Interest surveys
Learning style inventories
Multiple Intelligence checklist
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Debrief Questions
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Differentiated Instructional
Strategies
Adjusting
Questions
Anchoring
Activities
Cubing
Curriculum
Choice
Compacting
Boards
Flexible
Grouping
Independent
Interest
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Study
Groups
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Jigsaw
Learning Centers
Learning Contract
Literature Circles
Multiple Intelligences
Orbitals
R.A.F.T
Reading Buddies
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Tiered Assignments
Thinking Maps
Varied Questions
Varied Texts
Know
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Facts
Vocabulary
Dates
Places
Names
Summary
State standards/ objectives
Examples
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Understand
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Concepts
Sub-concepts
Principles/Generalizations
Examples
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Do
Skills
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Examples
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In
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Covert
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Invisible
Cant see or
hear
Imagine
Think about
Remember
Picture
Overt
Visual
Observable
Auditory
Write
Underline
Discuss
Accountable Talk
Wipe Off Board
Gestures
Expressions
Post Its
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Making Connections: Teaching and the Human Brain (1994), Caine & Caine
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Defining
Whole and
Parts
as
as
Classifying
Sequencing
as
as
Describing
Cause and
Effect
as
Comparing
as
Analogies
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A RAFT is
assume a role
consider their audience,
write in a particular format
examine a topic from a relevant perspective,
Carol Tomlinson
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RAFT
RAFT is an acronym that stands for
Role of the writer. What is the writers role:
reporter, observer,
eyewitness?
Audience.
Format.
Topic.
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RAFTs can
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Carol Tomlinson
Tiered?
Other?
Role
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Audience
Format
Topic
Raft Activities
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Role
Audience
Format
Topic
Dinosaur
Sun
Petition
Im getting too
cold
Bacteria
Sun
Song
Pangaea
Todays Earth
Newscast
Im all broken up
Trilobite
Sedimentary Rock
Letter
Think-Tac-Toe is..
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Think-Tac-Toe Planning
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Think-Tac-Toe /Menus
Read Lon Po Po and
Little Red Riding Hood.
Complete a Double
Bubble to show
similarities and
differences,
Develop a timeline of
events for the story of
Snow White
STUDENT
CHOICE
Think-Tac-Toe / Menus
Design an invitation card
for a party.
STUDENT
CHOICE
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References
Gayle, G H., & Chapman, C. (2002). Differentiated Instructional Strategies
(One Size Doesn't Fit All). Thousand Oaks, CA: Corwin Press Inc.
Heacox, Diane (2002). Differentiating Instruction in the Regular Classroom:
How to Reach and Teach all Learners, Grades 3-12. Free Spirit
Tomlinson, C. A. (1999). The Differentiated Classroom (Responding to the
Needs of All Learners). Reston VA: ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability
Classrooms (2nd ed.). Reston VA: ASCD.
Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom
(Strategies and Tools for Responsive Teaching). Reston VA: ASCD.
Tomlinson, C. A. & Eidson Cunningham (2003). Differentiation in Practice (A
resource guide for Differentiating Curriculum) Grades K-5. Reston VA: ASCD.
Tomlinson, C. A. & Eidson Cunningham, C. (2003). Differentiation in Practice
(A resource guide for differentiating curriculum) Grades 5-9.
Reston VA: ASCD.
Tomlinson, C A & Strickland (2005). Differentiation in Practice (A Resource
Guide for Differentiating) Grades 9-12. Reston VA: ASCD.