Differentiation: An Overview

1. Differentiation: An Overview Sarah Goff TCE 549

2. What is Differentiation? “…an approach to teaching in which teachers proactively modify curricula, teaching methods, resources, learning activities, and student products to address the diverse needs of individual students and small groups of students to maximize the learning opportunity for each student in a classroom” (Tomlinson, et al, p. 121). • Proactively teaching to the diversity in a classroom rather than the mean • Student characteristics • Readiness level • Varied groups, materials, pacing • Multiple ways to learn and to demonstrate proficiency in essential content

3. Why Differentiate? • Students thrive with moderate challenge • Teaching that engages interest promotes positive learning traits • Students benefit from recognition of their unique learning preferences and cultural practices

4. How Can Teachers Differentiate?

5. Knowing the Students

6. Preparing an Environment for All Students

7. Differentiating Content Requires advanced musical skills Reviewing new content Tiered workcards example: • Lower complexity task: • Label the sections in this song with “A”s and “B”s, then determine if it is in binary (AB) or ternary (ABA) form. • Write a short rap on a topic of your choice. Choose binary or ternary form and label the sections with letters. Make sure your “A” section is in contrast to your “B” section (different words or rhythm). Higher complexity task: Compose a 12-bar melody in C major on the staff below in binaryor ternary form. Make sure you can sing it (on solfege, or write in words if you’d like). Label the sections “A” and “B” and make sure they contrast with each other. Then evaluate your composition with the checklist on the next page. Applies understanding creatively without complex musical knowledge needed New Bloom’s Taxonomy

8. Differentiating Process

9. Assessment: Differentiating Product • E.g. Project Menus • Students choose product they will use to demonstrate their understanding or skill • Options could include written, visual, kinesthetic, verbal, or musical projects • May include different levels of complexity with a required number of basic or advanced tasks • E.g. Challenge Centers • Students move to different stations by choice or assignment • Can be varied by materials, reading level, learning preferences, or complexity

10. Applying Differentiation in the Music Classroom • Naturally included in: • Instrumental parts of varied difficulty • Soliciting student responses of varying complexity • Variety of modalities • Centers and choices • New ideas: • Pre-assessment essential • Flexible groups for instrument study • Challenge level assignments for rhythms • iPads to individualize pacing, record for assessment